Creetan Creations

Theme by Anders Norén

Author: clemieux

Indigenous Researchers

“We know what we know from where we stand… …this writing comes from the heart, it comes from who I am and all that I am – nothing more, or less for that matter” Kovach, 2011:7

I chose this particular quote for it encompasses what I believe to hold true in Indigenous research. When I write it comes directly from my heart and experiences. Even in exploring new ideas, I keep in mind my values and Indigenous identity. The teachings I take from my past experiences, and the values that have shaped me into the person I am today are what I carry with me in this never ending journey of learning called life. I am a proud Indigenous person who values the cultures I come from and respect them through keeping them significant in my personal growth. 

 

Inspiration and Teachings

The person I chose to write about is my Dad, Lance DeLaRonde. He has instilled in me the value of education. This educational journey I chose to pursue has given me so much. My Parents’ have given me the support and tools to be successful in life. See I grew up off reserve. I grew up in a small pale conservative town. A majority of my Indigenous peers didn’t graduate alongside me, for that I was referred to as an “Apple” a redskin on the outside, and white on the inside. Why you ask, because I was able to compete in sports, keep up with my studies, and able to easily communicate and build relationships with non-Indigenous people. When cellphones were overtaking, I had to pick up a part time job to pay for it. My Parents’ had been raised off reserves, and so they raised us off reserve. They worked extremely hard to provide my Brother and I with as many opportunities as they could. They planned for us to pursue post-secondary education. In 1998, my Father suffered from a massive heart attack and was laid off from his job of 25 years. During his recovery he was put on medication that triggered his body to react and bring on Rheumatoid Arthritis. It was so severe I remember helping him to put his socks on in the mornings. Every movement for my Dad is painful. It was a time where his doctor suggested that he apply for disability status. He knew then that he would not be able to support his family working in industrial settings as he had my entire life to that point. My Dad was a person who did not complete high school, he was entering a competitive market. It was in his decision to pursue a higher education that I saw how strong my Father really is. As he was suffering, he was able to complete his grade 12 and move on to acquiring a certificate in Land Resource Management. Through his journey I witnessed his dedication to the value he has in education. His perseverance and hard work allowed me to realize why he valued education so much. I want to be someone my Father is proud of. He has given me so much in this life. If it wasn’t for him I don’t know if I would have pursued university. The education journey I am on is something I would not trade for anything. Had it not been for this journey my mind may not be as open as it is today. It has challenged me in a way to want to achieve more and share my knowledge. I hope to do this by being able to work in a way to create opportunities and supplement growth of individuals. The support and encouragement I’ve received from my Parents in continuing my education will always be valued in everything I pursue.

 

Inspirational Readings

Indigenous Research Methodologies: 

  • Battiste, M. (2011). Reclaiming Indigenous voice and vision. UBC Press.
  • Cardinal, L. (2001). What is an Indigenous perspective? Canadian Journal of Native Education, 25(2), 180-182.
  • Chilisa, B. (2011). Indigenous research methodologies. Sage Publications.
  • Chilisa, B., & Ntseane, G. (2010). Resisting dominant discourses: implications of Indigenous, African feminist theory and methods for gender and education research. Gender and Education, 22(6), 617-632.
  • Denzin, N. K., Lincoln, Y. S and Smith, L. (2008). Handbook of critical and Indigenous methodologies. Sage.
  • Fleras, A. (2004). “Researching together differently”: Bridging the research paradigm gap.Native Studies Review, 15(2), 117-129.
  • Foley, D. (2003). Indigenous epistemology and Indigenous standpoint theory.Social Alternatives, 22(1), 44-52.
  • Hart, M. A. (2010).Indigenous worldviews, knowledge, and research: The development of an Indigenous research paradigm.
  • Kovach, M. (2005). Emerging from the margins: Indigenous methodologies. In L. Brown & S. Strega (Eds.),Research as resistance. Toronto, Canada: Canadian Scholars’ Press.
  • Kovach, M. E. (2010). Indigenous methodologies: Characteristics, conversations, and contexts. University of Toronto Press.
  • Louis, R. P. (2007). Can you hear us now? Voices from the margin: Using Indigenous methodologies in geographic research. Geographical research,45(2), 130-139.
  • Mataira, P., Matsuoka, J. K., & Morelli, P. T. (2005). Issues and processes in Indigenous research. In S. M. Kana.iaupuni (Ed.), Hulili: Multidisciplinary research on Hawaiian well-being (Vol. 2, pp. 35-45). Honolulu, HI: Pauahi Publications.
  • Prescott, S. J. (2008). Using talanoa in Pacific business research in New Zealand: experiences with Tongan entrepreneurs.AlterNative: An International Journal of Indigenous Peoples 4(1), 127-148.
  • Smith, L. T. (2012).Decolonizing methodologies: Research and Indigenous peoples (2nd ed.). London, England: Zed Books. (Original work published 1999)
  • Tuck, E. (2013). Decolonizing methodologies 15 years later. AlterNative: An International Journal of Indigenous Peoples, 9(4).
  • Tuck, E., & McKenzie, M. (2014). Place in research: Theory, methodology, and methods. Routledge.
  • Tuck, E., & Yang, K. W. (2014). R-words: Refusing research. Humanizing research: Decolonizing qualitative inquiry for youth and communities, 223-247.
  • Wilson, S. (2001). What is an Indigenous research methodology?. Canadian Journal of Native Education, 25(2), 175-179.
  • Wilson, S. (2003). Progressing toward an Indigenous research paradigm in Canada and Australia.Canadian Journal of Native Education, 27(2), 161-178.
  • Wilson, S. (2008).Research is ceremony: Indigenous research methods. Fernwood Pub..