Indigenous Inquiries

Indigenous epistemologies have existed for a very long time and have managed to survive colonization, war, genocide and a host of government policies and practices. Yet, it is only recently that the academy has taken an interest in Indigenous methodologies and paradigms, in particular in the field of qualitative research. In part this interest has to do with the notion of relationality that is common amongst both research views. As Shawn Wilson (2007) noted, “Our own relationships with our environment, families, ancestors, ideas, and the cosmos around us shape who we are and how we will conduct our research. Good Indigenist research begins by describing and building on these relationships (p. 194). Conversely, good qualitative research acknowledges the importance and value of relationships both within the research process and in everyday lived-experience. It would seem that Indigenous methodologies and qualitative research would make natural allies (Kovach, 2009, p. 12).

However, to be useful allies qualitative researchers must be “able to respect Indigenous research frameworks on their own terms. This involves a responsibility to know what that means” (p. 12). Furthermore, Indigenous researchers’ responsibility “is to assist others to know [their] worldview in a respectful and responsible fashion” (p. 12). To that end the QI Congress 2012 has opened a space for a special session, Indigenous Inquiries. Submissions are invited exploring the spaces and the places of Indigenous inquiries in the academy and in particular their relationship with qualitative research.

The Congress will schedule alternative formats to facilitate talking circles, roundtables, somatic sessions: dance, movement, research sharing circles, storytelling/drama/music & song, and themed discussion circles to support exchange and interaction among researchers working on common sets of issues, problems, or themes. The time-tabling of the alternative formats will follow the Congress block (1.5 hrs) schedule, however, the sessions will be fluid and dynamic allowing for opportunities for participants to engage for longer periods of time than the traditional 10 to 15 minute presentation.

References

Kovach, M. (2009). Indigenous Methodologies: Characteristics, Conversations and Contexts. Toronto, ON: University of Toronto Press.

Wilson, S. (2007). What is an Indigenist Research Paradigm? Canadian Journal of Native Education, 30(2), 193-195.