Relationality as a Response to Challenges of Participatory Action Research in Indigenous Contexts: Reflections from the Field

Autor/inn/en	Nutton, Jennifer; Lucero, Nancy; Ives, Nicole
Titel	Relationality as a Response to Challenges of Participatory Action Research in Indigenous Contexts: Reflections from the Field
Quelle	In: Educational Action Research, 28 (2020) 1, S.100-111 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lucero, Nancy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2019.1699132
Schlagwörter	Action Research; Participatory Research; Indigenous Knowledge; Canada Natives; American Indians; Decision Making; Western Civilization; Models; Researchers; Social Work; Power Structure; Interpersonal Relationship; Foreign Countries; Females; Caseworkers; Counselor Attitudes; Cultural Awareness; United States + Suchen Sie Ihr Suchwort? Projektforschung; Forschungstätigkeit; American Indian; Indianer; Decision-making; Entscheidungsfindung; Analogiemodell; Researcher; Forscher; Soziale Arbeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Weibliches Geschlecht; Cultural identity; Kulturelle Identität; USA
Abstract	Three researchers share their reflections on the challenges and goodness of fit of using participatory action research (PAR) in studies with indigenous peoples in the United States and Canada. Three central challenges of participatory methodologies are identified: (1) defining what constitutes participation; (2) the extended time required for a PAR study; and (3) researcher positionality. The authors discuss tensions inherent in the western academy when shifting final decision-making authority over research processes away from the academic institution to the indigenous community. A model situating the principles of PAR alongside perspectives and values congruent with the indigenous concept of relationality is presented as a means of mitigating these challenges. This approach aligns PAR principles within culturally-congruent definitions of relationship and encourages researchers to re-imagine participation as a form of relationship, allowing them to engage more deeply and genuinely with indigenous participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01