Indigenous Standpoint Theory: Ethical Principles and Practices for Studying Sukuma People in Tanzania

Autor/in	Iddy, Hassan
Titel	Indigenous Standpoint Theory: Ethical Principles and Practices for Studying Sukuma People in Tanzania
Quelle	In: Australian Journal of Indigenous Education, 50 (2021) 2, S.385-392 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2020.1
Schlagwörter	Foreign Countries; Indigenous Populations; Research Methodology; Cultural Relevance; Ethics; Females; Secondary Education; Rural Areas; Community Involvement; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Research method; Forschungsmethode; Ethik; Weibliches Geschlecht; Sekundarbereich; Rural area; Ländlicher Raum; Tansania
Abstract	Indigenous Standpoint Theory (IST) is yet to be widely applied in guiding the conduct of research that involves Indigenous people in Africa. In reference to Tanzania, this approach is new. There has been no study in the context of Tanzania which has used IST, despite the presence of many Indigenous people in the country. IST is widely used in Australia, New Zealand and Canada to guide the conduct of research when studying Indigenous people. In this paper, I show how I developed nine ethical protocols for conducting culturally, respectful and safe research with the Sukuma people in Tanzania and how I used those protocols within a research project on girls and secondary education in rural Tanzania. By developing these protocols, a significant new contribution to the area of IST in Tanzania and Africa in general has been established. These protocols may serve as a starting reference point for other future researchers in Tanzania if they apply IST in their research such that the voices of Indigenous people may be heard, and the community has a greater degree of control and input in the planning and designing of the project, as well as the analysis and dissemination of the information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01