Relevant bibliographies by topics / Indigenous engagement

Academic literature on the topic 'Indigenous engagement'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Indigenous engagement"

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Cook, Abu Bakr Sirajuddin, and Salih Yucel. "Australia’s Indigenous Peoples and Islam." Comparative Islamic Studies 12, no. 1-2 (August 28, 2019): 165–85. http://dx.doi.org/10.1558/cis.37033.

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There is a growing scholarly interest in Australia’s Aboriginal and Torres Strait Islander peoples’ engagement with Islam. This interest has highlighted some significant historical points of contact, such as with the Makassan fishermen, the Afghan cameleers, and the Malay pearl divers. Historical engagements with Islam, such as these, have influenced the contemporary identity formation for some Indigenous peoples, by acknowledging the historical connections without embracing Islam or identifying as a practicing Muslim. That some Indigenous people with no known familial historical engagement with Islam have embraced Islam has raised surprise, concern, and confusion. As it has primarily been historians, sociologists, and anthropologists that have heretofore been attempting to document and understand Aboriginal and Torres Strait Islander peoples’ engagement with Islam, it is unsurprising that the suggested reasons for such engagement have been historical, sociological, and anthropological. Without dismissing or contradicting the existing research, this article will suggest that current literature does not explicitly account for philosophical and spiritual convergences between the belief structures of Australia’s Indigenous peoples and Islam in the explanation of both historical and contemporary engagements.
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Merati, Nickoo, Jonathan Salsberg, Joey Saganash, Joshua Iserhoff, Kaitlynn Hester Moses, and Susan Law. "Cree Youth Engagement in Health Planning." International Journal of Indigenous Health 15, no. 1 (November 5, 2020): 73–89. http://dx.doi.org/10.32799/ijih.v15i1.33985.

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Indigenous communities experience a greater burden of ill health than all other communities in Canada. Across the (Indigenous Region), all nine (Name) communities experience similar health challenges. In 2014, the (REGIONAL_BOARD) supported an initiative to stimulate local community prioritization for health change. While many challenges identified were specific to youth (10-29 years of age), youth’s perspectives in these reports to date have been limited. We sought to understand how (Indigenous) youth perceived youth health and their engagement in health and health planning across (Region). As part of a (REGIONAL_BOARD-University) partnership, this qualitative descriptive study adopted a community-based participatory research approach. Ten (Indigenous) youth participated in two focus groups, and five (Indigenous) youth coordinators participated in key informant interviews. Thematic analysis was conducted and inductive codes were grouped into themes. (Indigenous) participants characterized youth engagement into the following levels: participation in community and recreational activities; membership in youth councils at the local and regional levels; and, in decision-making as planners of health-related initiatives. (Indigenous) youth recommended greater use of social media, youth assemblies, and youth planners to strengthen their engagement and youth health in the region. Our findings revealed an interconnectedness between youth health and youth engagement; (Indigenous) youth described how they need to be engaged to be healthy, and need to be healthy to be engaged. (Indigenous) participants contributed novel and practical insights to engage Indigenous youth in health planning across Canada.
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Bourassa, Carrie, Jennifer Billan, Danette Starblanket, Sadie Anderson, Marlin Legare, Mikayla Caroline Hagel, Nathan Oakes, et al. "Ethical research engagement with Indigenous communities." Journal of Rehabilitation and Assistive Technologies Engineering 7 (January 2020): 205566832092270. http://dx.doi.org/10.1177/2055668320922706.

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Introduction Canada’s colonial policies and practices have led to barriers for Indigenous older adults’ access to healthcare and research. As a result, there is a need for Indigenous-led research and culturally safe practices. Morning Star Lodge is developing a training module to assist AgingTech researchers on ethical, culturally safe ways to engage Indigenous communities. This includes exploring Indigenous health research, community-based partnerships, reciprocal learning, and cultural safety; this is presented through a case study on ethically engaged research. Methods Morning Star Lodge developed a research partnership agreement with File Hills Qu’Appelle Tribal Council and established a Community Research Advisory Committee representing the eleven First Nations within the Tribal Council. The work designing the culturally safe training module is in collaboration with the Community Research Advisory Committee. Results Building research partnerships and capacities has changed the way the eleven First Nation communities within File Hills Qu’Appelle Tribal Council view research. As a result, they now disseminate the Knowledge within their own networks. Conclusions Indigenous Peoples are resilient in ensuring their sustainability and have far more community engagement and direction. Developing culturally safe approaches to care for Indigenous communities leads to self-determined research. Culturally safe training modules can be applied to marginalized demographics.
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Lewis, Jordan, and Steffi Kim. "COMMUNITY ENGAGEMENT: INDIGENOUS AND NONINDIGENOUS RESEARCHERS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 383–84. http://dx.doi.org/10.1093/geroni/igac059.1512.

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Abstract In response to populations that have been chronically underserved and underrepresented within the social sciences, scholars have outlined the need for community-based engagement strategies and research methodologies that are able to represent the voices of those communities to promote culturally informed, appropriate, and driven health initiatives. This symposium introduces and discusses Indigenous research methodologies that are empowering and emphasize the knowledge and wisdom of Indigenous Elders, shares urban Elder engagement strategies, explores engagement strategies for Indigenous and non-Indigenous researchers, and describes the impacts of exclusion of Indigenous voices from research. The first presentation by Maria Crouch and her colleagues will introduce an Elder-centered research methodology as exemplified by two research studies. The second presentation by Steffi Kim focuses on outreach and research engagement strategies to reach Alaska Native Elders in the urban environment. The third presenter, Jordan Lewis, shares and discusses community-based research as an insider and outsider in your own community, outlining research practices, positionality, and accuracy in research. Finally, Lyn Holley will discuss themes emerging from her review of the literature that explored the impacts of the application of “top-down” Eurocentric approaches to inquiry on American Native people and the implications of these findings.
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Lee, Kelley, Julia Smith, and Sheryl Thompson. "Engaging Indigenous peoples in research on commercial tobacco control: a scoping review." AlterNative: An International Journal of Indigenous Peoples 16, no. 4 (November 13, 2020): 332–55. http://dx.doi.org/10.1177/1177180120970941.

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Commercial tobacco products are a leading contributor to health disparities for many Indigenous peoples. Mainstream interventions developed for non-Indigenous peoples have been found less effective at addressing these disparities. Meaningful engagement is needed to develop effective measures but there are limited understandings of what engagement means in practice. We conduct a scoping review of studies self-reporting engagement with Indigenous peoples; assess their engagement against ethics guidelines concerning research involving Indigenous peoples and writings of Indigenous scholars; and draw lessons for advancing practice. We found engagement of Indigenous peoples in tobacco control research is practiced in varied ways—who conducts the research, who is engaged with, for what purpose, at what research steps, and what approaches are applied. Engagement ranges from limited to deeper commitment to research as decolonizing practice. Critical reflection along five questions can advance research practice for this purpose.
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Saylor, Murray, and Deb Archbold. "Improving success rates for Indigenous business engagement." APPEA Journal 57, no. 2 (2017): 543. http://dx.doi.org/10.1071/aj16234.

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Although some oil and gas projects have successfully engaged Indigenous businesses in their supply chain, other projects have found this difficult to achieve. Understanding the risk factors in the process of Indigenous engagement and successfully managing those risks creates a positive environment for Indigenous business engagement, one that is much more likely to support long-term success and minimise business and contract failure. Risk management areas to consider include not understanding Traditional Owner community goals and priorities, not assisting communities to build their capabilities and poor communication. This paper maps these risks and outlines four practical strategies to mitigate these risks: (1) giving local Indigenous businesses the lead time to prepare for work opportunities and build their capabilities; (2) including a mix of large, medium-sized and small local Indigenous businesses in the supply chain; (3) using culturally respectful pathways for Indigenous employment; and (4) maintaining the relationship with Traditional Owner groups. Managing risks and using these practical approaches will improve and increase Indigenous business engagement in project supply chains.
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TallBear, Kim. "Close Encounters of the Colonial Kind." American Indian Culture and Research Journal 45, no. 1 (January 1, 2021): 157–67. http://dx.doi.org/10.17953/aicrj.45.1.tallbear.

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This essay is voiced by “IZ,” a character personifying the evolving field of “Native American” or “Indigenous” studies in the United States. IZ was introduced to readers in Aileen Moreton-Robinson’s edited volume Critical Indigenous Studies: Engagements in First World Locations 2016, in which Moreton-Robinson wrote: “Twenty years into this century, Indigenous-centered approaches to knowledge production are thriving” and our “object of study is colonizing power in its multiple forms, whether the gaze is on Indigenous issues or on Western knowledge production.” Today, “critical Indigenous studies” represents a coming together of multiple national engagements by Indigenous scholars and sovereignty movements with universities around the world. In this essay, IZ’s object of study and critical polydisciplinamorous Indigenous engagement is a scientist searching for signs of “intelligent” life off-Earth.
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Battiste, Marie, and Sa’ke’j Henderson. "Indigenous and Trans-Systemic Knowledge Systems." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 7, no. 1 (June 2, 2021): 1—xvi. http://dx.doi.org/10.15402/esj.v7i1.70768.

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This special issue addressing the theme of “Indigenous and Trans-Systemic Knowledge Systems” seeks to expand the existing methods, approaches, and conceptual understandings of Indigenous Knowledges to create new awareness, new explorations, and new inspirations across other knowledge systems. Typically, these have arisen and have been published through the western disciplinary traditions in interaction and engagement with diverse Indigenous Knowledge systems. Written by Indigenous and non-Indigenous scholars, and in collaborations, the contributions to this issue feature the research, study, or active exploration of applied methods or approaches from and with Indigenous Knowledge systems as scholarly inquiry, as well as practical communally-activated knowledge. These engagements between Eurocentric and Indigenous Knowledges have generated unique advancements dealing with dynamic systems that are constantly being animated and reformulated in various fields of life and experiences. While these varied applications abound, the essays in this issue explore the theme largely through scholarly research or applied pedagogies within conventional schools and universities. The engagement of these distinct knowledge systems has also generated reflective, immersive, and transactional explorations of how to foster well-being and recovery from colonialism in Indigenous community contexts.
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Murphy, Kathleen, Karina Branje, Tara White, Ashlee Cunsolo, Margot Latimer, Jane McMillan, John R. Sylliboy, Shelley McKibbon, and Debbie Martin. "Are we walking the talk of participatory Indigenous health research? A scoping review of the literature in Atlantic Canada." PLOS ONE 16, no. 7 (July 27, 2021): e0255265. http://dx.doi.org/10.1371/journal.pone.0255265.

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Introduction Participatory research involving community engagement is considered the gold standard in Indigenous health research. However, it is sometimes unclear whether and how Indigenous communities are engaged in research that impacts them, and whether and how engagement is reported. Indigenous health research varies in its degree of community engagement from minimal involvement to being community-directed and led. Research led and directed by Indigenous communities can support reconciliation and reclamation in Canada and globally, however clearer reporting and understandings of community-led research is needed. This scoping review assesses (a) how and to what extent researchers are reporting community engagement in Indigenous health research in Atlantic Canada, and (b) what recommendations exist in the literature regarding participatory and community-led research. Methods Eleven databases were searched using keywords for Indigeneity, geographic regions, health, and Indigenous communities in Atlantic Canada between 2001-June 2020. Records were independently screened by two reviewers and were included if they were: peer-reviewed; written in English; health-related; and focused on Atlantic Canada. Data were extracted using a piloted data charting form, and a descriptive and thematic analysis was performed. 211 articles were retained for inclusion. Results Few empirical articles reported community engagement in all aspects of the research process. Most described incorporating community engagement at the project’s onset and/or during data collection; only a few articles explicitly identified as entirely community-directed or led. Results revealed a gap in reported capacity-building for both Indigenous communities and researchers, necessary for holistic community engagement. Also revealed was the need for funding bodies, ethics boards, and peer review processes to better facilitate participatory and community-led Indigenous health research. Conclusion As Indigenous communities continue reclaiming sovereignty over identities and territories, participatory research must involve substantive, agreed-upon involvement of Indigenous communities, with community-directed and led research as the ultimate goal.
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Kim, Steffi. "URBAN ENGAGEMENT STRATEGIES FOR ALASKA NATIVE ELDER PARTICIPATION IN RESEARCH." Innovation in Aging 6, Supplement_1 (November 1, 2022): 384. http://dx.doi.org/10.1093/geroni/igac059.1514.

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Abstract Given the current threats to health for older Indigenous people, it is important to understand the health needs and perceptions of older Indigenous people who play a pivotal role in the health and wellbeing of their communities. The underrepresentation of Indigenous voices has led to research, health promotion efforts, and community engagement that has largely been unsuccessful in facilitating culturally grounded and effective health promotion. Engaging Indigenous Elders in research has often been a challenge for researchers – Indigenous and non-Indigenous. Reaching Indigenous Elders within the urban environment can even be more challenging at times based on dispersed communities due to challenging historical contexts, experiences of racism, and mistrust. This presentation is based on the employed engagement strategies of urban-based Alaska Native Elders. Developing policies and programs to promote healthy aging in Indigenous communities requires the voices of those living within their communities.
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Dissertations / Theses on the topic "Indigenous engagement"

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Birrell, Carol L. "Meeting country deep engagement with place and indigenous culture /." View thesis, 2006. http://handle.uws.edu.au:8081/1959.7/20459.

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Thesis (Ph.D) -- University of Western Sydney, 2006.
Thesis submitted for the degree of Doctor of Philosophy to the University of Western Sydney, College of Arts, School of Education. Includes bibliographical references.
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Cochrane, Krysta Leeanne. "An articulation of Indigenous and sociocultural approaches : theory, methodology, and application to Indigenous school engagement." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/10177.

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This thesis is a philosophical inquiry that advances an articulation of Indigenous theories of learning and methodology with Vygotsky's sociocultural theory and methodology. An Indigenized sociocultural approach may provide a culturally appropriate theoretical and methodological framework that enables researchers to overcome the prevailing ideological assumptions in the conduct of research with Indigenous communities, including eurocentrism, objectivism, and psychological individualism. More specifically, by Indigenizing a sociocultural approach, and approaching research with this new framework, researchers may be better equipped to conduct research with communities and educators in ways that lead to the production of culturally sensitive recommendations for communities, schools, and classrooms to help engage Indigenous youths. Research that is culturally appropriate is urgently needed given the significantly higher early school leaving rates of Indigenous students compared to non-Indigenous students, due in part to historical, social, and cultural factors. The Indigenized sociocultural approach generated through this philosophical inquiry is applied to Indigenous early school leaving and disengagement in order to highlight how such an approach may contribute to the literature. In addition, recommendations based on the extant literature that explore the possibility of increasing school engagement with Indigenous youths are used as guidelines for future empirical research. Finally, limitations of the theory, methodology, and the thesis itself are discussed.
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Durward, Anna, Iina Santamäki, Luong Nguyen, and Muthoni Nduhiu. "Exploring practitioner’s engagement with Indigenous communities to work towards sustainability." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18345.

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With the focus on addressing the sustainability challenge increases in the global agenda, the role of Indigenous communities and the knowledge they hold has been receiving increasing attention as a vital aspect in working towards sustainability. This research sought to bring forth the importance of Indigenous communities and their knowledge in addressing ecological and social sustainability. The research focused on practitioners` engagement with Indigenous communities with the objective of exploring their stories and experiences to offer learning and guidance to other sustainability practitioners. A pragmatic qualitative research approach was adopted in conjunction with literature review, collaborative autoethnography diaries by the authors and nineteen semi-structured interviews with practitioners with experience across sixteen different countries. The results revealed four themed lessons Indigenous communities offer in ecological sustainability, enhancing social sustainability, adaptive capacity in complex human systems, structural obstacles and definitions. Results also presented best practices and guidelines across four main themes for successful engagement with Indigenous communities. The discussion offers insights on what all sustainability practitioners can learn when working in the Indigenous context. Ultimately, becoming the bridge to foster mutual learning between Indigenous and Industrialized world toward global sustainability.
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Eckersley, Mark. "Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/c794a0bbc920b0dccbd1d1d653692286e42558ad76312d10462327ff49fa9c66/3588331/Eckersley_2019_Signposts_and_messagesticks_an_ethnographic_study.pdf.

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The purpose of this ethnographic study is to investigate how non-Indigenous Australian secondary drama teachers engage with an Australian Indigenous drama text. Some studies, such as those of Moriarty (1995) and Harrison and Greenfield (2011), have focused on the implementation and teaching of ‘Aboriginal Studies’ and ‘Aboriginal Culture’. There is a gap in scholarly literature relating to the way teachers engage with Indigenous Australian perspectives and texts. In this research, I address the following question: ‘How do non-Indigenous Victorian secondary school drama teachers (NIVSSDTs) engage with Indigenous Australian drama texts and what effects does this have on ‘ways of seeing’ that develops knowledge and understanding?’ Ethnographic and case study research is used to examine how non-Indigenous Victorian secondary school drama teachers (NIVSSDTs) perceive and make sense of an Indigenous Australian drama text. A case study was conducted that included four NIVSSDTs in an ethnographic study of their teaching of an Indigenous drama text. Data collection was based on three data collection methods. First, semi-structured interviews with each of the four NIVSSDTs were undertaken. Second, visual journals of the NIVSSDTs were examined. Finally, discussion in forums involving the participants took place. The case design was informed by Indigenous Australian Aboriginal pedagogy of cultural interface as represented in the eight-stage model of Yunkaporta (2009) and the work on privileging Indigenous Australian ‘ways of Knowing’ by Rigney (1997), Smith (1999), Nakata (2003), Foley (2002) and Blair (2015). Important also to the data analysis were ‘theories of visuality’, especially the conceptual frameworks of reception theory (Hall 1980). Findings from the study were that NIVSSDTs primarily adopt hegemonic or negotiated operating positions especially when concentrating on exam criteria. Negotiated positioning is more evident when NIVSSDTs concentrate on story, themes and contexts. NIVSSDTs tended to aestheticise, objectify and engage with Indigenous Australian cultures positioning Indigenous ‘ways of Knowing’ on the periphery of Western knowledge constructs. Lack of meaningful consultation with Indigenous Australian knowledge holders is also evident. The significance of my research lies in its contribution to knowledge about social, cultural and political issues surrounding Non-Indigenous teachers’ engagement with Indigenous cultures and ‘ways of Knowing'.
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Chief, Karletta, Alison Meadow, and Kyle Whyte. "Engaging Southwestern Tribes in Sustainable Water Resources Topics and Management." MDPI AG, 2016. http://hdl.handle.net/10150/622417.

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Indigenous peoples in North America have a long history of understanding their societies as having an intimate relationship with their physical environments. Their cultures, traditions, and identities are based on the ecosystems and sacred places that shape their world. Their respect for their ancestors and 'Mother Earth' speaks of unique value and knowledge systems different than the value and knowledge systems of the dominant United States settler society. The value and knowledge systems of each indigenous and non-indigenous community are different but collide when water resources are endangered. One of the challenges that face indigenous people regarding the management of water relates to their opposition to the commodification of water for availability to select individuals. External researchers seeking to work with indigenous peoples on water research or management must learn how to design research or water management projects that respect indigenous cultural contexts, histories of interactions with settler governments and researchers, and the current socio-economic and political situations in which indigenous peoples are embedded. They should pay particular attention to the process of collaborating on water resource topics and management with and among indigenous communities while integratingWestern and indigenous sciences in ways that are beneficial to both knowledge systems. The objectives of this paper are to (1) to provide an overview of the context of current indigenous water management issues, especially for the U.S. federally recognized tribes in the Southwestern United States; (2) to synthesize approaches to engage indigenous persons, communities, and governments on water resources topics and management; and (3) to compare the successes of engaging Southwestern tribes in five examples to highlight some significant activities for collaborating with tribes on water resources research and management. In discussing the engagement approaches of these five selected cases, we considered the four "simple rules" of tribal research, which are to ask about ethics, do more listening, follow tribal research protocols, and give back to the community. For the five select cases of collaboration involving Southwestern tribes, the success of external researchers with the tribes involved comprehensive engagement of diverse tribal audience from grassroots level to central tribal government, tribal oversight, on-going dialogue, transparency of data, and reporting back. There is a strong recognition of the importance of engaging tribal participants in water management discussions particularly with pressing impacts of drought, climate change, and mining and defining water rights.
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Washington, Shaneé Adrienne. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.

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Thesis advisor: Lauri Johnson
This exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Phillips, Jacqueline 1980. "Native title law as 'recognition space'? : an analysis of indigenous claimant engagement with law's demands." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101825.

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This thesis engages in a critique of the concept of Australian native title law as a 'recognition space'. It doing so, it treats native title law as a form of identity politics, the courts a forum in which claims for the recognition of identity are made. An overview of multicultural theories of recognition exposes what is signified by the use of recognition discourse and situates this rhetoric in political and theoretical context. A critique of native title recognition discourse is then developed by reference to the insights of sociolegal scholarship, critical theory, critical anthropology and legal pluralism. These critiques suggest that legal recognition is affective and effective. This thesis highlights native title law's false assumptions as to cultural coherence and subject stasis by exploring law's demands and indigenous claimant engagement with these demands. In this analysis, law's constitutive effect is emphasized. However, a radical constructivist approach is eschewed, subject engagement explored and agency located in the limits of law's constitutive power. The effects of legal recognition discourse, its productive and enabling aspects, are considered best understood by reference to Butler's notion of provisional 'performativity'. Ultimately, claimant 'victories' of resistance and subversion are considered not insignificant, but are defined as temporary and symbolic by virtue of the structural context in which they occur.
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Hogarth, Melitta Dorn. "A critical analysis of the Aboriginal and Torres Strait Islander Education Action Plan." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89754/1/Melitta_Hogarth_Thesis.pdf.

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This study involves the analysis of one of the most recent Indigenous Education policies, the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (MCEECDYA, 2011). It examines how the language used within policy positions Aboriginal and Torres Strait Islander peoples. Articulating Rigney's (1999) Indigenist Research Principles with Fairclough's (2001) Critical Discourse Analysis provides a platform for critical dialogues about policy decision-making. In doing so, this articulation enables and emphasises the need for potential policy revision to contribute to the Aboriginal and Torres Strait Islander struggle for self-determination.
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Nkhwashu, Tinyiko Enneth. "Creating a model of convergence and engagement between African indigenous health and biomedical system regarding tuberculosis (TB) treatment." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/61666.

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Introduction: Around 80% of the population in sub-Saharan Africa use indigenous medicine when ill, before consulting biomedical health practitioners, and many only consult doctors when their disease is at an advanced stage or the indigenous medicine has failed. The rise in TB infection has led the South African government to consider collaboration between African indigenous health and biomedical health practitioners in order to counter a pandemic among communities. The World Health Organisation (WHO) advocates incorporating African indigenous health and biomedical health practitioners to promote quality service delivery among the communities. Support for cooperation between these health practitioners was promoted in South Africa with the passing of the Traditional Health Practitioners Act of 2007 (Act. 22 of 2007) to promote collaboration. The government introduced programmes and models of health promotion related to TB management but they focussed on the prevention of the disease, promotion of health, and programmes about HIV/AIDS rather than on how a model of convergence and engagement between the African indigenous health and biomedical health practitioners regarding treatment of TB should be created. Research design and methods: A qualitative, exploratory, descriptive and contextual research design was used. The study conducted within the biomedical health and African indigenous health practitioner's context and was conducted in three phases. Non-probability, purposive sampling was used to choose a population that comprised three groups of participants, namely, biomedical health practitioners, African indigenous health practitioners and supporters of direct observed treatment (DOT).The sample size was large enough to determine differences between groups. The researcher conducted in-depth individual interviews and focus group to explore and describe their views regarding convergence and engagement about the treatment of TB. Questions were asked following the interview guide until data saturation occur. Data analysis was conducted following Tesch method. Findings: The study found they perceived the treatment of TB differently, largely because of cultural diversity, for instance, differing beliefs and worldviews that had an impact on understanding the meaning of concepts such as disease, illness and wellness. Some believed that it was caused by witchcraft, others the result of cleansing rituals not having been carried out. It was also believed that Isidliso entered the victim while sleeping, in the form of food. Thus, the development of the model of convergence and engagement between the biomedical health and African indigenous health practitioners will sort out the myths that is in the mind of the people regarding the cause of TB. Conclusion: The model of convergence and engagement between the biomedical health and African indigenous health practitioners regarding the tuberculosis (TB) treatment was developed following the steps proposed by Dickoff, James and Wiedenbach and Walker and Avant.
Thesis (PhD)--University of Pretoria, 2016.
Nursing Science
PhD
Unrestricted
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Lee, Annette. "The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101." University of the Western Cape, 2020. http://hdl.handle.net/11394/7274.

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Philosophiae Doctor - PhD
The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.
The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.
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Books on the topic "Indigenous engagement"

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N, Westbury, ed. Beyond humbug: Transforming government engagement with indigenous Australia. West Lakes, S. Aust: Seaview Press, 2007.

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author, Whitmore Andrew 1966, and Tebtebba (Organization), eds. Indigenous peoples and the extractive sector: Towards a rights-respecting engagement. Baguio City, Philippines: Tebtebba Foundation, 2014.

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Indigenous Australia and the unfinished business of theology: Cross-cultural engagement. New York: Palgrave Macmillan, 2014.

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South Central Climate Science Center (U.S.). Tribal engagement strategy of the South Central Climate Science Center, 2014. Reston, Virginia: U.S. Geological Survey, 2014.

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Christian, Patrick James. A combat advisor's guide to tribal engagement: History, law and war as operational elements. Boca Raton, FL: Universal-Publishers, 2011.

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B, Wright John, ed. Encounter, engagement and exchange: How native populations of the Americas transformed the world : papers of the Fifty-Third Annual Meeting of the Seminar on the Acquisition of Latin American Library Materials, New Orleans, Louisiana, May 30-June 3, 2008. [New Orleans, La.]: SALALM Secretariat, Latin American Library, Tulane University, 2011.

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Fijn, Natasha. Indigenous Participation in Australian Economies II: Historical engagements and current enterprises. Canberra: ANU Press, 2012.

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Canada. Indian and Northern Affairs Canada. Creating opportunity : progress on commitments to Aboriginal peoples =: Pour la création d'emplois, pour la relance économique : le point sur les engagements pris par le MAINC envers les autochtones. Ottawa, Ont: Indian and Northern Affairs Canada = Affaires indiennes et du Nord Canada, 1995.

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Onciul, Bryony. Museums, Heritage and Indigenous Voice: Decolonizing Engagement. Taylor & Francis Group, 2015.

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Onciul, Bryony. Museums, Heritage and Indigenous Voice: Decolonizing Engagement. Taylor & Francis Group, 2015.

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Book chapters on the topic "Indigenous engagement"

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Joseph, Dawn, and Yin Paradies. "Indigenous music and cultural engagement." In Musical Collaboration Between Indigenous and Non-Indigenous People in Australia, 90–108. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003288572-7.

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Bang, M., C. Montaño Nolan, and N. McDaid-Morgan. "Indigenous Family Engagement: Strong Families, Strong Nations." In Handbook of Indigenous Education, 1–22. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-1839-8_74-1.

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Bang, Megan, C. Montaño Nolan, and N. McDaid-Morgan. "Indigenous Family Engagement: Strong Families, Strong Nations." In Handbook of Indigenous Education, 789–810. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-3899-0_74.

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Langdon, Steve J. "Tlingit engagement with salmon." In The Routledge Handbook of Indigenous Environmental Knowledge, 169–85. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315270845-16.

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Mangeya, Hugh. "Zimdancehall Music as Rules of Sexual Engagement." In Indigenous African Popular Music, Volume 2, 361–77. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98705-3_21.

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Royo, Antoinette G., Andhika Vega Praputra, Joan Jamisolamin, and Neni Rochaeni. "Building Recognition for the Resource Rights of Indigenous Peoples and Local Communities." In Civic Engagement in Asia, 15–24. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9384-7_2.

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Wallace, Ruth, and Rhonda Appo. "Indigenous Dot Com: E-Learning in Australian Indigenous Workforce Development and Engagement." In Vocational Learning, 95–110. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_6.

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Montaño Nolan, Charlene L., Megan Bang, and Nikki McDaid-Morgan. "Indigenous Family Engagement: Authentic Partnerships for Transformative Learning." In Ethnocultural Diversity and the Home-to-School Link, 55–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14957-4_4.

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Sullivan, Peter, and Niek van Riel. "Building Confidence and Fostering Engagement in Aboriginal Learners." In Pedagogies to Enhance Learning for Indigenous Students, 139–53. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-84-5_9.

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Lane, Paul. "Archaeology, hybrid knowledge, and community engagement in Africa." In The Routledge Companion to Global Indigenous History, 603–28. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315181929-33.

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Conference papers on the topic "Indigenous engagement"

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Spindler, Drew, Naomi Stevens, and Joe Pitti. "Rights of Nature and Indigenous Engagement." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/52.

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Vincent, Bruce D., and Indra L. Maharaj. "Evolving Standards of Indigenous Peoples Engagement and Managing Project Risk." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78319.

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The standards for Indigenous engagement are evolving rapidly in Canada. The risks to project approvals and schedules, based on whether consultation has been complete, have been recently demonstrated by the denial of project permits and protests against projects. Indigenous rights and the duty to consult with affected Indigenous groups is based on the Constitution Act, 1982 and has been, and is being, better defined through case law. At the same time, international standards, including the International Finance Corporation Performance Standards and the United Nations Declaration on the Rights of Indigenous Peoples, are influencing government and corporate policies regarding consultation. The Government of Canada is revising policies and project application review processes, to incorporate the recommendations of the Truth and Reconciliation Commission of Canada; that Commission specifically called for industry to take an active role in reconciliation with Canada’s Indigenous peoples. Pipeline companies can manage cost, schedule and regulatory risks to their projects and enhance project and corporate social acceptance through building and maintaining respectful relationships and creating opportunities for Indigenous participation in projects.
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Sawchuk, Katrina, and Vivian Ramsden. "Understanding Indigenous Health Literacy Through Community-Led Engagement." In NAPCRG 50th Annual Meeting — Abstracts of Completed Research 2022. American Academy of Family Physicians, 2023. http://dx.doi.org/10.1370/afm.21.s1.3615.

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Bellani, Elvita, Sri Rezky Ramadhani, and Muhammad Tamar. "Job Satisfaction as Predictor of employee engagement." In 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.4.

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Webb, Graeme, Alon Eisenstein, Laura Patterson, and Jannik Eikenaar. "Introducing Engineering Students to Communication Practices for Engagement with Indigenous Communities." In 2021 IEEE International Professional Communication Conference (ProComm). IEEE, 2021. http://dx.doi.org/10.1109/procomm52174.2021.00012.

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Urban, Rochus Urban, and Dylan Newell. "On a Field: Undoing Polarities between Indigenous and Non-indigenous Design Knowledges." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3984pnz9n.

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This paper discusses how architectural practices can engage with and be inspired by a culture that is more than 60.000 years old. How can architects learn from situated and embodied Indigenous knowledge systems in the Australian context? How can an ethical engagement with indigenous histories and practices inspire the development of future architectural practices? This paper proposes that a better understanding of indigenous relationships to land and our environment can inspire us as a society and as architects to imagine new ways of thinking and practising. Considering our numerous contemporary crises, such as climate change, species extinction, food insecurity, we might need to begin to challenge and question western European norms and frameworks. The persistence of colonial thinking, operating within a capitalist system, has been the root cause of most of our contemporary crises. To attempt to undo the polarities that persist between indigenous and non-indigenous knowledge and thinking, we might learn new ways of storytelling as a means of envisioning an alternative future. This paper understands the theme of the ‘ultra’ as that position that keeps us apart and stops us from sharing stories that might lead to alternative ways of speculating on shared spatial futures. To situate this discussion, we present a collaborative and pedagogical design experiment undertaken on the lands of the Dja Dja Wurrung. On this Country, tentative attempts to learn with the environment and its associated stories were ventured on a small field and storytelling was used to shift our understanding of country and architecture.
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Islamiah, Fatwal, Muhammad Tamar, and Hillman Wirawan. "Contribution of Self Efficacy in Work Engagement Towards the Nurses in Makassar City." In 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.12.

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Raisbeck, Peter. "Reworlding the Archive: Robin Boyd, Gregory Burgess and Indigenous Knowledge in the Architectural Archive.” between Architecture and Engineering." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3985p56dc.

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In her book Decolonising Solidarity: Dilemmas and Directions for Supporters of Indigenous Struggles, Clare Land suggest how non-Indigenous people might develop new frameworks supporting Indigenous struggles. Land argues research is deeply implicated with processes of colonisation and the appropriation of indigenous knowledge. Given that architectural archives are central to the research of architectural history, how might these archives be decolonised? This paper employs two disparate archives to develop a framework of how architectural archivists might begin to decolonise these archives. Firstly, these archives are the Grounds Romberg and Boyd Archive (GRB) at the State Library of Victoria (SLV). Secondly, the Greg Burgess Archive is now located at Avington, Sidonia in Victoria. The materials from each of these archives will be discussed in relation to two frameworks. These are the Tandanya-Adelaide Declaration endorsed by The Australian Society of Archivists (ASA) and the Indigenous Cultural and Intellectual Property (ICIP) framework developed by Janke (2019). These archival frameworks suggest how interconnected architectural histories and historiographies might be read, reframed and restored. Decolonising architectural archives will require a continuous process of reflection and political engagement with collections and archives. In pursuing these actions, archivists and architectural historians can begin to participate in the indigenous Reworlding of the archive.
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Minguzzi, Magda, Yolanda Hernandez Navarro, and Lucy Vosloo. "Traditional dwellings and techniques of the First Indigenous Peoples of South Africa in the Eastern Cape." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15019.

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Vernacular indigenous dwellings of the Khoikhoi Peoples (First Indigenous Peoples of South Africa[1]) present in the Baviaans Kloof area in the Eastern Cape (South Africa) have been surveyed and are currently under study by the authors with the direct involvement of the community members. This research is of particular relevance because: it is conducted in a geographical area that is currently under-researched in respect to this particular theme; the dwellings are an exceptionally rare example of the use of Khoikhoi traditional techniques and materials; it was achieved with the direct engagement of the Indigenous community. The research collaboration applies a transdisciplinary approach and method – already in place with the NRF-CEP research by Dr Minguzzi – that employs a multi-layered methodology: practice-led research, community engagement/ community cultural development, influenced by narrative inquiry. In the age of globalization, it becomes necessary to study the origin and development of those buildings to understand their constructive process, the use of specific local materials as well as the consequences that the introduction of unsustainable colonial materials caused. This is an aspect that could be relevant for future reflection on how to preserve and promote the Indigenous cultural, social inclusion and sustainable built environment. The paper will define the state of the art and morphological, functional and technical analysis of contemporary Khoikhoi dwellings to identify the tangible and intangible cultural heritage and the influences of colonization on it. [1] The First Indigenous Peoples of South Africa are the San (hunter-gatherer) and Khoikhoi (herders). Two groups which, in precolonial times had overlapping subsistence patterns and use of the territory, and which, from the colonist arrival until the present, have been fighting for the recognition of their identity and heritage. In this regard see: Besten M. “We are the original inhabitant of this land: Khoe-San identity in post-apartheid South Africa”, in Adhaikari M. (2013), Burdened by Race: Coloured identities in southern Africa, UCT press, Cape Town.
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Washington, Shanee. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Survival." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573269.

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Reports on the topic "Indigenous engagement"

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Mouthaan, R., S. Buchanan, and M. Sweeney. Land access and indigenous engagement for Australian geoscience. Geoscience Australia, 2020. http://dx.doi.org/10.11636/132981.

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Arjaliès, Diane-Laure, Julie Bernard, and Bhanu Putumbaka. Indigenous peoples and responsible investment in Canada. Western Libraries, Western University, September 2021. http://dx.doi.org/10.5206/092021ip26.

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This report explores the engagement between Indigenous Peoples and the Responsible Investment (RI) industry in Canada. Based on interviews with stakeholders, observation of industry conferences, and documentary evidence collected during the first year of the pandemic (i.e., March 2020-March 2021), this report offers an overview of the current discussions regarding Indigenous Peoples in the RI industry. RI is an investment approach that incorporates Environmental, Social, and Governance (ESG) factors into the selection and management of investments (RIA, 2021). In 2019, the Responsible Investment Association (RIA) estimated that assets in Canada managed using one or more RI strategies2 were worth $3.2 trillion, or 61.8 per cent, of total Canadian assets under management (RIA, 2020).
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Araujo, Susana, Araujo, Susana, Mariah Cannon, Megan Schmidt-Sane, Alex Shankland, Mieke Snijder, and Yi-Chin Wu. Key Considerations: Indigenous Peoples in COVID-19 Response and Recovery. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/sshap.2021.024.

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Indigenous peoples have experienced heightened vulnerability during the COVID-19 pandemic and face disproportionately high COVID-19 mortality. To better address these vulnerabilities, it is critical to adapt COVID-19 programmes to the particular needs of indigenous peoples, as articulated by indigenous voices. It is also vital to link up with responses already ongoing and led by indigenous peoples to mitigate this crisis. This SSHAP brief discusses key considerations for COVID-19 response and recovery, with a particular focus on the Amazon region of South America. The considerations in this brief are drawn from a review of evidence and insights provided by indigenous leaders and researchers from several different continents. The considerations are rooted in key principles for indigenous community engagement, as articulated by indigenous peoples and organisations. This brief may be of interest to health and development policymakers and practitioners working in indigenous communities and territories and can be read in conjunction with the SSHAP background report on ‘Indigenous Peoples and COVID-19.’
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Price, Roz. Access to Climate Finance by Women and Marginalised Groups in the Global South. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.083.

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This paper examines the issue of management of climate finance in the Global South. It acknowledges the efforts made by the various stakeholders so far but seeks to advance a clarion call for a more inclusive and targeted approach in dealing with climate change. The authors highlight the limited role played by least developed countries and small island developing states in contributing to the conversation on climate change. The authors emphasize the need for enhancing the role of the most vulnerable countries, marginalized groups, and indigenous peoples in the management of climate change. This rapid review focusses on the access to the Green Climate Fund by local civil society organisations (CSOs), indigenous peoples, and women organizations within the Global South. The authors observe that there still exist barriers to climate finance by local actors in the Global South. The authors note the need for more significant engagement of all local actors and the need to devolve climate finance to the lowest level possible to the most vulnerable groups. Particularly, climate finance should take into consideration gender equality in any mitigation measures. The paper also highlights the benefits of engaging CSOs in the engagement of climate finance. The paper argues that local actors have the potential to deliver more targeted, context-relevant, and appropriate climate adaptation outcomes. This can be attributed to the growing movement for locally-led adaptation, a new paradigm where decisions over how, when, and where to adapt are led by communities and local actors. There is also a need to build capacities and strengthen institutions and organisations. Further, it is important to ensure transparency and equitable use and allocation of climate finance by all players.
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Funding with Purpose: A Study to Inform Donor Support for Indigenous and Local Community Rights, Climate, and Conservation. Rights and Resources Initiative, September 2022. http://dx.doi.org/10.53892/wrfv7289.

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This report assesses donor funding for IPs’ and LCs’ tenure and conservation between 2011 and 2020 to learn from historical trends and outline key opportunities to improve the effectiveness of this funding over the next five years. It proposes to make donor funding more fit for purpose—which means that climate, conservation, and rights funding is channeled in ways that are relevant and appropriate for IPs and LCs and ensures funding engagements are led by their organizations—and flexible, long-term, gender-inclusive, timely and accessible, and mutually accountable.
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Best Practices from RRI Collaborators in Africa. Rights and Resources Initiative, May 2021. http://dx.doi.org/10.53892/izdn2953.

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RRI’s Collaborators from the Africa region have implemented a wide range of projects with the central goal of securing Indigenous Peoples (IPs)’ and local communities (LC)s’ tenure as a baseline for other pro-community engagements. RRI is highlighting some of the best practices from these projects to strengthen our Coalition members’ advocacy and other work, now and in the future.
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