Journal articles: '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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Charles, Christine. "THE IMPORTANCE OF COMMUNITY AND INDIGENOUS ENGAGEMENT." APPEA Journal 46, no. 2 (2006): 57. http://dx.doi.org/10.1071/aj05053.

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Maggay, Melba P. "TOWARDS SENSITIVE ENGAGEMENT WITH FILIPINO INDIGENOUS CONSCIOUSNESS." International Review of Mission 87, no. 346 (July 1998): 361–73. http://dx.doi.org/10.1111/j.1758-6631.1998.tb00092.x.

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Liebenberg, Linda, Arnold Sylliboy, Doreen Davis-Ward, and Amber Vincent. "Meaningful Engagement of Indigenous Youth in PAR." International Journal of Qualitative Methods 16, no. 1 (July 24, 2017): 160940691770409. http://dx.doi.org/10.1177/1609406917704095.

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Sylliboy, John R., and Richard B. Hovey. "Humanizing Indigenous Peoples’ engagement in health care." Canadian Medical Association Journal 192, no. 3 (January 19, 2020): E70—E72. http://dx.doi.org/10.1503/cmaj.190754.

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Dyk, Chad Van, and W. James Weese. "The Undeniable Role That Campus Recreation Programs Can Play in Increasing Indigenous Student Engagement and Retention." Recreational Sports Journal 43, no. 2 (October 2019): 126–36. http://dx.doi.org/10.1177/1558866119885191.

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Leaders at Canadian universities seek to attract and graduate more Indigenous students as part of their institutions’ strategic plans. Admissions and student retention data suggest that while progress is being made, a gap remains between Indigenous and non-Indigenous students and especially in the student retention area. Research has proven that student engagement plays a large role in facilitating academic progression and student retention in our institutions of higher learning. Throughout time, many students point to their experience as campus recreation program participants and/or leaders as their most important source of engagement. Some have suggested that campus recreation programs could play a larger and more effective role in engaging Indigenous students and heightening their retention rates. In this conceptual article, the authors analyze the student engagement and retention literature bases relative to Indigenous students. They also highlight the role that campus recreation programs can play in heightening Indigenous student engagement and retention and offer professionals 12 recommendations to help advance this strategic priority.

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Dodd, Elizabeth, and Pekeri Ruska. "Indigenous employment initiatives." APPEA Journal 51, no. 2 (2011): 708. http://dx.doi.org/10.1071/aj10088.

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With the increased focus on Indigenous affairs and issues in the resources sector, there are benefits and opportunities that come from resource companies’ agreements with Indigenous organisations. There are ways to nurture these opportunities and facilitate these benefits. The Resources Technology Innovation Centre has a national focus and has created the position of Indigenous Engagement Officer responsible for assisting Indigenous small to medium sized enterprises (SMEs) engage with key resource companies in the sector. The engagement of Indigenous businesses with the knowledge, tools and expertise necessary to improve productivity, increases competitiveness and fully capitalises on the present growth potential. The primary aim is to help indigenous SMEs develop the skills, tools and knowledge needed to improve their competitiveness, increase their productivity and maximise their growth potential. This presentation will discuss the ways to improve social and socio-economic outcomes for communities in oil and gas regions by linking them with other stakeholders that can assist the Indigenous SMEs in achieving their goals.

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Wergin, Carsten. "Healing through Heritage?" Anthropological Journal of European Cultures 30, no. 1 (March 1, 2021): 123–33. http://dx.doi.org/10.3167/ajec.2021.300109.

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This Forum contribution builds on the ethnographic engagement with restitution projects as places of transcultural encounter. Based on data collected in 2019 during repatriation ceremonies in Berlin and Leipzig, I show how a responsibility for human remains that was shared between European museums and Australian Indigenous custodians set in motion processes of healing, both among Indigenous groups and those working with these collections in Europe. I further argue that ethnographic museums change in these processes from supposedly passive exhibition spaces to spaces of socio-critical engagement. Finally, I explore the decolonial potential of such collaborative engagements with heritage within and beyond European borders that are motivated by provenance research and repatriation practices.

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Lin, Chu Yang, Adalberto Loyola-Sanchez, Elaine Boyling, and Cheryl Barnabe. "Community engagement approaches for Indigenous health research: recommendations based on an integrative review." BMJ Open 10, no. 11 (November 2020): e039736. http://dx.doi.org/10.1136/bmjopen-2020-039736.

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ObjectiveCommunity engagement practices in Indigenous health research are promoted as a means of decolonising research, but there is no comprehensive synthesis of approaches in the literature. Our aim was to assemble and qualitatively synthesise a comprehensive list of actionable recommendations to enhance community engagement practices with Indigenous peoples in Canada, the USA, Australia and New Zealand.DesignIntegrative review of the literature in medical (Medline, Cumulative Index to Nursing and Allied Health Literature and Embase) and Google and WHO databases (search cut-off date 21 July 2020).Article selectionStudies that contained details regarding Indigenous community engagement frameworks, principles or practices in the field of health were included, with exclusion of non-English publications. Two reviewers independently screened the articles in duplicate and reviewed full-text articles.AnalysisRecommendations for community engagement approaches were extracted and thematically synthesised through content analysis.ResultsA total of 63 studies were included in the review, with 1345 individual recommendations extracted. These were synthesised into a list of 37 recommendations for community engagement approaches in Indigenous health research, categorised by stage of research. In addition, activities applicable to all phases of research were identified: partnership and trust building and active reflection.ConclusionsWe provide a comprehensive list of recommendations for Indigenous community engagement approaches in health research. A limitation of this review is that it may not address all aspects applicable to specific Indigenous community settings and contexts. We encourage anyone who does research with Indigenous communities to reflect on their practices, encouraging changes in research processes that are strengths based.

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Sumida Huaman, Elizabeth, and Peter Mataira. "Beyond community engagement: centering research through Indigenous epistemologies and peoplehood." AlterNative: An International Journal of Indigenous Peoples 15, no. 3 (August 28, 2019): 281–86. http://dx.doi.org/10.1177/1177180119871705.

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Indigenous research as discourse and practice has challenged researchers worldwide to foreground our work with clear attention to knowledge hierarchies and power inequities, ontologies and epistemologies, and critical ethical considerations. Yet, in the recent decade, it is not the rise of Indigenous research agendas but community-engaged scholarship that has been the focus of institutionalization at universities in the USA and elsewhere. In this commentary, we revisit Indigenous research and its political and liberatory agenda and offer a re-centering of research through peoplehood that is founded in Indigenous connections to place, cultural practices, and social justice work.

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Munns, Geoff, Andrew Martin, and Rhonda Craven. "To Free the Spirit? Motivation and Engagement of Indigenous Students." Australian Journal of Indigenous Education 37, no. 1 (2008): 98–107. http://dx.doi.org/10.1017/s1326011100016148.

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AbstractThis article directly responds to issues impacting on the social and academic outcomes of Indigenous students that were identified in the recent review of Aboriginal Education conducted by the New South Wales Department of Education and Training (NSW DET) in partnership with New South Wales Aboriginal Education Consultative Group (NSW AECG). Not surprisingly, a common theme emerging from the review was the importance of student motivation and engagement for Indigenous students of all ages. The article reports on current research into the motivation, engagement and classroom pedagogies for a sample of senior primary Indigenous students. What is of particular interest is the cultural interplay of the lived experiences of these Indigenous students with schools, teachers and classroom pedagogies. Important questions arise from an analysis of this interplay about what might “free the spirit” for these and other Indigenous students.

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Babidge, Sally. "The problem with “transparency”." Focaal 2015, no. 73 (December 1, 2015): 70–83. http://dx.doi.org/10.3167/fcl.2015.730106.

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Subterranean waters in the mineral-rich and water-poor Atacama desert, northern Chile, are subject to contest between resource-extracting companies and mostly indigenous residents. In complying with global Corporate Social Responsibility standards and local agreements, and in an effort to reduce opposition from indigenous groups, some mining companies have begun to undertake “transparency” reporting regarding the impact of their subterranean water extraction activities. These engagements present a moral interface between two streams of global discourse: the CSR principle of “transparency” on impacts of water extraction and the rights of indigenous peoples to “native waters.” An ethnographic study of a set of such engagements shows indigenous community rejection of the truths that transparency purports to reveal. However, the apparent intractability of moral contest in such globally comparative and locally specific contexts in terms of distrust of the mining companies is tempered by a proposition for the ethics of engagement.

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Brant, Jennifer, Shelley Stagg Peterson, and Nicola Friedrich. "Partnership Research with Indigenous Communities: Fostering Community Engagement and Relational Accountability." Brock Education Journal 32, no. 1 (January 19, 2023): 99–118. http://dx.doi.org/10.26522/brocked.v32i1.962.

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Drawing from principles of ethical research we derived from our review of national and international policy documents, in this paper we reflect on our research experiences working in partnership with Indigenous educators in a project to support young Indigenous children’s oral and written language development through collaborative action research. Then, acting on lessons learned from this first partnership project, we describe our efforts to attend to these ethical research principles in a second partnership project to support Indigenous children’s writing and Indigenous language and cultural learning through teacher-initiated, culturally specific, play-based activities. We offer our reflections as a starting point for conversations about ethical and relational responsibilities of doing partnership research with and for Indigenous communities.

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Degai, Tatiana, Andrey N. Petrov, Renuka Badhe, Parnuna P. Egede Dahl, Nina Döring, Stephan Dudeck, Thora M. Herrmann, et al. "Shaping Arctic’s Tomorrow through Indigenous Knowledge Engagement and Knowledge Co-Production." Sustainability 14, no. 3 (January 25, 2022): 1331. http://dx.doi.org/10.3390/su14031331.

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This perspective presents a statement of the 10th International Congress of Arctic Social Sciences Indigenous Knowledge and knowledge co-production panel and discussion group, 20 July 2021. The statement is designed to serve as a characterization of the state-of-the-art and guidance for further advancement of Indigenous Knowledge and knowledge co-production in the Arctic. It identifies existing challenges and provides specific recommendations for researchers, Indigenous communities, and funding agencies on meaningful recognition and engagement of Indigenous Knowledge systems.

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Mooney, Janet, Marjorie Seaton, Gurvinder Kaur, Herbert W. Marsh, and Alexander Seeshing Yeung. "Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement." Contemporary Educational Psychology 47 (October 2016): 11–23. http://dx.doi.org/10.1016/j.cedpsych.2016.04.006.

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Jordan, Jillian M. "Maya Potters’ Indigenous Knowledge: Cognition, Engagement, and Practice." Ethnoarchaeology 12, no. 1 (January 2, 2020): 70–72. http://dx.doi.org/10.1080/19442890.2020.1723228.

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Black, Kerry, and Edward McBean. "Analysis of challenges and opportunities to meaningful Indigenous engagement in sustainable water and wastewater management." Water Policy 19, no. 4 (March 15, 2017): 709–23. http://dx.doi.org/10.2166/wp.2017.078.

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Access to safe drinking water and adequate sanitation continue to be significant issues affecting Indigenous populations worldwide. The full participation of Indigenous peoples within water and wastewater policy and decision-making has been hindered by many factors, including capacity, inadequate resources and, overall, a lack of respect or formal recognition of Indigenous rights. This study investigates limitations to engagement around water and wastewater management and policy. Findings from this study show that in order to improve engagement with Indigenous people on water and wastewater management policy, systemic issues need to be addressed, in addition to gaining a greater understanding of the specific socio-economic conditions, and technical and financial capacity gaps, and the recognition of inherent Indigenous rights is necessary. It is concluded that long-term sustainability of water and wastewater management necessitates Indigenous engagement from the start, as well as increased autonomy over the management of their systems, including financing. The findings from this paper can be used by policy-makers and decision-makers to address the urgent issue of access to safe drinking water and sanitation, by improving the level of engagement with community members, and challenging the status-quo of top-down approaches through community-driven processes.

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Eddy, Zoë Antoinette. "Playing at the Margins: Colonizing Fictions in New England Larp." Humanities 9, no. 4 (December 14, 2020): 143. http://dx.doi.org/10.3390/h9040143.

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North American larping (live-action roleplaying) is a collaborative performance that encourages critical and creative engagement with cooperative, improvisational narratives. Nevertheless, larping often relies on problematic engagements with race and racial stereotypes. Like many gaming hobbies, larp uses the idea of a “playable race”. Unlike other gaming arenas, however, larping necessitates that players physically embody a character in order to participate in the collaborative narrative: larpers embody fictional races and engage in a complex form of “race play”. Within this context, non-Indigenous players frequently appropriate Indigenous cultural practices and mobilize racist stereotypes. This paper explores this phenomenon and its ramifications. Based on seven years of ethnographic fieldwork and community participation in New England larping communities, I examine how concepts of Indigenous identity manifest in New England larp. I explore both Indigenous and non-Indigenous perspectives in order to demonstrate (a) how fantastical play facilitates cultural appropriation and damaging “race play” and (b) how these spaces affect Indigenous players. I close with Indigenous perspectives on new possibilities for Indigenous larp projects and cultural reclamation.

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Kelly, Vicki. "Radical Acts of Re-imaging Ethical Relationality and Trans-systemic Transformation." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 7, no. 1 (June 2, 2021): 183–202. http://dx.doi.org/10.15402/esj.v7i1.70759.

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This Indigenous métissage explores my engagement in Indigenous Arts-based Inquiry as a practice of Anishinaabe Ozihtoon or Indigenous making and knowledge generation. Anishinaabe Ozhitoon is a site that unlocks the theoretical potentialities of the intelligences within Indigenous Knowledge practices in contemporary contexts and reanimates Indigenous land-based assurgence. Reviving Indigenous artistic practices, as sites of co-imagining through constellations of co-creation, is part of ecological and community-based reconciliation and healing. Key to this process is the act of reciprocal recognition, a core practice that fosters ethical relationality, helps cultivate our Indigeneity, and honours the circle of life. This Indigenous métissage tracks the Indigenous pedagogical processes and Indigenous art making used in my own praxis and inquiry as a scholar while I worked in a university to create three pathways for trans-systemic knowledge creation: a university-wide President’s Dream Colloquium with an accompanying graduate course; a graduate diploma in Indigenous Education: Education for Reconciliation and a master’s in Indigenous Education: Truth, Reconciliation, and Indigenous Resurgence; and the Indigenous Research Institute initiation of an Indigenous Ethics Dialogue process as a trans-systemic pedagogical engagement with Indigenous and Western Knowledges, values, and ethics.

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Hanson, Cindy. "Indigenous Research Methodologies." International Journal of Critical Indigenous Studies 5, no. 1 (January 1, 2012): 93–95. http://dx.doi.org/10.5204/ijcis.v5i1.97.

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The transnational perspectives offered in Indigenous Research Methodologies by Bagele Chilisa make this book not only a valuable resource for university- and community-based research and engagement, but also one with practical and wide-reaching appeal for scholars, community researchers, and graduate students. Bagele Chilisa, a Botswanabased scholar, undertakes an extensive examination of Indigenous methodologies that draws on theories and practices from a variety of cultural and academic contexts. Her examples range across African proverbs and songs, Indigenous story-telling and mixed research methods including Indigenized Euro-Western approaches.

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Blesia, Jhon Urasti, Susan Wild, Keith Dixon, and Beverley Rae Lord. "Corporate community relations and development: engagement with indigenous peoples." Sustainability Accounting, Management and Policy Journal 12, no. 4 (May 21, 2021): 811–45. http://dx.doi.org/10.1108/sampj-10-2018-0278.

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Purpose The purpose of this paper is to increase knowledge about community relations and development (CRD) activities done in conjunction with mining activities of multinational companies affecting indigenous peoples and thus help improve relationships between them, despite continuing bad consequences the people continue to endure. It is through such better relationships that these consequences may be redressed and mitigated, and greater sharing of benefits of mining may occur, bearing in mind what constitutes benefits may differ from the perspectives of the indigenous peoples and the miners. Design/methodology/approach A qualitative approach is taken, including interviews with company officials responsible for CRD activities, elaborated with observations, company and public documents and previous literature about these mining operations and the peoples. Findings The CRD activities have gradually increased compared with their absence previously. They are officially labelled social investment in community development programmes, and are funded from profits and couched in terms of human development, human rights, preservation of culture and physical development of infrastructure. Dissatisfied with programme quality and relevance, company officials now relate with indigenous people, their leaders and representatives in ways called engagement and partnerships. Practical implications The findings can inform policies and practices of the parties to CRD, which in this West Papua case would be the miners and their company, CRD practitioners, the indigenous peoples and the civil authorities at the local and national level and aid industry participants. Social implications The study acknowledges and addresses social initiatives to develop the indigenous peoples affected by mining. Originality/value The study extends older studies in the same territory before CRD had matured, and corroborates and elaborates other studies of CRD in different territories.

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Hakiwai, Arapata, and Paul Diamond. "Plenary: The legacy of museum ethnography for indigenous people today - case studies from Aotearoa/New Zealand." Museum and Society 13, no. 1 (January 1, 2015): 107–18. http://dx.doi.org/10.29311/mas.v13i1.320.

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The following plenary took place at the seminar ‘Reassembling the material: A research seminar on museums, fieldwork anthropology and indigenous agency’ held in November 2012 at Te Herenga Waka marae, Victoria University of Wellington, Aotearoa New Zealand. In the papers, indigenous scholars and museum professionals presented a mix of past legacies and contemporary initiatives which illustrated the evolving relations between Māori people, and museums and other cultural heritage institutions in New Zealand. Whereas most of the papers at this seminar, and the articles in this special issue, are focused on the history of ethnology, museums, and government, between about 1900 and 1940, this section brings the analysis up to the present day, and considers the legacy of the indigenous engagement with museums and fieldwork anthropology for contemporary museum practice. What do the findings, which show active and extensive indigenous engagements with museums and fieldwork, mean for indigenous museum professionals and communities today?

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Corso, Melissa, Astrid DeSouza, Ginny Brunton, Hainan Yu, Carolina Cancelliere, Silvano Mior, Anne Taylor-Vaisey, Kathy MacLeod-Beaver, and Pierre Côté. "Integrating Indigenous healing practices within collaborative care models in primary healthcare in Canada: a rapid scoping review." BMJ Open 12, no. 6 (June 2022): e059323. http://dx.doi.org/10.1136/bmjopen-2021-059323.

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ObjectivesIn November 2020, a series of reports, In Plain Sight, described widespread Indigenous-specific stereotyping, racism and discrimination limiting access to medical treatment and negatively impacting the health and wellness of Indigenous Peoples in British Columbia, Canada. To address the health inequalities experienced by Indigenous peoples, Indigenous healing practices must be integrated within the delivery of care. This rapid scoping review aimed to identify and synthesise strategies used to integrate Indigenous healing practices within collaborative care models available in community-based primary healthcare, delivered by regulated health professionals in Canada.Eligibility criteriaWe included quantitative, qualitative and mixed-methods studies conducted in community-based primary healthcare practices that used strategies to integrate Indigenous healing practices within collaborative care models.Sources of evidenceWe searched MEDLINE, Embase, Indigenous Studies Portal, Informit Indigenous Collection and Native Health Database for studies published from 2015 to 2021.Charting methodsOur data extraction used three frameworks to categorise the findings. These frameworks defined elements of integrated healthcare (ie, functional, organisational, normative and professional), culturally appropriate primary healthcare and the extent of community engagement. We narratively summarised the included study characteristics.ResultsWe identified 2573 citations and included 31 in our review. Thirty-nine per cent of reported strategies used functional integration (n=12), 26% organisational (n=8), 19% normative (n=6) and 16% professional (n=5). Eighteen studies (58%) integrated all characteristics of culturally appropriate Indigenous healing practices into primary healthcare. Twenty-four studies (77%) involved Indigenous leadership or collaboration at each phase of the study and, seven (23%) included consultation only or the level of engagement was unclear.ConclusionsWe found that collaborative and Indigenous-led strategies were more likely to facilitate and implement the integration of Indigenous healing practices. Commonalities across strategies included community engagement, elder support or Indigenous ceremony or traditions. However, we did not evaluate the effectiveness of these strategies.

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Lee, Libby, and Andrew Thompson. "Working Productively with Indigenous Communities: Mungullah Best Start Playgroup." Australian Journal of Indigenous Education 36, no. 1 (2007): 32–38. http://dx.doi.org/10.1017/s1326011100004397.

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AbstractIn this paper, we discuss and analyse the development of a resource documenting an Indigenous early childhood playgroup programme. The resource, known as the “Best Start DVD” was developed through a partnership between community and government support agencies to support engagement of parents as educators of their children. Through analysis of the development process and the product, we provide commentary on our learning regarding working successfully in partnerships with Indigenous communities. Additionally, we discuss what we learned about influences on Indigenous parents’ engagement as educators of their children.

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Moon, Martha. "Story as a Means of Engaging Public Educators and Indigenous Students." in education 23, no. 2 (December 21, 2017): 25–42. http://dx.doi.org/10.37119/ojs2017.v23i2.335.

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Two concerns in public Indigenous education are the education of teachers and the engagement of students. In this study, drawing on stories and multiple perspectives is an approach presented to address both concerns. In open-ended interviews with seven Indigenous educators and leaders in urban public school boards, story was highlighted as a central component of the success of Indigenous students. Participants believed that educators’ understanding and teaching practice is enriched by seeking out stories and multiple perspectives—those of Indigenous students and their families and communities in particular. They also believed that when these stories are valued in school, students’ sense of belonging and engagement increase. This paper explores various angles on drawing on stories in public schools as modes of engagement and learning for both educators and students. These angles address the experiences that students, teachers, and families bring to schools and the stories tied to local communities and embedded in Canadian school systems.

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Macdonald, Maryanne, Eyal Gringart, and Jan Gray. "Creating Shared Norms in Schools — A Theoretical Approach." Australian Journal of Indigenous Education 45, no. 1 (April 12, 2016): 56–69. http://dx.doi.org/10.1017/jie.2016.9.

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Whilst some improvements to Indigenous education outcomes have occurred in recent years, there remains considerable inequity in the educational experiences and long-term engagement of Indigenous and non-Indigenous students. One of the factors contributing to the challenging environment for Indigenous students is dissonance of social norms, as a result of ethnic and socioeconomic differences between teacher and student. Many hegemonic culture teachers are unaware of Standpoint Theory and the way in which normative beliefs impact on classroom interactions and student outcomes at the cultural interface. This paper draws on the Theory of Planned Behaviour (TBP) to illustrate ways in which schools can identify areas of ethnic and socioeconomic prejudice impacting classroom interactions, and create shared social norms so that Indigenous students are most likely to experience positive educational engagement. Self-Determination Theory (SDT) is then applied to discuss the type of classroom environment that best enables students to internalise positive educational behaviours in an autonomous manner. Such internalisation is necessary to improve long-term outcomes and postschool educational engagement for Indigenous Australians. The theories explored indicate that motivation for behavioural change relies on the individual's self-perceptions of competence, autonomy and normative beliefs regarding the value of education, and that integration of new behaviours requires an emotionally supportive environment and provision of a meaningful rationale. This paper argues that good practice in Indigenous schooling will address these areas specifically.

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Battochio, Randy, Andrea Dokis, Charlene Restoule, Paige Restoule, Natasha Mayer, Mallory Leduc, and Tana Roberts. "Pathways Taken By One Canadian College to Advance Reconciliation and the Creation of a New Reconciliation Engagement Program with Indigenous Peoples." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 8, no. 3 (December 22, 2022): 18–31. http://dx.doi.org/10.15402/esj.v8i3.70403.

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Canada-wide efforts are being made to close the gaps that exist in the health and wellness of Indigenous Peoples besieged by a past of cultural genocide, oppression, and exploitation. The purpose of this essay is to provide members of Colleges and Institutes of Canada (CICan) access to a proposed program to engage in reconciliation, with the objective of facilitating Indigenous community engagement through social innovation, training, and applied research. The proposed program is exemplified through the relationship built between Collège Boréal and Dokis First Nation located in northern Ontario. The proposed Reconciliation Engagement Program consists of two streams that encourage CICan members to utilize, among other possible decolonizing methods, the tenets of a Critical Indigenous Methodology to value and foreground local Indigenous voices. The first stream would consist of networking activities to establish relationships, understand Chief and Council’s vision, and seek opportunities for capacity building within an Indigenous community. The second stream would be project-based so that capital costs and human resources can be accessed to complete each project. While proposing the new program is important, the present essay can also be used to exemplify how Canadian colleges and polytechnics can adopt a decolonizing approach during their engagement with Indigenous communities.

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Jennings, Warren, Chelsea Bond, and Peter S. Hill. "The power of talk and power in talk: a systematic review of Indigenous narratives of culturally safe healthcare communication." Australian Journal of Primary Health 24, no. 2 (2018): 109. http://dx.doi.org/10.1071/py17082.

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The study aimed to explore Indigenous narrative accounts of healthcare access within qualitative research papers, to better understand Indigenous views on culturally safe healthcare and health communication represented in that literature. A systematic literature review of peer-reviewed academic qualitative studies identified 65 papers containing Indigenous respondents’ views on accessing healthcare. Analysis included all Indigenous voice (primary quotations) and author findings describing healthcare access across these studies. Healthcare communication, or ‘talk’, emerged as a key theme. Indigenous clients valued talk within healthcare interactions; it was essential to their experience of care, having the power to foster relationships of trust, strengthen engagement and produce positive outcomes. By mediating the power differentials between health professionals and Indigenous clients, talk could either reinforce powerlessness, through judgmental down-talk, medical jargon or withholding of talk, or empower patients with good talk, delivered on the client’s level. Good talk is a critical ingredient to improving Indigenous accessibility and engagement with healthcare services, having the ability to minimise the power differentials between Indigenous clients and the healthcare system.

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Wyeth, E. H., B. Hokowhitu, S. Derrett, and J. D. Langley. "Indigenous engagement and experiences in a National Injury Study." Injury Prevention 16, Supplement 1 (September 1, 2010): A137. http://dx.doi.org/10.1136/ip.2010.029215.490.

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Kildea, Paul. "Towards Youth Engagement in the Referendum on Indigenous Recognition." Alternative Law Journal 37, no. 3 (September 2012): 161–65. http://dx.doi.org/10.1177/1037969x1203700304.

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Escott, Hannah, Sara Beavis, and Alison Reeves. "Incentives and constraints to Indigenous engagement in water management." Land Use Policy 49 (December 2015): 382–93. http://dx.doi.org/10.1016/j.landusepol.2015.08.003.

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Notzke, Claudia. "Indigenous Tourism Development in Southern Alberta, Canada: Tentative Engagement." Journal of Sustainable Tourism 12, no. 1 (January 2004): 29–54. http://dx.doi.org/10.1080/09669580408667223.

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Maldonado, Julie, T. M. Bull Bennett, Karletta Chief, Patricia Cochran, Karen Cozzetto, Bob Gough, Margaret Hiza Redsteer, Kathy Lynn, Nancy Maynard, and Garrit Voggesser. "Engagement with indigenous peoples and honoring traditional knowledge systems." Climatic Change 135, no. 1 (October 26, 2015): 111–26. http://dx.doi.org/10.1007/s10584-015-1535-7.

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Raerino, Kimiora, Alex Macmillan, Adrian Field, and Rau Hoskins. "Local-Indigenous Autonomy and Community Streetscape Enhancement: Learnings from Māori and Te Ara Mua—Future Streets Project." International Journal of Environmental Research and Public Health 18, no. 3 (January 20, 2021): 865. http://dx.doi.org/10.3390/ijerph18030865.

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In settler countries, attention is now extending to the wellbeing benefits of recognising and promoting the Indigenous cultural identity of neighbourhoods as a contributing factor to more equitable and healthier communities. Re-indigenisation efforts to (re)implement cultural factors into urban design can be challenging and ineffective without the leadership and collaboration of local-Indigenous peoples. Undertaken in Aotearoa New Zealand, Te Ara Mua — Future Street project, demonstrated that co-design has critical potential in the reclamation of Indigenous autonomy, increased local-Indigenous presence and revitalisation of cultural identity. Employing a Kaupapa Māori (Māori-centred) research approach, we focused on the workings and perspectives of mana whenua (local-Indigenous peoples) and community stakeholder engagement in Te Ara Mua. An Indigenous theoretical framework, Te Pae Mahutonga, was utilised in the data analysis to explore perspectives of Indigenous collective agency, empowerment, and wellbeing. Our research demonstrates that developing capacity amongst Indigenous communities is integral for effective engagement and that the realisation of autonomy in urban design projects has broader implications for Indigenous sovereignty, spatial justice and health equity. Significantly, we argue that future community enhancement strategies must include not only re-designing and re-imagining initiatives, but also re-indigenising.

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Brown, Lilly. "Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum." Journal of Sociology 55, no. 1 (August 27, 2018): 54–71. http://dx.doi.org/10.1177/1440783318794295.

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In this article, I argue that settler colonial violence is manifest both in the experiences of Indigenous young people in their engagement with the education system, and in the fact that despite a decade of targeted efforts to close the gap in Indigenous educational ‘disadvantage’ – it still remains. Drawing on a small qualitative study undertaken with Indigenous high school students from across New South Wales, Australia, this research reveals that the dismissal of Indigenous knowledge, stories and perspectives within the classroom is reflective of the broader absence in education policy of a critical engagement with the past and how it impacts both the present and the future. Before concluding, I bring settler colonial theory in relation to sociologist Johan Galtung’s conceptualisation of violence to put forward a complex reading of Indigenous educational disadvantage as a product of colonial dispossession.

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Chilisa, Bagele, Thenjiwe Emily Major, and Kelne Khudu-Petersen. "Community engagement with a postcolonial, African-based relational paradigm." Qualitative Research 17, no. 3 (April 1, 2017): 326–39. http://dx.doi.org/10.1177/1468794117696176.

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The article engages with debates on democratizing and decolonizing research to promote multi-epistemological research partnerships that revolutionize the research methods landscape, bringing new paradigms onto the map to advance new research methods that engage and transform communities. The argument in the article is that people of all worlds irrespective of geographic location, colour, race, ability, gender or socio-economic status should have equal rights in the research scholarship and research process to name their world views, apply them to define themselves and be heard. An African-based relational paradigm that informs a postcolonial research methodological framework within which indigenous and non–indigenous researchers can fit their research is presented. The article further illustrates how an African relational ontological assumption can inform a complimentary technique of gathering biographical data on the participants and how African relational epistemologies can inform partnership of knowledge systems. The use of proverbs and songs as indigenous literature and community voices that researchers can use to deconstruct stereotypes and deficit theorizing and community-constructed ideologies of dominance is illustrated.

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Cullingham, Sarah. "On the politics of speculative fiction: A conversation with Drew Hayden Taylor." European Journal of American Culture 41, no. 3 (September 1, 2022): 281–92. http://dx.doi.org/10.1386/ejac_00080_1.

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The alternate realities and imagined futures of speculative fiction provide a rich source of material through which to interrogate our views of history, elucidate our contemporary cultural milieu and chart what we see as possible. This article attends to the politics of Indigenous‐Settler relations through an engagement with speculative fiction. Spatially and temporally located in the country now called Canada in the twenty-first century, the work centres on a conversation between the author, a Settler Canadian, and writer, playwright and humourist, Drew Hayden Taylor, from the Curve Lake First Nation. A full transcript of the conversation, edited for length and clarity, is provided. In it, Taylor describes his speculative writing practice and engagement with Indigenous futures. The article concludes with the author’s reflection on the process of decolonization, situating engagement in Indigenous futurisms as a step in this process.

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Wiebe, Sarah Marie, Kelly Aguirre, Amy Becker, Leslie Brown, Israyelle Claxton, and Brent Angell. "Traveling Together? Navigating the Practice of Collaborative Engagement in Coast Salish Communities." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 1 (July 29, 2017): 125–44. http://dx.doi.org/10.15402/esj.v2i1.202.

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Academics widely understand participatory action research (PAR) to be relevant to communities, collaborative from project design to dissemination of results, equitable and participatory while also action-oriented in pursuit of social justice. In this article, we suggest that there is much need to address both the challenges and opportunities that researchers encounter when applying participatory tools within an Indigenous context. In September 2013, the University of Victoria research team began a transportation safety project in partnership with the University of Windsor and participating Indigenous communities across the country. This project entailed both quantitative and qualitative research methodologies, including a national survey in addition to community conversations, to promote community health and injury prevention. Responsible for outreach to coastal communities in British Columbia, the interdisciplinary research team employed PAR methodologies to address local and national transportation safety concerns ranging from booster seat use to pedestrian safety. In this paper, we ask: what can participatory approaches offer the study of community-engaged research (CER) with Indigenous communities? First, we assess the promises and perils of PAR for community-engaged research when working with Indigenous communities; second, we aim to demystify the process of PAR based on our experience working with the Tsawout First Nation to “Light up the Night” through participatory video with Indigenous youth; third, we reflect on what we learned in this process and discuss avenues for further research. Our submission entails a written article and accompanying videos that illuminate the creative approach to collaborative engagement with Indigenous communities.

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Khanenko-Friesen, Natalia. "From Bi-culturalism, Multiculturalism, to a Treaty Nation: Re-Writing a Story of Indigenous Community Engagement in Canada." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 1 (July 29, 2017): i—vi. http://dx.doi.org/10.15402/esj.v2i1.194.

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Our Journal team is pleased to present its long-anticipated special issue on the scholarship of community engagement with Indigenous communities. Indigenous engagement has been identified by the Journal’s Advisory Board as a priority focus for our Journal and its special issues. Perhaps this emphasis is not surprising for those based in Canada, as Canadians have been witnessing and living through important societal transformations that recently have been gaining momentum in Canada.

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Keaulana, Samantha, Jane J. Chung-Do, Ilima Ho-Lastimosa, Phoebe W. Hwang, Kenneth Ho, Theodore Radovich, Michael Spencer, et al. "Waimānalo Pono Research Hui: Establishing Protocols and Rules of Engagement to Promote Community-Driven and Culturally-Grounded Research with a Native Hawaiian Community." British Journal of Social Work 49, no. 4 (June 1, 2019): 1023–40. http://dx.doi.org/10.1093/bjsw/bcz012.

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AbstractResearch processes that are centered on western models and rooted in colonisation and racism can have deleterious effects upon disenfranchised groups, such as people of colour and indigenous communities. Community-centred and culturally-grounded processes are necessary to achieve meaningful participation and engagement in research by creating equitable protocols and ensuring beneficial outcomes. Such processes are particularly needed in indigenous populations, including the Hawaiian community. This article describes the participatory development of the community engagement protocols and rules of engagement created by a community and academic partnership called the Waimānalo Pono Research Hui (WPRH). Through monthly gatherings, academic and community partners engaged in discussions of constructing community programmes and developing research protocols that are rooted in Hawaiian wholistic values of health and well-being with indigenous methodologies. A final set of protocols and rules of engagement was developed through an iterative feedback process that was rooted not only in community-based participatory (CBPR) principles but also Hawaiian values, beliefs and way of life. Challenges and future directions are also presented.

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Zaman, Tariq, and Hasnain Falak. "Framing Indigenous Knowledge in Digital Context." International Journal of End-User Computing and Development 7, no. 2 (July 2018): 36–51. http://dx.doi.org/10.4018/ijeucd.2018070103.

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For more than three decades, designers have been increasingly involved in various design activities through a large number of participatory design projects in indigenous communities. To understand the indigenous information taxonomies, the designers need active participation and engagement of the local community in the design process. Designers are in the continuous quest for methods and tools that can work as “all-in-one solutions.” However, every project is unique, and it is necessary to decide which design approach, method and tool to use in a specific context. This article covers the experiences of the community-driven design process in the development of indigenous knowledge management systems in a rural site of Borneo. The authors' endeavors lead them to question the validity of techniques and interpretations of interactions originating from a Western scientific paradigm and pursue the creation of an indigenous HCI paradigm to frame design methods. It hoped that the experience will help designers to understand the importance of local communities' active engagement in the design process.

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Journal articles on the topic 'Indigenous engagement'

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