Three-partner dancing: placing participatory action research into practice within and indigenous, racialised & academic space

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dc.contributor.authorChow, Winnie
dc.contributor.supervisorWilliams, Lorna
dc.date.accessioned2007-08-16T01:11:54Z
dc.date.available2007-08-16T01:11:54Z
dc.date.copyright2007en_US
dc.date.issued2007-08-16T01:11:54Z
dc.degree.departmentDept. of Curriculum and Instructionen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractHistorically, most research on Indigenous peoples has been framed by Western empirical positivism which fundamentally conflicts with Indigenous circular ways of knowing. Current research governing bodies, scholars, and Indigenous communities have generated new theories and guidelines for research structures that support respectful and meaningful practices with Indigenous peoples. Participatory action research (PAR) attempts to address the unequal power structures inherent in research relationships: participants set the agenda for the research and are co-researchers in the project. In this study, I placed PAR theory into action to problematize research practices and to generate new discourses for research within an Indigenous context. The Lil’wat Nation and I collaborated on a PAR project in 2006-2007 that led to the formation of the Lil’wat Girls’ and Women’s Affirmation Group. Through the process of reflection-in-action we identified several opportunities for growth as we examined PAR theory in practice. Using decolonizing research methods and a metaphor of the Lil’wat s7istken (pit house), the model of practice wove between three distinct worlds with divergent protocols and pedagogies: the worlds of the Lil’wat, academia, and the researcher’s racialized lived experiences. This model of practice aimed to disrupt the essentialized dichotomies of Indigenous and non-Indigenous relationships and to problematize research practices for the academic and research communities to consider for their practice. The findings exposed several lessons at sites of praxis pertaining to the intersection of PAR theory and practice: definition of the community; ethics in the community; racialized researcher space; and PAR incongruence. The model was intended not as a “how to” manual, but as an entry point for discussions to advance respectful decolonizing research practices.en_US
dc.identifier.urihttp://hdl.handle.net/1828/190
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectParticipatory Action Researchen_US
dc.subjectIndigenous Researchen_US
dc.subjectDecolonization of Research Methodologiesen_US
dc.subjectResearch Ethicsen_US
dc.subjectResearcher Hybridityen_US
dc.subjectCross-Cultural Relationshipsen_US
dc.subjectCommunity-University Collaborationen_US
dc.subjectTransformative Engagementen_US
dc.subjectRacialisationen_US
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Educationen_US
dc.titleThree-partner dancing: placing participatory action research into practice within and indigenous, racialised & academic spaceen_US
dc.typeThesisen_US

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