Aligning intentions with community: Graduate students reflect on collaborative methodologies with Indigenous research partners

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dc.contributor.authorWray, Kristine
dc.contributor.authorSoukhaphon, Akarath
dc.contributor.authorParlee, Brenda
dc.contributor.authorD'Souza, Amabel
dc.contributor.authorFreitas, Carolina
dc.contributor.authorHeredia, Iria
dc.contributor.authorMartin, Chelsea
dc.contributor.authorOloriz, Carrie
dc.contributor.authorProverbs, Tracey Angela
dc.contributor.authorSpicer, Neal
dc.date.accessioned2022-11-28T18:54:21Z
dc.date.available2022-11-28T18:54:21Z
dc.date.copyright2020en_US
dc.date.issued2020
dc.description.abstractCollaborative and community-based research (CCBR) is well defined and discussed in the literature; however, there are few discussions about graduate students doing CCBR with Indigenous communities. This project report features insights from nine graduate students attending six universities in Canada, the United States, and Brazil. These students are a part of a multi-year research partnership grant involving fishing communities from three major watersheds, the Mackenzie River Basin, the Amazon River Basin, and the lower Mekong River Basin. Each student engaged in collaborative research around the themes of Indigenous fishing livelihoods and the role of local and traditional knowledge in river basin governance. This project report presents reflections of graduate students on developing relationships and enacting CCBR during the following three stages of research with Indigenous communities: research project design, research project implementation, and post-project engagement. Best practices have been developed from graduate student reflections on issues, challenges, and needs of graduate students doing CCBR. The findings suggest that a diversity of factors contribute to effective CCBR. This includes the needs and interests of the community partner, the quality of supervisor support, the skillset of the student, their disciplinary background, and their capacity to work in complex sociopolitical contexts.en_US
dc.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.description.sponsorshipThis research was funded by the Social Sciences and Humanities Research Council of Canada through the Tracking Change: Local and Indigenous Knowledge in Watershed Governance project (SSHRC PG 895–2015–1024 Parlee), the Northern Scientific Training Program, and the University of Alberta Northern Research Awards.en_US
dc.identifier.citationWray, K., Soukhaphon, A., Parlee, B., D’Souza, A., Freitas, C., Heredia, I., . . . Spicer, N. (2020). “Aligning intentions with community: Graduate students reflect on collaborative methodologies with Indigenous research partners.” Sustainability, 12(18), 7534. https://doi.org/10.3390/su12187534en_US
dc.identifier.urihttps://doi.org/10.3390/su12187534
dc.identifier.urihttp://hdl.handle.net/1828/14527
dc.language.isoenen_US
dc.publisherSustainabilityen_US
dc.subjectcollaborative research
dc.subjectcommunity-based research
dc.subjectIndigenous communities
dc.subjectgraduate students
dc.subjectIndigenous graduate students
dc.subjectfishing livelihoods
dc.subjectbest practices
dc.subject.departmentSchool of Environmental Studies
dc.titleAligning intentions with community: Graduate students reflect on collaborative methodologies with Indigenous research partnersen_US
dc.typeArticleen_US

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