For my doctoral research into adults’ informal learning through material objects in four public places in Halifax, Nova Scotia, I used sketchbooks as fieldnote journals. In contrast to objective observations, I recorded during my site visits a panoply of overheard conversations, drawings, remarks, puns, encounters, temperatures, and colours. These and other elements comprised my experiences in each site, and I wanted to represent their gist and connotations through multiple forms of expression. This approach aligns with arts-informed research methodology that celebrates complexity and shared meaning-making with engaged scholarship. I used these notes to produce for each site a written vignette, to introduce and reacquaint others with that place; two of these vignettes appear in the following report. In translating what I came to call my “feel’d,” not “field,” notes into these written pieces, I gleaned new understandings about scribbling and scrawling expressive, affective feel’d notes. I found that engagement enriched my research process, and also fostered a greater awareness of place meanings. I recognize that transformed notetaking has a bearing on understanding, research process, people/communities, and places, and offers methodological insights that carry out and further engaged scholarship knowledge.
{"title":"FEEL'D NOTES IN PUBLIC PLACES:","authors":"Stephanie Mason","doi":"10.15402/esj.v8i2.70752","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70752","url":null,"abstract":" \u0000 For my doctoral research into adults’ informal learning through material objects in four public places in Halifax, Nova Scotia, I used sketchbooks as fieldnote journals. In contrast to objective observations, I recorded during my site visits a panoply of overheard conversations, drawings, remarks, puns, encounters, temperatures, and colours. These and other elements comprised my experiences in each site, and I wanted to represent their gist and connotations through multiple forms of expression. This approach aligns with arts-informed research methodology that celebrates complexity and shared meaning-making with engaged scholarship. I used these notes to produce for each site a written vignette, to introduce and reacquaint others with that place; two of these vignettes appear in the following report. In translating what I came to call my “feel’d,” not “field,” notes into these written pieces, I gleaned new understandings about scribbling and scrawling expressive, affective feel’d notes. I found that engagement enriched my research process, and also fostered a greater awareness of place meanings. I recognize that transformed notetaking has a bearing on understanding, research process, people/communities, and places, and offers methodological insights that carry out and further engaged scholarship knowledge. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116662670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How does individual transformation unfold within social movement learning (SML), a territory that mainly embodies learning as a collective practice? What are the roles of visual arts in mediating such transformation? We answer these questions by exploring discourses that emerged during visual arts workshops facilitated with members of the recycling social movement in São Paulo, Brazil. To do so, we intertwine arts-based research, SML, and transformative learning theories informed by Vygotskian’s cognitive development approach as an analytical tool. Findings suggest that during the art-making process, recyclers construct their visual thought, which enables their empowerment and agency as fundamental mediators of individual transformation.
{"title":"The arts in individual transformation: examples from the recycling social movement in São Paulo, Brazil","authors":"Bruno de Oliveira Jayme, Rebeca Heringer","doi":"10.15402/esj.v8i2.70757","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70757","url":null,"abstract":"How does individual transformation unfold within social movement learning (SML), a territory that mainly embodies learning as a collective practice? What are the roles of visual arts in mediating such transformation? We answer these questions by exploring discourses that emerged during visual arts workshops facilitated with members of the recycling social movement in São Paulo, Brazil. To do so, we intertwine arts-based research, SML, and transformative learning theories informed by Vygotskian’s cognitive development approach as an analytical tool. Findings suggest that during the art-making process, recyclers construct their visual thought, which enables their empowerment and agency as fundamental mediators of individual transformation. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123887320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Addressing the complex challenges of today’s world requires our collective creative capacity. As such, arts-based methods which promote creativity are increasingly important means of engaging people in the issues that matter most to them. This article focuses on one arts-based method, Photovoice, which is a “process by which people can identify, represent, and enhance their community through a specific photographic technique” (Wang & Burris, 1997, p. 369) where participants take photos in response to a question or topic of inquiry. To explore this engagement method, we draw from the methodological insights gleaned from three Master’s Arts in Leadership capstone projects that employed Photovoice (or variations thereof) as one method of inquiry. The article is organized as follows: We begin by reviewing Photovoice as a research and engagement method and then summarize the three projects, which occurred in two nonprofit organizations and one public sector institution. In the discussion, we then compare and contrast the methodological insights emerging from these projects, including the extent to which each project: (a) enabled workers at various levels of organizational hierarchies to share their voices; (b) required careful attention to ethics; and (c) generated relationships among participants. As this is a methodological paper, our emphasis here is to highlight the process and impact of using Photovoice as a method rather than sharing each of the study findings and conclusions. In each example, Photovoice as both a research and engagement method enabled participants to play a leadership role in participatory engagement, thus deemphasizing top-down decision-making and promoting more integrated approaches to research and leadership as engagement.
应对当今世界的复杂挑战需要我们的集体创造能力。因此，促进创造力的以艺术为基础的方法日益成为使人们参与对他们最重要的问题的重要手段。本文关注的是一种基于艺术的方法，Photovoice，这是一个“人们可以通过特定的摄影技术识别、代表和增强他们的社区的过程”(Wang & Burris, 1997, p. 369)，参与者通过拍照来回应一个问题或调查主题。为了探索这种参与方法，我们从三个采用Photovoice(或其变体)作为一种调查方法的领导艺术硕士顶点项目中收集了方法论见解。本文的组织如下:我们首先回顾Photovoice作为一种研究和参与方法，然后总结三个项目，分别发生在两个非营利组织和一个公共部门机构。在讨论中，我们比较和对比了从这些项目中产生的方法论见解，包括每个项目的程度:(a)使不同组织层次的工人能够分享他们的声音;(b)需要仔细注意道德操守;(c)生成参与者之间的关系。由于这是一篇方法论论文，我们在这里的重点是强调使用Photovoice作为一种方法的过程和影响，而不是分享每个研究结果和结论。在每个例子中，Photovoice作为一种研究和参与方法，使参与者在参与性参与中发挥领导作用，从而减少了自上而下的决策，促进了更综合的研究和领导参与方法。
{"title":"Three Examples of Engagement through Photovoice","authors":"Catherine Etmanski, Alison Kyte, Michelle Cassidy, Nikki Bade","doi":"10.15402/esj.v8i2.70754","DOIUrl":"https://doi.org/10.15402/esj.v8i2.70754","url":null,"abstract":"Addressing the complex challenges of today’s world requires our collective creative capacity. As such, arts-based methods which promote creativity are increasingly important means of engaging people in the issues that matter most to them. This article focuses on one arts-based method, Photovoice, which is a “process by which people can identify, represent, and enhance their community through a specific photographic technique” (Wang & Burris, 1997, p. 369) where participants take photos in response to a question or topic of inquiry. To explore this engagement method, we draw from the methodological insights gleaned from three Master’s Arts in Leadership capstone projects that employed Photovoice (or variations thereof) as one method of inquiry. \u0000The article is organized as follows: We begin by reviewing Photovoice as a research and engagement method and then summarize the three projects, which occurred in two nonprofit organizations and one public sector institution. In the discussion, we then compare and contrast the methodological insights emerging from these projects, including the extent to which each project: (a) enabled workers at various levels of organizational hierarchies to share their voices; (b) required careful attention to ethics; and (c) generated relationships among participants. As this is a methodological paper, our emphasis here is to highlight the process and impact of using Photovoice as a method rather than sharing each of the study findings and conclusions. In each example, Photovoice as both a research and engagement method enabled participants to play a leadership role in participatory engagement, thus deemphasizing top-down decision-making and promoting more integrated approaches to research and leadership as engagement.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123447848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A major issue that directly affects the participation of Native Americans in the science and technology workforce is the lack of preparation in science and math. This lack of preparation has many causes, but one of the most strategically important issues is the lack of culturally relevant curricula that engage Native American students in learning science in personal, social and culturally meaningful ways. This essay explores the needs, issues, research, and development of culturally responsive science education for Native American learners. A curriculum model created by the author at the Institute of American Indian Arts in Santa Fe, New Mexico, from 1974 to 1994 based on Native American cultural orientations is explored as a case study as one example of how to engage Native American students in science learning and become more prepared to participate in science and technology-related professions. As such, it presents a methodology for how trans-systemic work might be approached in building conceptual bridges between Indigenous and Western views of science.
{"title":"Native Americans and Science: Enhancing Participation of Native Americans in the Science and Technology Workforce through Culturally Responsive Science Education","authors":"Gregory A. Cajete","doi":"10.15402/ESJ.V7I1.70770","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.70770","url":null,"abstract":" A major issue that directly affects the participation of Native Americans in the science and technology workforce is the lack of preparation in science and math. This lack of preparation has many causes, but one of the most strategically important issues is the lack of culturally relevant curricula that engage Native American students in learning science in personal, social and culturally meaningful ways. This essay explores the needs, issues, research, and development of culturally responsive science education for Native American learners. A curriculum model created by the author at the Institute of American Indian Arts in Santa Fe, New Mexico, from 1974 to 1994 based on Native American cultural orientations is explored as a case study as one example of how to engage Native American students in science learning and become more prepared to participate in science and technology-related professions. As such, it presents a methodology for how trans-systemic work might be approached in building conceptual bridges between Indigenous and Western views of science. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115366198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within this article, I share a story of four generations of my family and community coming together through pow wow dancing. I present the storying and re-storing of Indigenous scholarly engagement through pow wow regalia making and dance to accomplish two things: 1) to center Indigenous knowledge, kinship and community work through scholarship; and 2) to generate merit and value in the good work in which Indigenous scholars engage. Our creative and cultural selves are often excluded in terms of what receives value and merit in collective agreements. The academy wants us to teach, publish, and engage in community service. My community service is often within Indigenous kinship and community service where I engage in creativity and expressive arts. Evaluations of our tenure attribute value, credit, and merit for work produced, service generated, and research conducted steeped in a eurowestern definition of scholarly work. We theorize about the significance and importance of our culture and traditions; however, our families and communities’ practices are regarded as external and outside of the eurowestern academic contexts. This article brings together the knowledge of preparing for and dancing in a pow wow as valued and good work of Indigenous scholars within the academy. It calls attention to a need to revise systems of value and merit in a manner that benefits Indigenous scholars’ whole knowledge systems.
{"title":"Four Generations For Generations: A Pow Wow Story to Transform Academic Evaluation Criteria","authors":"Kathleen E. Absolon","doi":"10.15402/ESJ.V7I1.70054","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.70054","url":null,"abstract":" \u0000 Within this article, I share a story of four generations of my family and community coming together through pow wow dancing. I present the storying and re-storing of Indigenous scholarly engagement through pow wow regalia making and dance to accomplish two things: 1) to center Indigenous knowledge, kinship and community work through scholarship; and 2) to generate merit and value in the good work in which Indigenous scholars engage. Our creative and cultural selves are often excluded in terms of what receives value and merit in collective agreements. The academy wants us to teach, publish, and engage in community service. My community service is often within Indigenous kinship and community service where I engage in creativity and expressive arts. Evaluations of our tenure attribute value, credit, and merit for work produced, service generated, and research conducted steeped in a eurowestern definition of scholarly work. We theorize about the significance and importance of our culture and traditions; however, our families and communities’ practices are regarded as external and outside of the eurowestern academic contexts. This article brings together the knowledge of preparing for and dancing in a pow wow as valued and good work of Indigenous scholars within the academy. It calls attention to a need to revise systems of value and merit in a manner that benefits Indigenous scholars’ whole knowledge systems. \u0000 \u0000 ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117317645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Radical Acts of Re-imaging Ethical Relationality and Trans-systemic Transformation","authors":"V. Kelly","doi":"10.15402/ESJ.V7I1.70759","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.70759","url":null,"abstract":" \u0000 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. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114771419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mairi McDermott, Jennifer Macdonald, Jennifer Markides, M. Holden
In response to the Truth and Reconciliation Calls to Action (TRC, 2015), a school board teamed with university educators and educational partners to generate a professional learning series to support educators’ engagement with Indigenous knowledges. A research team that assembled two years later interviewed the learning series participants to explore how educators were navigating Indigenous knowledge within a Eurocentric school system. This research acknowledges the challenges of doing this work within shifting institutional policies and initiatives, the wider politics of Indigenous and non-Indigenous relations, building intercultural understandings and community partnerships, and negotiating epistemological difference. The researchers — including Indigenous and non-Indigenous peoples — echoed resonances with the participants that occurred throughout the data collection process and often spoke about the parallel paths of research and schooling — both historically used as tools of colonization and now having a role in decolonization. To disrupt colonial propensities, we share our reflections as researchers, specifically around complexities and tensions of engaging Indigenous knowledges throughout our research processes concerning the participants’ experiences. By sharing the tensions and (un)learning that emerged on these parallel paths, we honour diverse entry-points and experiences to animate how trans-systemic knowledge building might ensue.
{"title":"Uncovering the Experiences of Engaging Indigenous Knowledges in Colonial Structures of Schooling and Research","authors":"Mairi McDermott, Jennifer Macdonald, Jennifer Markides, M. Holden","doi":"10.15402/ESJ.V7I1.69957","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.69957","url":null,"abstract":"In response to the Truth and Reconciliation Calls to Action (TRC, 2015), a school board teamed with university educators and educational partners to generate a professional learning series to support educators’ engagement with Indigenous knowledges. A research team that assembled two years later interviewed the learning series participants to explore how educators were navigating Indigenous knowledge within a Eurocentric school system. This research acknowledges the challenges of doing this work within shifting institutional policies and initiatives, the wider politics of Indigenous and non-Indigenous relations, building intercultural understandings and community partnerships, and negotiating epistemological difference. The researchers — including Indigenous and non-Indigenous peoples — echoed resonances with the participants that occurred throughout the data collection process and often spoke about the parallel paths of research and schooling — both historically used as tools of colonization and now having a role in decolonization. To disrupt colonial propensities, we share our reflections as researchers, specifically around complexities and tensions of engaging Indigenous knowledges throughout our research processes concerning the participants’ experiences. By sharing the tensions and (un)learning that emerged on these parallel paths, we honour diverse entry-points and experiences to animate how trans-systemic knowledge building might ensue.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132066676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Once communities’ stories are taken up by researchers and shared within the ivory tower of academia, the stories circulate within the ivory tower. It is often the case that these archived stories from communities are used by researchers, without asking permission from the communities where the stories originate. In this article, we aim to critically review and reflect on underlying theories and practices in conventional Eurocentric academia that allows for a ‘one direction’ mode of storytelling dissemination, allowing researchers to take the ‘version’ of community knowledge and/or stories without seeking the original approval from the communities themselves. We suggest ‘thoughtful’ questions for both settler and Indigenous researchers to consider in hopes of promoting ‘travelling back to original sources’ in their scholarly work.
{"title":"“To See Together Without Claiming to Be Another”: Stories as Relations, Against One-Direction Mode of Indigenous Stories Travelling","authors":"E. Kim, Sandra-Lynn Leclaire","doi":"10.15402/ESJ.V7I1.70002","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.70002","url":null,"abstract":"Once communities’ stories are taken up by researchers and shared within the ivory tower of academia, the stories circulate within the ivory tower. It is often the case that these archived stories from communities are used by researchers, without asking permission from the communities where the stories originate. In this article, we aim to critically review and reflect on underlying theories and practices in conventional Eurocentric academia that allows for a ‘one direction’ mode of storytelling dissemination, allowing researchers to take the ‘version’ of community knowledge and/or stories without seeking the original approval from the communities themselves. We suggest ‘thoughtful’ questions for both settler and Indigenous researchers to consider in hopes of promoting ‘travelling back to original sources’ in their scholarly work.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133400043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reciprocal mentorship is how Indigenous students and non-Indigenous supervisors can supportively navigate their way through graduate research in higher education. Reciprocal mentorship as trans-systemic knowledge values both Indigenous and Eurocentric worldviews, whereby the student has the expertise from Indigenous community and the academic supervisor has the expertise in the academic world. Through sharing stories of their research journey within a Canadian University, Webster and Bishop offer key insights around engaging in reciprocal mentorship, navigating the two-worlds, finding a common language, and having shared values. As a result, Indigenous and non-Indigenous students and supervisors may see themselves within the stories and seek reciprocal mentorship to be successful in the academic research and educational journey and make an impact in their university and beyond.
{"title":"Reciprocal Mentorship as Trans-Systemic Knowledge: A Story of an Indigenous Student and a Non-Indigenous Academic Supervisor Navigating Graduate Research in a Canadian University","authors":"Kathy Bishop, C. Webster","doi":"10.15402/ESJ.V7I1.70063","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.70063","url":null,"abstract":" \u0000 Reciprocal mentorship is how Indigenous students and non-Indigenous supervisors can supportively navigate their way through graduate research in higher education. Reciprocal mentorship as trans-systemic knowledge values both Indigenous and Eurocentric worldviews, whereby the student has the expertise from Indigenous community and the academic supervisor has the expertise in the academic world. Through sharing stories of their research journey within a Canadian University, Webster and Bishop offer key insights around engaging in reciprocal mentorship, navigating the two-worlds, finding a common language, and having shared values. As a result, Indigenous and non-Indigenous students and supervisors may see themselves within the stories and seek reciprocal mentorship to be successful in the academic research and educational journey and make an impact in their university and beyond. ","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124560283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Spirit of the Language project looks to the Spirit of nêhiyawêwin (Cree language), sources of disconnection between nêhiyawak (Cree people) in Treaty 6 and the Spirit of nêhiyawêwin, and the process of reconnection to the Spirit of the language as voiced by nêhiyawak. The two researchers behind this project are nêhiyaw language-learners who identify as insider-outsiders in this work. The work is founded in Indigenous Research Methodologies, with a particular respect to ceremony, community protocol, consent, and community participation, respect and reciprocity. We identified the Spirit of the language as having three distinct strands: history, harms, and healing. The Spirit of Indigenous languages is dependent on its history of land, languages, and laws. We then identified the harms or catalysts of disconnect from the Spirit of the language as colonization, capitalism, and Christianity. The results of our community work have identified the methods for healing, or reconnecting to the Spirit of language, by way of autonomy, authority, and agency.
{"title":"wahkotowin: Reconnecting to the Spirit of nêhiyawêwin (Cree Language)","authors":"K. Napier, Lana Whiskeyjack","doi":"10.15402/ESJ.V7I1.69979","DOIUrl":"https://doi.org/10.15402/ESJ.V7I1.69979","url":null,"abstract":"The Spirit of the Language project looks to the Spirit of nêhiyawêwin (Cree language), sources of disconnection between nêhiyawak (Cree people) in Treaty 6 and the Spirit of nêhiyawêwin, and the process of reconnection to the Spirit of the language as voiced by nêhiyawak. The two researchers behind this project are nêhiyaw language-learners who identify as insider-outsiders in this work. The work is founded in Indigenous Research Methodologies, with a particular respect to ceremony, community protocol, consent, and community participation, respect and reciprocity. We identified the Spirit of the language as having three distinct strands: history, harms, and healing. The Spirit of Indigenous languages is dependent on its history of land, languages, and laws. We then identified the harms or catalysts of disconnect from the Spirit of the language as colonization, capitalism, and Christianity. The results of our community work have identified the methods for healing, or reconnecting to the Spirit of language, by way of autonomy, authority, and agency.","PeriodicalId":202523,"journal":{"name":"Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129811282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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