Indigenous Methodologies: Suggestions for Junior Researchers

Indigenous methodologies in geography have recently been developed to decolonise Western dominated paradigms. It has been argued that research which does not benefit Indigenous communities should not be conducted. However, Indigenous methodologies are not taught in many post-secondary institutions. Therefore, when they pursue Indigenous topics, many junior researchers are self-taught in these methodologies. However, these methodologies cannot be defined simply and they are too diverse to be learnt in a short period. In Japan, Indigenous peoples are not widely recognised and research on contemporary Indigenous issues is limited. The concept of Indigenous methodologies is rarely discussed. Because of this, Japanese researchers rarely identify their research as adopting an Indigenous methodology. Indigenous researchers are thereby discouraged from pursuing Indigenous methodologies. Furthermore, a methodology or a thesis statement used by researchers to reflect Indigenous perspectives often gets little support from Indigenous peoples. My master's research on the Ainu mirrored this situation. While Indigenous methodologies remain difficult to learn, junior researchers should not be discouraged from this form of engagement. Practical suggestions are therefore necessary to encourage their use and application. Based on my experience, I suggest that researchers approach Indigenous communities from a learning perspective. This would encourage open-mindedness and sensitivity. Researchers should also be prepared and willing to refine their research questions and to continue their literature searches after their fieldwork is completed. These strategies could limit misinterpretation and exploitation of Indigenous knowledges and peoples.     

Can You Hear us Now? Voices from the Margin: Using Indigenous Methodologies in Geographic Research

Indigenous methodologies are an alternative way of thinking about research processes. Although these methodologies vary according to the ways in which different Indigenous communities express their own unique knowledge systems, they do have common traits. This article argues that research on Indigenous issues should be carried out in a manner which is respectful and ethically sound from an Indigenous perspective. This naturally challenges Western research paradigms, yet it also affords opportunities to contribute to the body of knowledge about Indigenous peoples. It is further argued that providing a mechanism for Indigenous peoples to participate in and direct these research agendas ensures that their communal needs are met, and that geographers then learn how to build ethical research relationships with them. Indigenous methodologies do not privilege Indigenous researchers because of their Indigeneity, since there are many ‘insider’ views, and these are thus suitable for both Indigenous and non‐Indigenous researchers. However, there is a difference between research done within an Indigenous context using Western methodologies and research done using Indigenous methodologies which integrates Indigenous voices. This paper will discuss those differences while presenting a historical context of research on Indigenous peoples, providing further insights into what Indigenous methodologies entail, and proposing ways in which the academy can create space for this discourse.     

Participatory and community‐based research,Indigenous geographies,and the spaces of friendship: A critical engagement

Geographic engagement with Indigenous peoples remains inextricably linked to colonialism. Consequently, studying Indigenous geographies is fraught with ethical and political dilemmas. Participatory and community‐based research methods have recently been offered as one solution to address concerns about the politics of gathering, framing, producing, disseminating, and controlling knowledge about Indigenous peoples. In this article, we critically engage with the emergence of participatory and community‐based research methods as “best practice” for undertaking research into Indigenous geographies. We articulate four concerns with this form of research: a) dissent may be stifled by non‐Indigenous researchers’ investments in being “good”; b) claims to overcome difference and distance may actually retrench colonial research relations; c) the framing of particular methods as “best practices” risks closing down necessary and ongoing critique; and d) institutional pressures work against the development and maintenance of meaningful, accountable, and non‐extractive relations with Indigenous communities. We then contemplate the spatiality of the critique itself. We consider the ways in which our longstanding friendship, as researchers invested at multiple scales with Indigenous geographies and identities, provides its own distinct space of practice within which to confront the political and ethical challenges posed by research with/about/upon Indigenous geographies and peoples. While not arriving at any concrete template for undertaking research about Indigenous geographies, we suggest that certain friendships, established and situated outside research relationships, may be productive spaces within and through which research methods may be decolonized.     

Remixed methodologies in community-based film research

This paper explores how remixed methodologies can inform research in Indigenous communities using short films, combining archival and contemporary footage. Drawing on the lineages of Indigenous and feminist community-based research methodologies, we develop a three-part conception of remixed methodologies. We emphasize, first, the need to resituate the process of knowledge production within relationships between researchers and Indigenous community members. Second, we stress the importance of reconsidering the intended outputs of community-university collaboration to centre community goals. Third, we underscore how remixed methodologies can disrupt the narratives surrounding settler colonial archival resources, resituating historical footage with relation to contemporary Indigenous contexts. We apply this framework to our collaborative work with the Witsuwit'en Cultural and Language Authority and the Office of Aboriginal Education at British Columbia School District #54, combining archival and contemporary films to create Indigenous education resources. Specifically, we remixed footage of Witsuwit'en traditional activities from two 1927 National Museum of Canada films with contemporary interviews and footage of Witsuwit'en governance and land use activities. We highlight how making archival films relevant to contemporary Indigenous community goals required disrupting the conventions of scholarly authority, designing collaborative outputs to suit community aims, and resituating knowledge production within the context of Witsuwit'en resilience in the face of colonialism.     

Dialectical movements with the Toba people in the Argentine Chaco

Since 1998, I have undertaken fieldwork with the Indigenous peoples of the Argentine Chaco, focusing initially on their dances and embodied practices. After this ethnographic research, I began to think more deeply about the relationships between fieldwork and reflexivity and the possibilities of redefining analytical categories in the global South. The purpose of this article is to revisit my emphasis on a ‘dialectical approach to embodiment’ as a starting point for analysing cultural transformation in Latin America. I argue that this methodological approach has been closely linked to the interweaving of conflicting embodied experiences and peripheral geopolitical locations. In this regard I analyse how the contradictory experiences identified in my fieldwork with the Toba people, and also in my intersubjective and geopolitical positions as a Latin American academic woman, led me to a critical re-examination of dialectics. Further, I describe how this methodological approach, while well received among Latin American scholars has to some degree been resisted by (North) American and British scholars, and I explore the geopolitical implications of these disparate academic positions. Through these critical movements, I hope to contribute to rethinking dialectics in postcolonial contexts, adding some embodied voices from the Latin American South.     

Proceeding through Colonial Past-Presents in Fieldwork: Methodological Lessons on Accountability,Refusal, and Autonomy

This article examines how the colonial past manifests within the present through an analysis of ethnographic and archival fieldwork. Drawing on feminist geographic scholarship for decolonising knowledge production, I argue that geographers have a responsibility to the people they work with and the places where they conduct research to know what came before. Through an analysis of how the colonial past surfaced in everyday and ongoing experiences of negotiating consent during fieldwork, I show how reflecting on the colonial past-present offers insights into the colonial power geometries of knowledge production. Proceeding through the colonial past-present offers useful lessons on being accountable to people and lands, recognising refusal, and making autonomy. While this article is focused on my experiences as a white settler scholar from the USA who did research in a Mixe community in Oaxaca, Mexico, proceeding through colonial past-presents offers lessons to any and all geographers who struggle to unsettle the persistent colonial power geometries of knowledge production.     

Telling stories: Exploring research storytelling as a meaningful approach to knowledge mobilization with Indigenous research collaborators and diverse audiences in community‐based participatory research

A growing number of geographers seek to communicate their research to audiences beyond the academy. Community‐based and participatory action research models have been developed, in part, with this goal in mind. Yet despite many promising developments in the way research is conducted and disseminated, researchers continue to seek methods to better reflect the “culture and context” of the communities with whom they work. During my doctoral research on homelessness in the Northwest Territories, I encountered a significant disconnect between the emotive, personal narratives of homelessness that I was collecting and more conventional approaches to research dissemination. In search of a method of dissemination to engage more meaningfully with research collaborators as well as the broader public, I turned to my creative writing work. In this article, I draw from “The komatik lesson” to discuss my first effort at research storytelling. I suggest that research storytelling is particularly well suited to community‐based participatory research, as we explore methods to present findings in ways that are more culturally appropriate to the communities in which the research takes place. This is especially so in collaborative research with Indigenous communities, where storytelling and knowledge sharing are often one and the same. However, I also discuss the ways in which combining my creative writing interests with my doctoral research has been an uneasy fit, forcing me to question how to tell a good story while giving due diligence to the role that academic research has played in its development. Drawing on the outcomes and challenges I encountered, I offer an understanding of what research storytelling is, and how it might be used to advance community‐based participatory research with Indigenous communities.     

All Strings Attached: Negotiating Relationships of Geographic Information Science

Human geography has driven substantive improvements in methodologies and applications of Geographic Information Systems (GISs), yet Indigenous groups continue to experience erasure in geographic representations. GIS ontologies comprise categorised labels that represent lived contexts, and these ontologies are determined through the shared worldviews of those labelling spatial phenomena for entry into GIS databases. Although Western ontologies and spatial representations reflect Western understandings of human experience, they are often inappropriate in Indigenous contexts. In efforts to be represented in courts and land management, Indigenous groups nevertheless need to engage Western spatial representations to ‘claim space’. This paper examines what GISs are and do and shows that GIS technology comes with strings attached to the myriad social contexts that continue to shape the field of GIScience. We show that Intellectual Property Rights Agreements can sever and control these ‘strings’; the agreement between the Yorta Yorta Nation Aboriginal Corporation and university researchers reframes GIS from a technology of erasure to a technology of opportunity that enables Indigenous groups to define their own engagement. The visual and narrative outputs will contribute important understandings of the environmental crisis facing the Murray–Darling Basin and connect older and younger generations through knowledge sharing. We conclude the application of GIScience is never simply technological but always has potential to empower particular communities. Applying GIS technology to new circumstances is an engagement of new relationships in the social praxis of technology transfer, where worldviews meet and negotiations are made over what exists and how we know.     

Moving from research ON,to research WITH and FOR Indigenous communities: A critical reflection on community‐based participatory research

Research projects conducted on Indigenous communities have largely been developed within a dominant Western research paradigm that values the researcher as knowledge holder and the community members as passive subjects. The consequences of such research have been marginalizing for Indigenous people globally, leading to calls for the decolonization of research through the development of Indigenous research paradigms. Based on a reflexive analysis of a five‐year partnership focused on developing capacity for tourism development in Lake Helen First Nation (Red Rock Indian Band), we offer a way of understanding the connection between Indigenous research paradigms and the western construct of community‐based participatory research as a philosophical and methodological approach to geography. Our analysis shows that researchers should continue to move away from methods that perpetuate the traditional ways of working ON Indigenous communities to methods that allow us to work WITH and FOR them, based on an ethic that respects and values the community as a full partner in the co‐creation of the research question and process, and shares in the acquisition, analysis, and dissemination of knowledge. Our reflection also shows that when research is conducted on a community, the main beneficiary is the researcher, when conducted with, both parties receive benefit, while research for the community may result in benefits mainly for the community. We further contend that any research conducted within a community, regardless of its purpose and methodology, should follow the general principles of Indigenous paradigms, and respect the community by engaging in active communication with them, seeking their permission not only to conduct and publish the research but also with respect to giving results of the research back in ways that adhere to community protocols and practices.     

Crafting heritage: artisans and the making of Indigenous heritage in contemporary Taiwan

Since the 1990s, Indigenous groups in Taiwan have been increasingly engaged in retrieving and reviving cultural practices that are considered ‘traditional’ and markers of Indigenous identities. This article takes such recent and ongoing revival of cultural practices and connected material culture amongst Taiwanese Indigenous groups as the departure point to argue that the idea of a ‘contemporary Indigenous heritage’ is constructed (notably by Indigenous artists and artisans) through the conflation of ‘tradition’, ‘value’, ‘authenticity’ and ‘indigeneity’, as well as creativity and innovation. In the article, I endeavour to explain this process. To this end, I identify and illustrate a set of strategies and discourses through which Indigenous artists and artisans in Taiwan construct their work as both ‘Indigenous’ and ‘heritage’. I suggest that such strategies and discourses revolve around the following: (i) materiality, (ii) visual display and performance, (iii) Indigenous cultural research and (iv) knowledge transmission. Building on the Taiwanese case study, this article furthers scholarly enquiries into the making of heritage by generating an enhanced understanding of the role of artists and artisans in the creation, renewal, authentication and transmission of ‘Indigenous heritage’.     

Indigenous biocultural rights and the Blue Mountains: Local and international policy challenges

Indigenous knowledges play a critical role in addressing the environmental crisis, and the United Nations system has adopted a suite of international treaties to protect and strengthen Indigenous peoples’ rights, which are often described as biocultural rights. Because World Heritage Areas are nominated and monitored by UNESCO, an initial hypothesis in this study was that such areas would be subject to higher than normal standards in regard to Indigenous people’s biocultural rights. By reference to the Greater Blue Mountains World Heritage Area, Australia, this research examined how the international legislative framework influences conservation practices. We held semi-structured interviews with conservation and Indigenous local experts and compared park management practices in the Area against those used in an Indigenous Protected Area. Findings align with the literature and suggest that Indigenous and scientific knowledge systems can generate new insights for the Area and other sites. Yet, Indigenous knowledges are only marginally applied in practice. Some barriers to full participation of Indigenous people are specific to the colonial history of the area. Yet, findings point to a lack of action by Australian governments and UNESCO, and that needs to be redressed. The study calls attention to the need to support and resource Indigenous people to enable collaborative partnerships to yield significant benefits for biodiversity and protection of Country.     

Letting skeletons out of the closet: the ethics of displaying ancient Mexican human remains

In the wake of Native North American activism and moves to decolonize archaeology, some academics have begun to avoid displaying human remains. Though recent World Archaeological Congress accords detail a consent process for ethical display, some journals, museums, and individual scholars have blanket policies covering even those remains whose descendants favour display. This article examines one context affected by these policies: the central Mexican town of Xaltocan. Here, Indigenous residents advocate for archaeological study and exhibition of ancient human remains, yet they have been criticised and censored by North American audiences. We consider two factors behind their desire to display the dead as part of efforts to reclaim Indigenous identities: long-standing Mesoamerican relationships with the dead and the materiality and symbolic capital of bones. We argue that an academic reluctance to display any human remains is problematic – even if it is a well-intentioned acknowledgement of respect for their sensitive nature – because it imposes the wishes of one Indigenous group on another, and may thereby lead to the unwitting perpetuation of colonial practice. We suggest that decolonizing archaeology may sometimes necessitate allowing the exhibition of skeletal remains; ethnographic research in individual communities is needed to ensure respect for descendant perspectives.     

Gendering Border Studies

Scholars working in (post)colonial settings have called for more-than-human (MTH) and post-human geographies to shift their gaze beyond Anglo-European ways of knowing the world. In this paper I explore the opportunities for an MTH political project that works in solidarity with and learns from Indigenous communities. I begin by examining the considerable synergies between MTH theorists’ understandings of nonhuman agency and kinship, and the worldviews of Ngāi Tahu (a Māori tribe). I then examine how Ngāi Tahu have worked within a new water management regime in the Canterbury region of Aotearoa New Zealand to articulate a relational ethics with the Hurunui River. In navigating multiple tensions and advocating for the lively river, the political space of the new catchment committee was expanded to (begin to) include the river. However, non-Māori who attempted to describe an understanding of a river-kin were less successful. This unevenness, I argue, highlights the complementary contributions to be made by expanded theoretical engagements. In particular there are generative possibilities for MTH theorists to work alongside Indigenous communities, and carve political space for more people to advocate for a relational ethics.     

This is Not an Answer to the Question “Who is Indigenous?”

‘Indigenous’ is a colonial category, and it is always related to particular colonial configurations of diversity and in relationship to particular colonial/national states. In this paper, the many historical configurations in which the terms ‘Indian’ and ‘Indigenous’ have figured are traced, including the Spanish colonial state and the Argentine state. The ways in which these successive systems of categorization are juxtaposed is described. Finally, post-Western understandings of what it could mean ‘to be Indigenous’ are explored.     

Australian political studies and the production of disciplinary innocence

ABSTRACT

While Australian political studies often appears to have neglected engagements with Indigenous peoples and politics, we argue this is not a simple question of omission. In fact, the discipline is deeply implicated in imperial knowledge production and the authorisation of racialised colonial governance. As non-Indigenous scholars working within Australian political studies, in this paper we reflect on our own discipline in light of several decades of critical scholarship, identifying the production of disciplinary innocence through a theoretical and institutional analysis of Australian political studies knowledge practices. We explore this production via canonical knowledges, institutional processes that contain Indigenous people and knowledge to subjects of policy, and the operation of disciplinary divisions which neutralise scholarship on policy and political institutions.     

Mundane mobilities,banal travels

Participatory approaches have become a critical and somewhat normalised methodology in geography for working in a positive and constructive way with Indigenous communities. Nevertheless, recent literature has seldom examined the sustainability of participatory projects or looked critically at their ongoing impacts. Since the early 2000s, Nibutani, an Ainu community in Hokkaido, Japan, has developed several participatory projects led by a non-Indigenous professional. The projects have involved community members working to revitalise and promote local Ainu culture. Over the last decade, some positive outcomes from the projects have been observed; for example, the younger generation has had opportunities to engage intensively in learning local Indigenous knowledge and skills. The projects have also helped some participants to develop a stronger sense of ethnic identity and gain empowerment. Still, the power transfer from the talented non-Indigenous leader to community members has been limited and Nibutani has yet to realise a sustainable project structure. Also, community members have multiple perspectives in regard to the direction of participatory projects and their impact. I discuss these issues in Nibutani's participatory projects based on my observations and interviews and suggest that Indigenous geographies need to undertake follow-up evaluations of participatory projects.     

Contesting the Settler City: Indigenous Self‐Determination,New Urban Reserves,and the Neoliberalization of Colonialism

In settler colonial contexts the historical and ongoing dispossession and displacement of Indigenous peoples is foundational to understanding the production of urban space. What does it mean that cities in what is now known as Canada are Indigenous places and premised on the ongoing dispossession of Indigenous peoples? What roles do new urban reserves play in subverting or reinforcing the colonial‐capitalist sociospatial order? This paper examines these questions in relation to new urban reserves in Canada. Most common in the Prairie provinces, new urban reserves are satellite land holdings of First Nation communities located outside of the city. While the settler state narrowly confines new urban reserves to neoliberal agendas, First Nations are successfully advancing reserve creation to generate economic self‐sufficiency, exercise self‐determination, and subvert settler state boundaries. I argue that new urban reserves are contradictory spaces, as products and vehicles of settler‐colonial state power and Indigenous resistance and place‐making.     

PROJECTIONS OF RACE,NATURE, AND ETHNOGRAPHIC CHILDHOOD IN EARLY EDUCATIONAL CINEMA AT THE NATIONAL MUSEUM OF CANADA

In this article, we examine depictions of race, nature, and childhood in Harlan Ingersoll Smith's early ethnographic films at the National Museum of Canada. Created in the 1920s for a children's education programme, Smith's films construct ethnographic portraits of different Indigenous peoples in Western Canada. We demonstrate how museum education appropriated Indigeneity as a discursive resource to immerse viewing children in particular narratives of Canadian national heritage and development. The films worked through a complex double movement, bringing children in the Ottawa museum audience into association with Indigenous children based on shared experience as children while simultaneously differentiating Indigenous peoples as Other. The films inculcated white youth at the museum in a romanticized connection to Canada's prehistory through knowledge of the nation's Indigenous peoples as well as nature. In the films, the position of Indigeneity within the future remained ambiguous (traditional practices sometimes disappearing, sometimes enduring). Yet, despite Smith's uncertainty about colonial beliefs in the disappearance of Indigeneity, his films nonetheless presented the teleological development of the settler nation as certain. Our article highlights how thinking about children, as audience for and thematic focus of these films, extends discussions of the geographies of film, of children, and of settler colonial nationalism.     

7. TOWARD A GENEALOGY OF THE RESEARCHER AS SUBJECT IN POST/DECOLONIAL PACIFIC HISTORIES

Recent discussion has drawn out some important differences between postcolonial and decolonial theories. The former are associated primarily with the work of South Asian scholars working in cultural, literary, or historical studies; decolonial scholarship, by contrast, is located in Latin America and has emerged from sociological critiques of dependency theory. Shifting the locus of debate to the Pacific centers another subject in globalizing critiques of colonialism: the historian in indigenous communities. In this article, I examine how the role of the researcher is conceptualized in Linda Tuhiwai Smith's landmark work Decolonizing Methodologies: Research and Indigenous Peoples (1999). Revealing tensions between objectivity and intersubjectivity, on the one hand, and between essentialist identity and hybridity, on the other, I ask why Smith's book hinges on dichotomizing nonindigenous and indigenous researchers, who are by turn enabled or constrained in a colonial present. I situate this late twentieth-century subject in a genealogy of indigenous engagement with history and anthropology in New Zealand and contemporary problems of historical justice.     

To what extent can online mapping be decolonial? A journey throughout Indigenous cartography in Canada

In this paper, we describe and reflect upon our journey through Indigenous online mapping in Canada. This journey has been planned according to an academic goal: assessing the potential of online cartography for decolonial purposes. To reach this goal, we have followed methodological directions provided by Indigenous scholar Linda Tuhiwai Smith to review 18 Indigenous web-mapping sites across Canada. Supported by a series of ten interviews, this content analysis enabled us to sketch some of the contours of contemporary Indigenous cartography. On one hand, Indigenous communities largely control the data that are shared on these websites. They also partially control the way these data are represented through the mobilization of digital storytelling technologies that are better aligned with Indigenous ways of envisioning relationships to places than conventional maps. On the other hand, they do not have much control over the technological aspects of these projects, for which they remain heavily dependent on non-Indigenous partners. Throughout this journey, we noticed that women's voices remained marginal in most of these mapping projects, but we also identified evidence supporting the idea that these voices are starting to play a vital role in the on-going effort of decolonizing mapping processes.