The readings from Creswell, J. W., & Guetterman, T. C. (2019), Pole, C., & Hillyard, S. (2015), and Groothuijsen, S. E. A., Bronkhorst, L. H., Prins, G. T., & Kuiper, W. (2020) are practical and excellent guides for research, reminding me of my science background with reference to the scientific method and considerations for quantitative versus qualitative approaches. I found similarities to the qualitative approach and field work. My focus today is on the article titled "A New Era of Indigenous Research: Community-Based Indigenous Research Ethics Protocols in Canada" by Hayward, Sjoblom, Sinclair, and Cidro (2021) which explores the emergence of community-based Indigenous research ethics protocols in Canada and their significance in developing a new era of Indigenous research.
Hayward et al (2021) highlight the historical context of research involving Indigenous communities, depicted by colonial practices that have often exploited and marginalized Indigenous peoples. They emphasize the need for a shift in research approaches, which actively involve Indigenous communities and prioritize Indigenous knowledge, values, and self-determination. “Balancing collective rights with individual rights emerged as an important theme across identified Indigenous community research ethics boards, protocols, and standards.” Hayward et al (2021) This approach is noted in other readings as well such as in Creswell, J. W., & Guetterman, T. C. (2019) it’s stated that ethics is a complex matter that involves much more than merely following a set of static guidelines. Connecting to my own practice I think it’s important to consider the audience of the research and the research subjects and what benefit will result from conducting such research. “Members of the ethics board also consider the community’s priorities to confirm the proposed research will be meaningful and relevant within the community.” Hayward et al (2021). I appreciate and respect that The Indigenous Health Research Advisory Committee (IHRAC) advocates for research investigating pain in Indigenous populations to utilize a “two-eyed seeing” approach which bridges Western science and Indigenous knowledge. This approach could be considered in other aspects of research especially when it comes to education. Our revised curriculum in BC has embedded Indigenous knowledge and perspectives as it is a part of the historical foundation of British Columbia. In summary, this leads me to ask the following question based on our assigned readings. How can the implementation of community-based Indigenous research ethics protocols in Canada serve as a catalyst for decolonizing research practices and fostering a new era of knowledge production that respects Indigenous rights, values, and autonomy? References: Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed., pp. 2-56). Groothuijsen, S. E. A., Bronkhorst, L. H., Prins, G. T., & Kuiper, W. (2020). Teacher-researchers’ quality concerns for practice-oriented educational research. Research Papers in Education, 35(6), 766-787. Hayward, A., Sjoblom, E., Sinclair, S., & Cidro, J. (2021). A new era of Indigenous research: Community-based Indigenous research ethics protocols in Canada. Journal of Empirical Research on Human Research Ethics. https://doi.org/10.1177/15562646211023705 Pearson. Chapter 1: The process of conducting research using quantitative and qualitative approaches. Pole, C., & Hillyard, S. (2015). Doing fieldwork (pp. 1-18). Sage. Chapter 1: What is fieldwork? Curriculum Overview | Building Student Success - B.C. Curriculum. (n.d.). https://curriculum.gov.bc.ca/curriculum/overview
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AuthorTanya Kerr is a current student of Queen's University Graduate studies. Archives
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