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In its most common sense, methodology is the study of research methods. However, the term can also refer to the methods themselves or to the philosophical discussion of associated background assumptions. A method is a structured procedure for bringing about a certain goal, like acquiring knowledge or verifying knowledge claims. This normally involves various steps, like choosing a sample, collecting data from this sample, and interpreting the data. The study of methods concerns a detailed description and analysis of these processes. It includes evaluative aspects by comparing different methods. This way, it is assessed what advantages and disadvantages they have and for what research goals they may be used. These descriptions and evaluations depend on philosophical background assumptions. Examples are how to conceptualize the studied phenomena and what constitutes evidence for or against them. When understood in the widest sense, methodology also includes the discussion of these more abstract issues.
Participatory design is an approach to design attempting to actively involve all stakeholders in the design process to help ensure the result meets their needs and is usable. Participatory design is an approach which is focused on processes and procedures of design and is not a design style. The term is used in a variety of fields e.g. software design, urban design, architecture, landscape architecture, product design, sustainability, graphic design, industrial design, planning, and health services development as a way of creating environments that are more responsive and appropriate to their inhabitants' and users' cultural, emotional, spiritual and practical needs. It is also one approach to placemaking.
Community-based participatory research (CBPR) is an equitable approach to research in which researchers, organizations, and community members collaborate on all aspects of a research project. CBPR empowers all stakeholders to offer their expertise and partake in the decision-making process. CBPR projects aim to increase the body of knowledge and the public's awareness of a given phenomenon and apply that knowledge to create social and political interventions that will benefit the community. CBPR projects range in their approaches to community engagement. Some practitioners are less inclusive of community members in the decision-making processes, whereas others empower community members to direct of the goals of the project.
Indigenous decolonization describes ongoing theoretical and political processes whose goal is to contest and reframe narratives about indigenous community histories and the effects of colonial expansion, cultural assimilation, exploitative Western research, and often though not inherent, genocide. Indigenous people engaged in decolonization work adopt a critical stance towards western-centric research practices and discourse and seek to reposition knowledge within Indigenous cultural practices.
Prefigurative politics are the modes of organization and social relationships that strive to reflect the future society being sought by the group. It is building a new society within the shell of the old by living out the values and social structures you desire for the future. According to Carl Boggs, who coined the term, the desire is to embody "within the ongoing political practice of a movement [...] those forms of social relations, decision-making, culture, and human experience that are the ultimate goal". Besides this definition, Leach also gave light to the definition of the concept stating that the term "refers to a political orientation based on the premise that the ends a social movement achieves are fundamentally shaped by the means it employs, and that movement should therefore do their best to choose means that embody or prefigure the kind of society they want to bring about". Prefigurativism is the attempt to enact prefigurative politics.
Afrocentric education refers to a pedagogical approach to education designed to empower people of the African diaspora with educational modes in contact and in line with the cultural assumptions common in their communities. A central premise behind it is that many Africans have been subjugated by having their awareness of themselves limited and by being indoctrinated with ideas that work against them and their cultures.
Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity. Indigenous education also refers to the teaching of the history, culture, and languages of Indigenous peoples of a region.
Linda Tuhiwai Te Rina Smith, previously a professor of indigenous education at the University of Waikato in Hamilton, New Zealand, is now a distinguished professor at Te Whare Wānanga o Awanuiārangi. Smith's academic work is about decolonising knowledge and systems. The Royal Society Te Apārangi describes Smith’s influence on education as creating "intellectual spaces for students and researchers to embrace their identities and transcend dominant narratives."
Native American feminism or Native feminism is, at its root, understanding how gender plays an important role in indigenous communities both historically and in modern-day. As well, Native American feminism deconstructs the racial and broader stereotypes of indigenous peoples, gender, sexuality, while also focusing on decolonization and breaking down the patriarchy and pro-capitalist ideology. As a branch of the broader Indigenous feminism, it similarly prioritizes decolonization, indigenous sovereignty, and the empowerment of indigenous women and girls in the context of Native American and First Nations cultural values and priorities, rather than white, mainstream ones. A central and urgent issue for Native feminists is the Missing and murdered Indigenous women crisis.
Critical pedagogy of place is a curricular approach to education that combines critical pedagogy and place-based education. It started as an attitude and approach to place-based and land-based education that criticized place-based education's invisible endorsement of colonial narratives and domineering relationships with the land. The scholars critiquing place-based education mainly focused on re-centering Indigenous voices in the curriculum. In the early 1990s, C.A. Bowers advocated for a critical pedagogy of place that acknowledged our enmeshment in cultural and ecological systems, and the resulting need for this to figure in the school curriculum. In 2003, David A. Greenwood introduced and defined the term "Critical Pedagogy of Place." In the years since, the general ideas of critical pedagogy of place have been incorporated into many scholars' critiques of place-based, land-based, and environmental education.
Eve Tuck is an Unangax̂ scholar in the field of Indigenous studies and educational research. Tuck is the Professor of Critical Race and Indigenous Studies at the Ontario Institute for Studies in Education at the University of Toronto. Dr. Tuck will be joining the faculty of NYU in 2024 as the founding director of its Center for Indigenous Studies.
Angie Morrill is a Native American academic enrolled in the Klamath Tribes in Oregon. She is a former Native admissions recruitment officer for the University of Oregon. She was also a visiting instructor at Oregon State University. She was the Program Director of Title VI Indian Education for Portland Public Schools from 2016-2021. She is a consultant in Native education, and serves as the chairperson of the Tribal Advisory Council for the Sapsik'wala Program at UO College of Education. She is an e-campus instructor at Oregon State University and a pro tempore instructor at the University of Oregon where she teaches classes in Native studies.
Xicanx is an English-language gender-neutral neologism and identity referring to people of Mexican descent in the United States. The ⟨-x⟩ suffix replaces the ⟨-o/-a⟩ ending of Chicano and Chicana that are typical of grammatical gender in Spanish. The term references a connection to Indigeneity, decolonial consciousness, inclusion of genders outside the Western gender binary imposed through colonialism, and transnationality. In contrast, most Latinos tend to define themselves in nationalist terms, such as by a Latin American country of origin.
Decolonization of knowledge is a concept advanced in decolonial scholarship that critiques the perceived hegemony of Western knowledge systems. It seeks to construct and legitimize other knowledge systems by exploring alternative epistemologies, ontologies and methodologies. It is also an intellectual project that aims to "disinfect" academic activities that are believed to have little connection with the objective pursuit of knowledge and truth. The presumption is that if curricula, theories, and knowledge are colonized, it means they have been partly influenced by political, economic, social and cultural considerations. The decolonial knowledge perspective covers a wide variety of subjects including philosophy, science, history of science, and other fundamental categories in social science.
Decolonization in Latino culture refers to contemporary treatment of and work with past colonialist and imperialist influences on Latin American society in the US.
Art-based research is a mode of formal qualitative inquiry that uses artistic processes in order to understand and articulate the subjectivity of human experience.
Rebecca Sockbeson is a Wabanaki scholar and activist in the field of Indigenous Peoples' education.
Land-based education centres land as the primary teacher, as Indigenous communities' knowledge systems are inseparable from their lands. Land-based education is place-specific, grounded in culture, and aims to strengthen Indigenous communities by reviving their reciprocal relationships with their lands through the practice of their land-based traditions. These programs can have many goals, the main one being to transmit knowledge to future generations. Land-based education programs cannot be easily replicated elsewhere, as they are meant to be grounded in the cultural roots tied to a place and the community that has stewarded those lands since time immemorial. However, they can inspire other communities to develop their own land-based education programs or projects. That being said, there are many commonalities among land-based education pedagogies. They often involve mentorship from community leaders and knowledge keepers, youth are encouraged to participate, and they emphasize using traditional languages and Subsistence practices. Land-based education can be small or large scale. In the words of Yellowknives Dene scholar, Glen Coulthard, examples of land-based education include but are not limited to: "'walking the land' in an effort to re-familiarize ourselves with the landscapes and places that give our histories, languages, and cultures shape and content; to revitalizing and engaging in land-based harvesting practices like hunting, fishing, and gathering, and/or cultural production activities like hide-tanning and carving, all of which also serve to assert our sovereign presence on our territories in ways that can be profoundly educational and empowering; to the re-occupation of sacred places for the purposes of relearning and practicing our ceremonial activities."
Keolu Fox is an American scientist and human geneticist at the University of California, San Diego. He is an assistant professor in the anthropology department at the University of California, San Diego and an Affiliate Investigator in the Human Genomics Division at the J Craig Venter Institute. Fox's research is focused on developing and applying new technologies in genomics. Fox is recognized as a global leader in Indigenous data sovereignty and the implementation of benefit sharing in biomedical research. Fox has been referred to as the "Robin Hood of genomics."
Decolonization is Not a Metaphor is an academic paper published in 2012 by scholars Eve Tuck and K. Wayne Yang. The paper argues that decolonization refers specifically to the return of land to the Indigenous, criticizing the view that decolonization can be used as a broader term for social activism. It is considered influential in the field of decolonial studies.
References
- ↑ "K. Wayne Yang: UCSD New Student Convocation Fall 2020". convocation.ucsd.edu. Retrieved 2020-12-10.
- 1 2 "Wayne Yang". ethnicstudies.ucsd.edu. Retrieved 2020-12-08.
- 1 2 "K. Wayne Yang | PPFP". ppfp.ucop.edu. Retrieved 2020-12-08.
- ↑ "ARE-LA's teacher inquiry group presents K. Wayne Yang - Association of Raza Educators Los Angeles". sites.google.com. Retrieved 2020-12-08.
- ↑ "RESEARCH :: education research :: OISE Research at the University of Toronto". www.oise.utoronto.ca. Retrieved 2020-12-08.
- ↑ Mission, Indigenous Futures Institute. https://ifi.ucsd.edu/our-mission/Retrieved 2023-07-12.
- ↑ What is Black Like Water? https://www.blacklikewater.com/about Retrieved July 12, 2023.
- ↑ "Sustainability as Plantation Logic, Or, Who Plots an Architecture of Freedom?". www.e-flux.com. Retrieved 2020-12-10.
- ↑ Teshome, Tezeru; Yang, K. Wayne (2018-11-30). "Not Child but Meager: Sexualization and Negation of Black Childhood". Small Axe. 22 (3): 160–170. doi:10.1215/07990537-7249292. ISSN 1534-6714. S2CID 149534656.
- ↑ Tuck, Eve; Yang, K. Wayne (2014-07-01). "Unbecoming Claims: Pedagogies of Refusal in Qualitative Research". Qualitative Inquiry. 20 (6): 811–818. doi:10.1177/1077800414530265. ISSN 1077-8004. S2CID 144896422.
- ↑ Paperson, La (2014-01-02). "A ghetto land pedagogy: an antidote for settler environmentalism". Environmental Education Research. 20 (1): 115–130. doi:10.1080/13504622.2013.865115. ISSN 1350-4622. S2CID 145105634.
- ↑ Tuck and Yang, Eve and K. Wayne (2013). R-Words: Refuting Research. Sage Publications.
- ↑ Tuck, Eve; Yang, K. Wayne (2012). "Decolonization is not a metaphor" (PDF). Decolonization: Indigeneity, Education & Society. 1: 1–40.
- ↑ Paperson, La (2010). "The Postcolonial Ghetto: Seeing Her Shape and His Hand" (PDF). Berkeley Review of Education. 1. doi: 10.5070/B81110026 .
- ↑ Yang, K. Wayne (2009). "Mathematics, critical literacy, and youth participatory action research". New Directions for Youth Development. 2009 (123): 99–118, 14. doi:10.1002/yd.317. ISSN 1537-5781. PMID 19830806.
- ↑ Yang, K. Wayne (2009-09-01). "Discipline or Punish? Some Suggestions for School Policy and Teacher Practice". Language Arts. 87 (1): 49–61. doi:10.58680/la20097976.
- ↑ Yang, K. Wayne (Winter–Spring 2007). "Organizing MySpace: Youth Walkouts, Pleasure, Politics, and New Media". Educational Foundations. 21: 9–28. ISSN 1047-8248.