Indigenous and anti-racism paradigms

Kenyon, E. (2019). Negotiating fear and whiteness. In E. Lyle (Ed), Fostering a relational pedagogy: Self-study as transformative praxis (pp. 71–81). Brill|Sense. https://discovery.ebsco.com/linkprocessor/plink?id=19bcc051-05e6-3294-a175-ada7b29bda1f

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  • Emphasizes the importance of naming white supremacy and demanding students confront it.

  • Acknowledges fear and ambivalence grounded in her identity as a middle-class white woman.

  • Notices reluctance to engage students in discussions about racism and race due to being mostly white herself.

  • Concerns about backlash from parents if she teaches against bias.

  • Role of self-study in understanding whiteness and teacher identity.

  • Whiteness creates fears and discomfort, often leading to retreat rather than confrontation.

  • Utilizes self-discovery, drawings, and data from students to explore fear and whiteness.

  • Implements activities like a "snowball fight" to foster support and discussion.

  • Challenges assumptions about the desire to "save the world" and dismisses cultural values of marginalized communities.

  • Acknowledges the pervasive presence of whiteness and racism in majority white contexts, making them invisible.

  • Recognizes the need to confront discomfort and risk making students uncomfortable to address racism effectively.

  • Reflects on her own structured and less structured teaching components and fears of being accused of bias.

  • Pushes herself to be more courageous and clear in addressing issues of race and racism in the classroom.

  • Reminds herself of the daily stresses faced by colleagues of color.

  • Formal self-study may have ended, but the process of self-examination continues

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Held, M. B. E. (2019). Decolonizing research paradigms in the context of settler colonialism: An unsettling, mutual, and collaborative effort. International Journal of Qualitative Methods, 18. https://discovery.ebsco.com/linkprocessor/plink?id=1ea152b2-9ab5-37dc-8370-ac7dc67184ac

• Indigenous and transformative methodologies share an emancipatory and critical stance.

  • Decolonization of research paradigms in the context of settler colonialism is an unsettling, mutual, and collaborative effort.

  • Research paradigms need to be developed conjointly between indigenous and Western researchers.

  • Paradigms encompass philosophical stance, worldview, metaphysical beliefs, assumptions, and values guiding research priorities and actions.

  • Indigenous scholars critique Eurocentric dominance in academia and reclaim indigenous research methodologies.

  • Calls to action from the TRC emphasize the need for collaboration between indigenous and settler researchers.

  • Indigenous people are often seen as research objects rather than equals, highlighting the importance of inclusivity in academia.

  • Paradigms are diverse and emerging, with transformative paradigms focusing on issues of power and justice.

  • Indigenous knowledge systems and Western science have methodological implications, requiring careful consideration in research.

  • Indigenous research paradigms prioritize relationality, reciprocity, and respect for indigenous knowledge, experience, and voices.

  • Decolonizing research requires challenging unequal power relations and acknowledging the legitimacy of indigenous and marginalized knowledge.

  • Ethical spaces of research should bridge indigenous and Western approaches, embracing diversity and striving for social justice.