VOICES Sharing Circle on the Co-Creation of Knowledge Elkhorn Lodge, Wasagaming, MB June 27 & 28,...

VOICES Sharing Circle on the

Co-Creation of Knowledge

Elkhorn Lodge, Wasagaming, MB

June 27 & 28, 2011

So.. Why are we here?“If decades of Aboriginal Poverty and marginalization are to be reversed, there is an urgent need to re-examine what is understood as First Nations, Inuit and Métis learning and how it is measured and monitored. Comprehensive and accurate information can and must contribute to the development of policies and programs that meet the expressed needs and aspirations of First Nations, Inuit and Métis people. Most importantly, such information empowers the Aboriginal learner, the family, community and education system to effect meaningful change” (p. 3)

(CCL, 2007)

Opening Circle – Monday PM

Introductions

What does success mean to you?

Indigenous Research/David Anderson & Sherry Peden 3

Competing ways of knowing

Quantitative & qualitative debates

Education for Mino Bimaadiziwin - Pimatisawin

And now….

Western ways & Indigenous ways


Where is this project located?

The continuum of colonization & de-colonizationCultural awareness, cultural competancy

It is about the 7 generations

Re-membering

Different communities are at different places on this

Where do we see ourselves on this continuum?

Indicators for who?

The school

The teachers

Administration

Community

And, the students

This is our opportunity in VOICES!

So… our work

Help our schools and our teachers See what our kids see

Acknowledge traditional knowledge

Acknowledge our relationship to all of creation

Acknowledge Anishanabe – Cree way of being

With the idea that schools need to honor and respect our way of being and our future (7 generations)

We need to prepare our kids toBe strong in who they areBe strong in their own abilitiesBe knowledgeable about their heritage & what their ancestors left for themBe able to take an active and responsible role in their communitiesThis is what education is supposed to be about – to guide our children to find their strengths and gifts, learn the associated roles as part of the community

Second Round

Expectations of VOICES Project

Expectations for personal learning

Community connections – What do you bring to the project?

Homework

Dream!

Good Morning!

Share dreams… thoughts, tidbits!

Aboriginal Expectations in Research

What is our reference point?

Historical examples of research involving Aboriginal people



“Research” is/was one of the dirtiest words in the indigenous world’s vocabulary

Ouch!

Linda Tuhiwai Smith 1999

Maori from New Zealand


Why this position?

“Done on or to” not by Indigenous people Represented a continuing form of colonialism

Someone else’s • Voice

• Interest• Methodology• Worldview


In a synonymous manner to research that was happening in North America…

“We have a history of people putting Maori under a microscope in the same way that a scientist looks at an insect. The ones doing the looking are giving themselves the power to define.” (Merata Mita,The New Zealand Listener, p.

30, Oct 14, 1989)


RCAP 1996 stated that

Ethical guidelines … appropriate respect is given to the cultures, languages, knowledges and values of Aboriginal people…

The gate opened…

OCAP

OCAP Principles



17 years later… 2011

Indigenous knowledge

Epistemology

Indigenous methodology

Axiology

Indigenous scholars


Indigenous Research is conceptualized as

Spiritual,

physical,

Emotional,

Mental Interconnectedness of

All things

Past & present

Holistic Model

Honours all

aspects

Kenny, 2004


Guiding Principles

3 R’s:Respect

Reciprocity

Relationality (Weber-Pillwax)

Guiding Principles for Indigenous Research (Atkinson, 2001).doc

Ways of Knowing,• Being• Doing (Martin, 2003)


Relationality with People

the environment/land

Cosmos

Ideas

Community based Not fly by night or drop in/out!

Roles & Responsibilities

Chief & Council

Education Authorities

School Boards


Academic – Institutional Responsibilites

TCPS – 2 ethical considerations

Chapter 9

9_ Research Involving the First Nations, Inuit and Métis Peoples Of Canada The Interagency Advisory Panel on Research Ethics (PRE).mht


BU & UCN Research Ethics Committees

BUREC Brandon University - Research Office - BU Ethics Committee.mht

UCN About UCN - UCN Learning Council UCN.mht


What is “Co-creation of knowledge?

Group activity…. What does this look like, sound like, feel like

- Roles & Responsibilities- Communicating in “real” language- Generating understanding for all participants

Activating the 6 Partnership Activities

Capacity Building - Leadership capacity

necessitate many people taking various types and levels of formal and informal leadership roles…anticipated that community participation in defining the characteristics of an effective leader and the parameters of the role will add new dimensions to the framework of how universities and business/industry traditionally view the concept of an effective leader, including the characteristics and responsibilities of the role of a leader. Building capacity in youth leadership can help youth learn decision making skills that translate into making choices that put them on the path to a good life.


Communities Bring:

Have formal and informal leaders present in the communities. Ways of leading that are in-line with cultural values and beliefs.

Have elders and youth that are a strong resource to fulfill this capacity.

Universities Bring:

Have knowledge of the skills that contribute to being an effective leader in various situations.

Have knowledge of processes that a leader typically facilitates.

2. Development of community-based indicators

Communities Bring:

Knowledge (concrete or instinctual) of what would equal a good life for their children and youth.

A vision of what they would like the future to look like for their community and youth.

Universities Bring:

Ability to identify what indicators may mean and how to tell if they are measuring what they should be measuring.

Ability to identify what areas needs to be assessed by indicators to get a picture of a quality of life (ex. Health, education, economics, etc.

3. Development and implementation of interventions for children and youth

Communities Bring: Knowledge of what types of programs that worked well in the past as well as ideas of why those programs were successful.Knowledge of what types of programs that didn’t work well in the past.Knowledge of what types of activities might engage their youth.Knowledge of the struggles that their youth are encountering.Sincere desire to see their communities thriving and their youth having a good life.

Universities Bring:

Knowledge of how to develop intervention programs that target specific behaviours.

Experience in developing intervention programs.

Sincere desire to assist communities and their youth in moving toward their vision of a good life.

4. Evaluation of strengths and weaknesses of community-based indicators and interventions as well as the structures and

functions of the CURA project.

Develop workshops that assist community members in understanding the importance and utility of evaluation measures.

Communities and community partners bring different ways of knowing

Communities and community partners bring different ways of knowing that are based on important cultural beliefs. These ways of knowing are organic & spiritual. They draw on tradition & history for their evaluation. Universities bring ways of knowing that are based in logic and prior research knowledge. These ways of knowing are focused on using specific processes for evaluating information and data. Collaborative meetings can be used to assist in developing evaluation methods that are culturally sensitive and meaningful and that can be repeated. Training in the use of evaluation methods can take place through collaborative workshops. The by-product of this collaborative process is that communities are empowered with understanding to use this new knowledge in developing evaluation measures for the continued betterment of their communities. Focus will be placed on developing evaluation methods that are strength-based as this has shown to be empowering for communities who have traditionally been involved in research programs that have used deficit-based evaluation measures.

Communities Bring:They draw on tradition & history for as a means for evaluation. Universities Bring:They draw logic and prior research knowledge in developing evaluation measures. Evaluation measures can be repeated.

5. Knowledge mobilization (In other words, “How do we translate knowledge?”)

How can knowledge be co-created? Bridge systems of knowledge and ways of knowing through meetings and other communication methods with community members, elders, children, youth, community partners, universities, education leaders, social service agencies, and health authorities in which perspectives and ideas are listened to with an open mind and appreciation for the others’ ideas. Such meetings have the potential to promote alternative discourses (ways of understanding and communicating) and processes instead of the historically missionary approach and discourse that often accompanies research by governments or other institutions. In the hearing of all points of view, including resistance discourses, new knowledge and ways of knowing can be developed that benefit all.

Communities Bring:

Bring ways of knowing that are organic, spiritual, and build on the history and tradition of their culture.

Can bring an open mind and sincere desire to understand another way of knowing.

Universities Bring:

Bring ways of knowing that are based in logic and prior research knowledge.

Can bring an open mind and sincere desire to understand another way of knowing.

6. Institutionalization How will we preserve and communicate the information gained from the project? Information gained may include such things as the actual data from the indicators and evaluations, process and procedure knowledge, and the relationships/partnerships (within and outside of the communities). Universities may establish a website to assist in this process along with other formalized written material. Communities will likely have unique ways of handling and preserving ways of information gained through the project that are culturally-specific, including through the telling of information through oral means.

Communities Bring:

Informal, oral, and spiritual ways of knowledge preservation and communication

Universities Bring:

Formal, written, and concrete ways of knowledge preservation and communication

Next Steps


1. Brandon University

2. University College of the North

3. Community level

4. Project level – IT session, advisory council


If research doesn’t change you as a person, then you haven’t done it right!

Show & tell of books

References

Should Read reference page.doc


Thank You… Ekosani! Megwetch!

Videos

Gary Kofinas - Working with Northern Communities on Vimeo

Gerald Taiaiake Alfred: Resurgence of Traditional Ways of Being on Vimeo

Native American scholarship - authorship | Xtranormal


http://www.vimeo.com/18310492




http://www.xtranormal.com/watch/8325158/native-american-scholarship-authorship

http://www.xtranormal.com/watch/8325158/native-american-scholarship-authorship

VOICES Sharing Circle on the Co-Creation of Knowledge Elkhorn Lodge, Wasagaming, MB June 27 & 28,...

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Transcript of VOICES Sharing Circle on the Co-Creation of Knowledge Elkhorn Lodge, Wasagaming, MB June 27 & 28,...