Applying indigenous research methods sweeney windchief, timothy san pedro, routledge, 2019 scan

APPLYING INDIGENOUS RESEARCH METHODS Applying Indigenous Research Methods focuses on the question of “How” Indigenous Research Methodologies (IRMs) can be used and taught across Indigenous studies and education In this collection, Indigenous scholars address the importance of IRMs in their own scholarship, while focusing conversations on the application with others Each chapter is co-authored to model methods rooted in the sharing of stories to strengthen relationships, such as yarning, storywork, and others The chapters offer a wealth of specific examples, as told by researchers about their research methods in conversation with other scholars, teachers, and community members Applying Indigenous Research Methods is an interdisciplinary showcase of the ways IRMs can enhance scholarship in fields including education, Indigenous studies, settler colonial studies, social work, qualitative methodologies, and beyond Sweeney Windchief is a member of the Fort Peck Tribes (Assiniboine) in Montana and is an Assistant Professor of Adult and Higher Education at Montana State University, USA Timothy San Pedro is Filipino-American and grew up on the Flathead Indian Reservation in Western Montana He is an Assistant Professor of Multicultural and Equity Studies in Education at The Ohio State University, USA INDIGENOUS AND DECOLONIZING STUDIES IN EDUCATION Series Editors: Eve Tuck and K Wayne Yang Indigenous and Decolonizing Studies in Education Mapping the Long View edited by Linda Tuhiwai-Smith, Eve Tuck, and K Wayne Yang Applying Indigenous Research Methods Storying with Peoples and Communities edited by Sweeney Windchief and Timothy San Pedro Indigenous Children’s Survivance in Public Schools Leilani Sabzalian APPLYING INDIGENOUS RESEARCH METHODS Storying with Peoples and Communities Edited by Sweeney Windchief and Timothy San Pedro First published 2019 by Routledge 52 Vanderbilt Avenue, New York, NY 10017 and by Routledge Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2019 Taylor & Francis The right of Sweeney Windchief and Timothy San Pedro to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988 All rights reserved No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe Library of Congress Cataloging-in-Publication Data Names: Windchief, Sweeney, editor | San Pedro, Timothy, editor Title: Applying indigenous research methods : storying with peoples and communities / by edited Sweeney Windchief and Timothy San Pedro Description: New York, NY : Routledge, 2019 | Series: Indigenous and decolonizing studies in education | Includes bibliographical references Identifiers: LCCN 2018041534 | ISBN 9781138049055 (hardback) | ISBN 9781138049062 (pbk.) | ISBN 9781315169811 (ebook) | ISBN 9781351690034 (mobi/kindle) Subjects: LCSH: Indians of North America Research Methodology | Indians of North America Education Research Classification: LCC E76.7 A66 2019 | DDC 970.004/97 dc23 LC record available at https://lccn.loc.gov/2018041534 ISBN: 978-1-138-04905-5 (hbk) ISBN: 978-1-138-04906-2 (pbk) ISBN: 978-1-315-16981-1 (ebk) Typeset in Bembo by Taylor & Francis Books To those who have walked the path before us so that we can forward lessons to our relations, both current and still to come This page intentionally left blank CONTENTS Foundational Quote Series Editor Introduction Eve Tuck [Unangax] and K Wayne Yang Preface Sweeney Windchief [Nakóna] and Timothy San Pedro Acknowledgments ix x xiv xxvi PART I Palm Upwards: “Reaching Back to Receive Lessons” Hands Back, Hands Forward for Indigenous Storywork as Methodology Jo-ann Archibald Q’um Q’um Xiiem [Stó:lo- and St’at’imc] and Amy Parent Nox Ayaaw´ilt [Nisga’a] Community Relationships within Indigenous Methodologies Elizabeth Fast [Métis/Mennonite] and Margaret Kovach [Plains Cree/Saulteaux/member of Treaty Four in southern Saskatchewan] K’é and Tdayp-tday-gaw: Embodying Indigenous Relationality in Research Methods Leola Roberta Rainbow Tsinnajinnie [Diné/Filipina and accepted into Santa Ana Pueblo], Robin Starr Zape-tah-hol-ah Minthorn [Kiowa/Apache/Umatilla/Nez Perce/Assiniboine], and Tiffany S Lee [Dibé Łizhiní Diné/Oglala Lakota] 21 37 viii Contents PART II Palm Downwards: “The Challenge and Opportunity to Live These Teachings” 55 Enacting Indigenous Research Methods: Centering Diné Epistemology to Guide the Process Valerie J Shirley [Diné] and Deidra Angulo [Diné] 57 Research Before and After the Academy: Learning Participatory Indigenous Methods Sandi Wemigwase [Waganakising Odawa] and Eve Tuck [Unangax] 76 Indigenous Methodologies in Graduate School: Accountability, Relationships, and Tensions Daniel Piper [White], Jacob Jacobe [White], Rose Yazzie [Diné], and Dolores Calderon [Tigua/Mexican] 86 PART III Palms Joined: “Responsibility to Pass Those Teachings to Others” Indigenous Teachers: At the Cross-Roads of Applying Indigenous Research Methodologies Jeremy Garcia [Hopi/Tewa], Samuel Tenakhongva [Hopi], and Bryant Honyouti [Hopi] Re-centering Tribally-Specific Research Methodologies within Dominant Academic Systems Michael M Munson [Séliš, Ql´ispé, and non-Native ancestries] and Timothy San Pedro Moʻolelo: Continuity, Stories, and Research in Hawaiʻi Sunnie Kaikala Ma-kua [‘Oiwi Hawai‘i], Manulani Aluli Meyer [‘Oiwi Hawai‘i], and Lynette Lokelani Wakinekona [‘Oiwi Hawai‘i] 101 103 122 138 Afterword: To Be an Indigenous Scholar Cornel Pewewardy [Comanche-Kiowa] 150 List of Contributors Index 154 160 FOUNDATIONAL QUOTE “We extend our left palm upwards, to symbolize reaching back to receive teachings from the Ancestors and those who have travelled before us We are given the challenge and opportunity to live these teachings We also have a responsibility to pass those teachings to others who may also be the younger generation, which is shown when we put our right palm downwards In the circle, we join hands in respect, reverence, and cooperation.” Vincent Slogan, Musqueam First Nation Elder (re-storied by Jo-ann Archibald) 152 Cornel Pewewardy educational ideas are therefore ideas about culture and language The process of education is a process of socializing students into a particular social structure The work of an Indigenous scholar should reflect a concern for human betterment, social transformation, social justice, spiritual liberation, and a never-ending search for the quest of knowledge, a continuous understanding and craft wisdom on Indigenous terms, and with Indigenous interests at heart The authors of this volume believe in the revolution that is currently happening in higher education They know that Indigenous children can learn and are committed to the principles of teaching and educating that will affirm the existence of children who will reach the highest heights if they are met with concrete examples of care and concern The barriers to Indigenous understanding have been battered down by the ramrod of truth and historical fact Furthermore, we have seen our children learn to a greater degree than many thought possible in schools that have adopted an Indigenous curriculum and pedagogy Much of the process of decolonization is to understand Indigenous reality It is that reality and its problems that are important to analyze and discuss Theoretically, moving through the processes of colonization redirects one’s consciousness in the direction of liberating colonial thinking and affirming Indigenous praxis The authors of the chapters of this book are educators with special skills for observing the behaviors of Indigenous children; they are scholars who have studied the patterns of American education and have exposed themselves to the essential theories of human learning, but they have not forgotten the lessons of their youth, the lessons of their ancestors, the lessons of the grandmothers and grandfathers These are the fundamental elements that are passed from generation to generation Not to use Audre Lourde’s infamous saying “the master’s tools can dismantle the master’s house,” but rather Indigenizing the academy using postcolonial research paradigms to critique colonialism that emphasizes “how we (re)build our own houses” as a resurgent approach to decolonizing research paradigms that builds our experiences of the past to secure a noncolonial present and future We not seek education to reign over others or to amass great wealth; we seek education to become better people, which means to work for harmony and peace in the world Since education remains a method of socializing children into a society, we are in dire need to socialize our children for effective living in the 21st century That means that the children must see themselves as contributing to the entire human project The sustaining of a social and cultural impetus for the education of our children must come from the theorists, the practitioners, and the parents Teachers must teach children to be all they can be Parents must encourage children from the standpoint of their culture and background to engage information in a positive way If Indigenous children are to be prepared for the future, then we must take advantage of the lessons of the past and the working of the present This book is a clear example of what must continue to be done We must applaud this work as a practical instrument for the liberation of our children’s minds Afterword 153 This book is also an attempt to illustrate and demonstrate some of the ways we can use our cultural base to educate children There is nothing unfamiliar to the reader about this process; it has been the fundamental process of education in all societies You cannot leave the education of your children simply to those whose purposes and knowledge base are different from your own and expect the children to grow up and follow the path of your ancestors This is precisely why some people go so far as to say that if you want a child to be trained in a certain way then people who espouse views that are anathema to that way cannot teach the child Reading this book, we recognize that we are dealing with knowledge production in societies that treat humans unequally After centuries of domination of some countries, people, classes, and races over other countries, people, classes, and races, we are still asking ourselves how such international inequality has been possible and continues to be so The question about how such global social order was constructed is unanswered, although all of us must act to change it For centuries, our modernity has included much ignorance about otherness because the only way of knowing was to eliminate, subordinate, and/or oppress our differences from the Other Colonization was based on such terrible assumptions, and the effects of such narratives have been substantial, leading to different ways of producing societies and creating knowledge Personal pathways of becoming researcher, scientist, activist, or practitioner of any discipline will no longer be mysterious and hidden if books such as this one can create a movement to emphasize the multiple and complex connection between the self and the social Personal steps toward liberatory practices are a process of decolonization, an inherent tribal right to self-determination This edited collection is a response by critically-minded educators, activists, and scholars—both a reaction to and a call to action against these vilifications It is a critical reading for students, professors, administrators, and policy makers involved in public education This book brings voice to a community of researchers who have much to offer in terms of their rich cultural heritages and expertise in research methodology The authors of this volume suggest that a well thought-out strategy to educate our children is the best form of bringing about social change The work in this volume should inspire an entire generation of Indigenous educators to grasp the opportunity presented to us to save our children We know the problems of Indigenous education and their causes With our limited time and money, we must now talk only about solutions and their implementation My sincere hope is that this book will be read widely, as it certainly deserves to be read, and that the ideas of the authors addressed herein will be appropriated by all human beings CONTRIBUTORS Deidra Angulo is a member of the Diné Tribe of Northern Arizona She completed her doctorate in clinical psychology at the APA accredited Arizona School of Professional Psychology at Argosy University Phoenix She is licensed with the Arizona board of behavioral health examiners and is an associate psychologist with the Arizona Board of Psychology She is currently a postdoctoral resident at Southwest Behavioral and Health Services in Phoenix Arizona Her postdoctoral experience includes direct clinical care, clinical oversight for multiple treatments teams, and trauma-informed treatment, and she is a clinical supervisor for a community resilience program Her dissertation research focused on culturally adapted evidence-based practice for the urban Diné/Native American population Jo-ann Archibald Q’um Q’um Xiiem, from the Stó:lo- and St’at’imc First Nations in British Columbia, Canada, is Professor Emeritus in the Educational Studies Department at the UBC Faculty of Education She was the former Associate Dean Indigenous Education and the Director of NITEP (UBC’s Indigenous Teacher Education Program) She received a Bachelor of Education (BEd) degree from the University of British Columbia, a Master of Education (MEd) degree and Doctor of Philosophy (PhD) degree from Simon Fraser University Over a 45-year educational career, Jo-ann has been a school teacher, curriculum developer, researcher, university administrator, and professor Dolores Calderon was born and raised in the Lower Valley of El Paso, Texas, where her family (Mexican and Tigua) remain to this day Her research focuses on Indigenous education, culturally relevant/multicultural education, Chicana(o)/ Indigenous student success, and anti-colonial/critical race theories She has a chapter in the book Epistemologies of Ignorance and Studies of Limits in Education She List of contributors 155 is the primary investigator of “The Role of Home in Chicano/Indigenous Student Success,” a research project documenting the educational trajectories of Chicana/o and Indigenous student graduates from highly selective ivies and sister ivies in order to map out what culturally relevant success looks like and make policy recommendations for interested stakeholders Elizabeth Fast [Mộtis] from St Franỗois-Xavier, Manitoba, holds a PhD in Social Work from McGill University and is an Assistant Professor at Concordia University She teaches in the Department of Applied Human Sciences Elizabeth is a community-based researcher with two decades of experience working in social service organizations and community settings Her research focuses on using blended methodologies, including participatory and Indigenous methodologies in exploring urban Indigenous youth identities, experiences of Indigenous post-secondary students and action research aiming increase cultural safety in child welfare interventions In 2018 she was awarded the “Outstanding and emerging Indigenous scholar” award by the Indigenous Inquiries Circle of the International Conference on Qualitative Inquiry Jeremy Garcia is an Assistant Professor of Indigenous Education at the University of Arizona He is a member of the Hopi/Tewa Tribes of Arizona Previously, he was an Assistant Professor in the School of Education and an Endowed Professor of the Electa Quinney Institute for American Indian Education at the University of Wisconsin-Milwaukee His research focuses on critical Indigenous curriculum and pedagogy, teacher education, and family and community engagement within Indigenous education He is co-editor of the forthcoming book, Indigenizing Education: Transformative Theories and Possibilities in Indigenous Communities He also serves on editorial boards of the Mellon Tribal College Research Journal and the American Educational Research Journal Bryant Honyouti is a member of the Hopi tribe He is currently an eighth-grade teacher in his home village of Hotevilla, Arizona Graduating in 2004 from Arizona State University, he successfully completed a Native Teacher Preparation program through the Center for Indian Education and has been teaching in Tribally controlled schools throughout his career Bryant is also an award-winning artist and travels to art shows around the country His woodcarvings can be seen at numerous museum exhibits He lives on the Hopi Reservation with his wife and children Jacob Jacobe [White] is a PhD student at the University of Utah in the Department of Education, Culture, and Society He is also a high school English teacher His research focuses on Youth Participatory Action Research, with specific interests in culturally sustaining pedagogy, immigrant youth experiences in settings dominated by Whiteness, critical race theories, and K-12 student activism 156 List of contributors Margaret Kovach Sakewew pỵsim iskwew is of Plains Cree and Saulteaux ancestry and a member of Pasqua First Nation located in southern Saskatchewan She is currently a Professor at the College of Education, University of Saskatchewan She received her PhD from the University of Victoria in 2007 Dr Kovach’s work focuses on Indigenous research methodologies and Indigenous post-secondary education Dr Kovach’s publications have had a significant impact in her field Of note, the book, Indigenous Methodologies: Characteristics, Conversations, and Contexts, published by the University of Toronto Press, won the Scholarly Writing Award, Saskatchewan Book Awards in 2010 Tiffany S Lee, PhD [Dibé Łizhiní Diné/Oglala Lakota] is a Professor and the Chair of Native American Studies at the University of New Mexico Her research involves examining Native youth perspectives with regard to language reclamation and identity She also investigates socio-culturally centered educational approaches for Native American students for promoting service-oriented goals, including language consciousness and language (re)activation among Native students Her work has appeared in journals, such as the American Journal of Education, the Journal of American Indian Education, and the Journal of Language, Identity, and Education, and in books, such as Indigenous youth and multilingualism: Language identity, ideology, and practice in dynamic cultural worlds and Diné Perspectives: Revitalizing and reclaiming Navajo thought She is the former President of the Navajo Studies Conference, Inc Sunnie Kaikala Ma-kua [ʻOiwi Hawaiʻi] works for Liliʻuokalani Trust and has a passion for mo‘olelo—the Hawaiian word for story Raised in Ha-na, Maui, where she lived amongst her ku-puna, ma-kua and ʻohana, she developed a deep love for nature and Hawaiian ways of being After graduating from Ha-na High and Elementary School, Sunnie attended the University of Hawaiʻi at Ma-noa where she attained her Bachelor’s and Master’s degrees while raising her keiki and caring for her ‘ohana She now resides with her husband and ʻohana in Ma-kaha,Oʻahu in service of her people Manulani Aluli Meyer [ʻOiwi Hawaiʻi] is a former associate professor of education at the University of Hawai‘i at Hilo and world scholar-practitioner of Hawaiian and indigenous epistemology Currently, she is the Konohiki of Ku-lana o Kapolei, a Hawaiian Place of Learning at the University of West Oʻahu Robin Starr Zape-tah-hol-ah Minthorn, PhD [Kiowa/Apache/Umatilla/Nez Perce/Assiniboine] is an Associate Professor at the University of New Mexico in Educational Leadership and Native American Studies Her research interests include areas around Indigenous leadership in higher education, inter-generational leadership perspectives in Indigenous communities, and experiences of Native American college students Robin recently served on the Board of Directors for the National Indian Education Association (NIEA), is the recent President of the National Indian Youth Council (NIYC), and serves as the Program Chair and Chair-elect for the List of contributors 157 AERA Indigenous Peoples of the Americas SIG She is co-editor of Indigenous leadership in higher education published by Routledge, and Reclaiming Indigenous research in higher education published by Rutgers University Press Michael M Munson St’lt’lá Ɫxʷixʷey̓ ú Smʔém [Séliš, Ql̓ ispé, and non-Native ancestries] currently serves as Faculty in both the Division of Education and the Native American Studies Department at Salish Kootenai College She earned her doctorate in the Indian Leadership Education and Development (I LEAD) program at Montana State University in December of 2017 Michael’s life work aims at building education systems centered on language, culture, and identity revitalization with her Sqelixw tribal communities Amy Parent Nox Ayaaw ´ ilt is from the House of Ni’isjoohl in the Nisga’a nation and belongs to the Ganada (frog) Clan On her father’s side, she is French and German She is an assistant professor in the Faculty of Education at Simon Fraser University Her research and teaching interests include: Aboriginal high school to university transitions, undergraduate to graduate transitions, Indigenous knowledge systems and methodologies, Indigenous doctoral programming and supervision, integrating Indigenous content into teacher education and Nisga’a language revitalization Cornel Pewewardy [Comanche-Kiowa] is a Professor Emeritus of Indigenous Nations Studies at Portland State University His research has investigated Native American mascots in schools and media, recruiting/retention of Native students in higher education, Indigenous teaching praxis, Indigenous urban and reservation-based teacher education, tribal colleges/universities, transformational Indigenous schools, Indigenous identity (de)construction, Indigenous communitybased participatory research methods, and ethnomusicology (digitizing tribal music) Now residing back in Oklahoma, Dr Pewewardy sings Southern Plains powwow songs, composes songs and plays the Native American flute His music is recorded on Sound of America Records (SOAR), Music of the World, Shortwave Records, and Smithsonian Institute Daniel Piper [White] is a doctoral candidate in the Department of Education, Culture, and Society at the University of Utah His research interests focus on Title VI Indian Education programs, Native American language policy and language planning, language revitalization with Indigenous youth, community based Indigenous language programs, and Indigenous language pedagogy He has worked across multiple school sites in Title VI programs as a student counselor, heritage language program designer, and Title VI Indian education Coordinator 158 List of contributors Timothy San Pedro is an Assistant Professor of Multicultural and Equity Studies in Education at Ohio State University He grew up on the Flathead Indian Reservation in Western Montana and is Filipino His scholarship focuses on the intricate link between motivation, engagement, and identity construction to curricula and pedagogical practices that re-focus content and conversations upon Indigenous histories, perspectives, and literacies He worked with the Native American Next Step program in Arizona to expand Native American subjects and content in Phoenix-area schools as well as led professional development workshops on the Navajo Reservation that co-constructed and co-envisioned lessons and pedagogical decisions to sustain and support the cultures of students He is an inaugural Gates Millennium Scholar, Cultivating New Voices Among Scholars of Color Fellow, Ford Fellow, a Concha Delgado Gaitan Presidential Fellow, and a Spencer Fellow Valerie J Shirley is an Assistant Professor of Indigenous Education and Director of the Indigenous Teacher Education Project at the University of Arizona She is a member of the Diné Nation, which continues to shape her research and pedagogical interests The focus areas of her research are within critical Indigenous pedagogy, social justice pedagogy, youth empowerment, curriculum development, teacher education, and Indigenous education She is co-editor of the forthcoming book, Indigenizing Education: Transformative Theories and Possibilities in Indigenous Communities Samuel Tenakhongva is a member of the Hopi tribe He is highly involved with his Hopi cultural activities and responsibilities, including the protection and preservation of Hopi culture and practices He is a 4th grade elementary teacher on the Hopi Reservation Prior to becoming a teacher, Samuel served as the Marketing/Special Events manager for the Hopi Education Endowment Fund (HEEF), where he oversaw and supported the implementation of various marketing, community education, development, and fundraising events and activities He was appointed by the Arizona Governor to serve a 3-year term on the Board of Directors for the Arizona Humanities Council Samuel holds degrees from the University of Arizona with a Bachelor of Fine Arts in Visual Communications and a Bachelor in Elementary Education with a Bilingual & Multicultural endorsement from Northern Arizona University Leola Roberta Rainbow Tsinnajinnie, PhD [Diné/Filipina and accepted into Santa Ana Pueblo] is an Assistant Professor at the University of New Mexico (UNM) in Native American Studies Her research and service activities focus on Indigenous education, decolonizing education, and community-centered Native nation building She is on the UNM Diversity Council Curriculum Subcommittee and is an associated faculty member with the Institute for American Indian Education (IAIE) Additionally, she is an Academic Affairs List of contributors 159 General Education Faculty Fellow Outside of UNM she serves on the American Indian Studies Association (AISA) Council Beyond academia, her outreach includes sitting on the Boards of the New Mexico American Civil Liberties Union (ACLU), Tribal Entities Connect (TEC), and the Torreon Community Alliance (TCA) as the Vice-President Eve Tuck [Unangax] has conducted participatory action research with diverse communities for more than 15 years, and learned to research first as a community organizer, then in the academy Now she works as a professor at the Ontario Institute for Studies in Education (OISE), at University of Toronto Lynette Lokelani Wakinekona [ʻOiwi Hawaiʻi] is currently an Assistant Specialist at the University of Hawai‘i Manoa Her work is in K-12 place-based education on the Wai’anae Coast She is dedicated to connecting learning to the relevance and brilliance found in students’ own communities Sandi Wemigwase [Waganakising Odawa] is a citizen of Little Traverse Bay Bands of Odawa Indians (Waganakising Odawa) located in Harbor Springs, Michigan After growing up in Michigan she traveled to Southern California to pursue higher education She earned her master’s degree from California State University, Long Beach in the Social and Cultural Analysis of Education program and continued her work with Indigenous students Broadly, Wemigwase’s research centers on fraudulent claims of Indigeneity in the academy Currently a doctoral student within the Ontario Institute for Studies in Education at the University of Toronto, she is focusing on document-based and self-identification practices during the admissions process of public universities in Michigan Sweeney Windchief Tata˛´ga Togáhé [Nakóna] is a member of the Fort Peck Tribes (Assiniboine) in Montana and serves as an Assistant Professor of Adult and Higher Education at Montana State University His research interests fall under the umbrella of Indigenous intellectualism to include Indigenous methodologies in research, tribal college leadership, and Indigenous student persistence in higher education Rose Yazzie [Diné] teaches at Tse’bii’ndzisgai Elementary School and is focusing on curriculum development and assessment development She is a University of Virginia Turn Around Leadership Committee member, volunteer coach for the Navajo Nation Special Diabetes Project Intermural program, and a New Teacher Mentor She received her Bachelor’s degree in Elementary education and her Masters of education degree in Education Culture and Society in 2017 INDEX Note: italics indicate figures; ‘n’ indicates chapter notes Aboriginal guidance committee (AGC) accountability xii, xv, xviii, 10, 12, 21–3, 25, 26, 28, 34, 60, 68, 92, 104, 109, 113, 118 Adams, Jerry 9, 10 AGC see Aboriginal guidance committee (AGC) agency 82–3 Aleut community 76 Aluli-Meyer, Manulani 109–10 Angulo, Deidra 58, 59–62, 70–3 Archibald, Jo-ann (Q’um Q’um Xiiem) xv, xviii, 3, 11, 16, 18, 92–3; new storywork 12–15; story Arizona State University (ASU) 122 assimilation 58, 60, 66, 71, 107–8 Assiniboine nation xvi, xix, xx audience 67, 81, 83 aural culture 139–40 Australian Aboriginal societies 26 authenticity 32, 44 Baca, Louise 59 Baker, Simon (Khot-la-cha) Barney, Donovan 46 Barnhardt, R 5, Begay, Lula 69 Benally, Herbert 64, 66 BigFoot, Dolores Subia 62 Blackstock, Cindy 16–17 Bobroff, Kara 49 Brayboy, Bryan 80, 98 Cajete, G 73, 125 Calderon, Dolores 89–90, 91 California State University 77 Carriere, Jeanine 68 Castagno, A E 98 ceremonies 115–16 Chickasaw Nation children 6, 50–1, 53, 104, 107, 111, 114, 117–18, 123–7, 131–2, 136, 151–3; see also students; youth/young people Christian, Dorothy (Cucw-la7) 12–14, 18 CIP see Critical Indigenous Pedagogy citation practices 83–4 Clairmont, Corky 127 clans 111–13 Clark, Ferlin 64 clinical psychology 58, 59, 70, 73 Coast Salish territories 4, 16 collectivism 21, 23, 26, 34 colonialism xii, 23, 29, 34, 50, 68, 71, 88, 91, 94, 96, 98, 106–7, 151 colonization xvii, 29, 34, 39, 45, 58, 65, 67, 90, 94, 114, 151; see also decolonization communication xxi, 127, 131 community-researcher relationships xxi–xxii, xxiv, 21–34, 87, 88, 91–2, Index 161 95–6, 123, 127–8; concept of Indigenous community(s) 22; critical awareness guidelines 92; establishing 70; ethics of 34; performative dialogue and commentary on 22, 28–33; reciprocity in 26–7; role of community in Indigenous research 22; self and collective in 21, 25–6, 31; spaces, community, and Indigeneity in 21, 23–5, 30; sustaining 104–6, 109, 110; urban Aboriginal communities 27–8 Confederated Salish and Kootenai Tribes (CSKT) 125, 126 Coulthard, Glen 86, 94, 96 Coyote clan 105 Coyote/Old Man Coyote (Indigenous trickster) 3–4, 7, 18; searching for the bone needle story 7–8 Critical Indigenous Pedagogy (CIP) xv, 105, 106 Cucw-la7 (Dorothy Christian) 12–14, 18 curriculum 11, 13, 49, 60, 90–1, 93–4, 105–11, 113–19, 152 data collection 65, 70–2, 78, 83, 97 Davidson, Sara Florence (sgaan jaadgu saandlans) 12–13, 18 decolonization xi, xii, xv, 10, 23, 34, 37, 42, 45–7, 46, 59, 66–8, 86, 91–5, 106, 108–10, 152–3 Delgamuux (Earl Muldon) Deloria, P J 90 Denetdale, Jennifer Nez 69 dialogue 60, 89–90, 97, 113, 119 Diné College 64–5 Diné epistemology (Sa’ah Naagháí Bik’eh Hózhóón) 57–74; core constructs 59, 62–6; Iiná - (implementing) 59, 64–6, 70–2; incorporating to clinical psychology 61–2; Nahat’á (planning) 59, 64–6, 68–70; Nitsáhákees (thinking) 59, 64–8, 69; Philosophy of Life 64–5, 71–2; researcher journeys 59–60; Siih Hasin (assessing, evaluating) 59, 64–6, 72–3; youth and identity 60, 69, 71 Diné peoples 37, 44–6, 49, 50, 86, 93 diversity 25, 27, 39, 44 Drums Along the Mohawk (film) 96 Duqua (Jeremy Garcia) xv, xvii, 105, 108–9 Duran, Bonnie 62 Duran, Eduardo 58, 62 education 40–4, 51–3, 59, 94, 106, 125, 127, 152–3; see also higher education; schooling; teaching; Western education Elders xv, xviii, 5, 11, 14, 17, 26, 43, 47, 127, 129–33, 134, 143; see also mentorship Emerson, Larry 46, 73 empire 88, 95–7, 108 empowerment 32, 58, 60, 73 epistemologies x, xi, xvii, 8, 10, 16, 37, 39, 42, 51, 90–3, 95, 104, 109–10, 112, 118–19, 151; see also Diné epistemology (Sa’ah Naagháí Bik’eh Hózhóón); Indigenous knowledge(s) Ermine, W 25 esoteric, the 147, 150 ethics 87, 96–7, 109, 117 “evidence-based” treatments (EBT) 61 experience 6, 142–3 family 42, 47, 49, 51–3 Fast, Elizabeth (Liz) 21, 28–34 film 96 Fine, Michelle 78–80 Flathead Indian Reservation xvi, xxi, 122, 124, 125; American Indigenous Research Conference xiv footnotes 83 Ganada (Frog) Clan 3, 16 Garcia, Jason 115, 117 Garcia, Jeremy (Duqua) xv, xvii, 105, 108–9 Garcia-Preto, Nydia 62 genealogy 140, 143–4 Giordano, Joe 62 Gitxsan Nation 9, 10, 16 “Giveaway, The” (story) xix–xxiv Graduate Center, The, The City University of New York 76 graduate schools, Indigenous methodologies in 86–98; collective reflection 94–8; context 88–9; individual reflections on 89–93 Grande, Sandy 68, 80, 124–5 grounding 26, 31, 34 Haida (Haida Gwaii) Nation 1213 Hallett, J 133 Hampton, Eber Hands Back, Hands Forward Indigenous teaching ix, 4–5, Harney, D 96, 98 162 Index Haskie, Miranda 64 Hawai‘i 138–48 healing xxiii, 58, 61, 62, 64, 67, 71, 73, 119, 151 higher education 41, 48, 53, 77–8, 95–8, 151, 152; 4Rs (respect, relevance, responsibility, reciprocity) 5, holism/wholism 3, 6, 9, 10, 14, 16, 58 Honyouti, Bryant (Tutuqaynaqa Mavasta) 105, 114–19 Hopi community 119n2; decolonizing curriculum and pedagogy 108–9; kiisonvi 109, 119n5; kiva 109, 118, 119n4; Pedagogical Stories from 110–18; sustaining relations 104–6; Tootimhoyamu Maamanhoyamu (song) 103–4 Hotevilla village 114 House of Ni’isjoohl hózhó (balance) 62, 64, 65, 67, 70, 72 Hózhóójí stories 69, 74n2 identity xvi, 23–6, 29, 31–2, 42, 48–9, 60, 68–9, 71, 77, 90, 104, 111, 113, 116, 122–5 imperialism 91, 107, 150–1 Indigeneity 23–5, 30, 31, 77, 90 Indigenous knowledge(s) xxi–xxiii, 5, 6, 9–11, 13, 18, 21, 23–5, 58, 62–3, 66, 105, 106, 109–10, 112–14, 117–19, 124–5, 138–9, 143, 147–8, 151 Indigenous Research Methodologies (IRMs) xiv–xviii, 151–2; “The Giveaway” (story) xix–xxiv; see also community-researcher relationships; Diné epistemology; graduate schools; participatory research; relationality; storytelling; storywork; teachers; Tribally-Specific Research Methodologies Indigenous worldview 91, 150 insider-outsider relationships 31–2 institutions 46, 90, 93–4, 98, 151 intergenerational learning xi, 3, 6, 9, 124; see also Elders interrelatedness xvii, 3, 6, 9, 10, 16, 22, 34 introducing oneself, protocols of 24, 30, 47 Iwama, Marilyn 24 Jacobe, Jacob 90–1 Jenkins, K 31 Johnson, Fran 17 Jones, A 31 Kame‘eleihiwa Lilikala- 141 Katsina clan 105 K’é 37, 42, 45, 47, 49–51, 53, 70–1; term description 49, 70 Khot-la-cha (Simon Baker) kinship 23–5, 42, 47, 49 Kirkness, V J 5, knowing xi, xvii, xxiii, 21, 31, 62, 65, 73, 109–10, 114, 118, 143, 151, 153; techniques of 95 knowledge, Indigenous see Indigenous Knowledge knowledge production 25, 92, 150, 153 Kovach, Margaret (Maggie) xv, xvii, 21, 28–34, 45, 57, 58, 62, 65, 66, 67, 92, 98, 105 Kulago, H 49, 50 Kumulipo (Hawai‘ian creation story) 140–1 Kusow, A M 88 Kwulasulwut (Ellen White) Lambert, Lori 135 land/landscape xviii, 6, 10, 11, 18, 82–3, 85, 109, 111, 139, 143, 148 language xv, 5, 91, 106, 107, 127, 152 Lee, Lloyd 63 Lee, Tiffany xvii, 38, 53–4; conceptualizing Indigenous research 39–40; connection to education 51–2; developing Indigenous methodologies 40–4; personal research praxis 49–51 Leon, Shirley liability 110 listening xi, xvi, 5, 14, 83, 114, 139, 146 literacy 140, 158 Lomawaima, Tsianina 93, 107, 108 Lourde, Audre 152 love 39, 42, 45–7, 46 Maori peoples 23 Marshall, Albert 24 Marshall, Murdena 24 matriarchy 15, 53, 67 matrilineality 3, 112 Mavasta (Bryant Honyouti) 105, 114–19 McCarty, Teresa 93, 107, 108 McCoy, Kate 77 McGoldrick, Monica 62 McKay, Bert McKenzie, Marcia 76, 77 Mennonite people 21 mentorship 8–11, 17, 18, 48, 53–4, 78–81, 85, 127–8; see also Elders Index 163 Métis peoples 21, 27 Meyer, Manulani Aluli xvii, 57, 65, 71 Mi’kmaq peoples 23, 24 Minthorn, Robin 38, 53–4; conceptualizing Indigenous research 39–40; connection to education 52–3; developing Indigenous methodologies 40–4; personal research praxis 47–8 Mo ‘olelo (storytelling, Hawai‘i) 138–48; ‘Auamo Kuleana 142, 147–8; continuity through story 138–9; cultural empiricism 139–41; Hō‘ailona 141–2, 145; Ho‘a-la Hou 141, 143–4; Ho‘olono 142, 145–6; Ho‘opono 141, 142–3; key concepts 141–2; purpose through story 141–2 Mo‘o (mythical creatures) 138 Moore, Henry (Sim’oogit) 17 Morven, Nita 16 Moten, F 96, 98 Muldon, Earl (Delgamuux) Munson, Michael M 122–36; personal research journey 125–8 Musqueam Nation 3, 4, Mutua, Kagendo 67 mythology 90–1 na‘au 138–9, 143, 149n3 Native American Community Academy (NACA) 42, 43, 49–51, 53 Native American education history 107–8, 114 Native American Leadership in Education (NALE) 44 “Native American Next Steps” project 122 Native American Studies (NAS) 40, 43–5, 49 Native Women’s Shelter of Montreal 27 Navajo Nation 64, 87, 89, 91, 93 navoti (Hopi epistemology) 112, 113, 118 neoliberalism 23, 88, 95, 96 Newhouse, D 27 Nisga’a Nation 3, 8, 9, 10; adaawak (oral history stories) 10, 15–17; Ayuukwl (laws and protocols) 10, 15–17, 19n8; Halayt (traditional healer/doctor) 11; Lax̱ g̱ alts’ap village 15, 16; Nisga’a Final Agreement (treaty) 15; Sigidim Haanak’ (Matriarchs) 15–16; Simgigat (Chiefs) 15–16 Nox Ayaaw ´ ilt (Amy Parent) 3, 18; story 8–11; storywork 15 objectivity xvii OCAP® principles 29 Ontario Institute for Studies in Education (OISE) 76 ontologies xv–xvi, 8, 10, 16, 21–3, 109, 110, 119 oral traditions 4, 8, 13–14, 25–6, 117, 138–40 ownership 29, 45, 66, 82, 92 Parent, Amy (Nox Ayaaw ´ ilt) 3, 18; story 8–11; storywork 15 participatory research 76–85; becoming a researcher 77–81; relations of 81–4; working with other Indigenous scholars 84–5 patrilineality 112 peace 46, 64, 142, 146, 152 pedagogy x, 4, 8–9, 13, 49, 60, 69, 71–2, 106, 108–10, 118–19, 124; critical indigenous pedagogy xv, 105, 106; Pedagogical Stories 110–18; of refusal 97–8; see also teaching permission 43, 83, 148 Peters, E J 27 Phillion, JoAnn 59 Piper, Daniel 91–3 place 23–5, 62 Plains Cree people 21 “Playing Indian” concept 90 POLLEN see Promoting our Leadership, Learning, & Empowering our Nations positionality 34, 44, 68, 87, 88, 91, 92, 98, 110 positivism 40, 87, 91 power 83, 90, 96; dynamics 68; sharing 31–2; structures 91 practical, the 150 Practice Based Evidence (PBE) model 61 Promoting our Leadership, Learning, & Empowering our Nations (POLLEN) 44 protocols 41, 95; of introducing oneself 24, 30, 47 Pueblo Education 42; Native American Community Academy (NACA) 42, 43, 49–51 Pueblo Revolt 115–17 Ql̓ ispé 123, 125, 128 Quijada Cerecer, P D xvii Q’um Q’um Xiiem (Jo-ann Archibald) xv, xviii, 3, 11, 16, 18, 92–3; new storywork 12–15; story race theory 107 racism 67, 91, 107 Raven (Indigenous trickster) 164 Index reality, Indigenous xxiii, 54, 90, 150, 152 reciprocity x, 3, 6–7, 10, 12–13, 21, 28, 40, 88, 91, 109, 128; ethics of 26–7, 98; “giving back” to communities 60, 68–70 Red Pedagogy 124–5 Reel, Estelle 107 refusal, pedagogies of 97–8 relationality in Indigenous research 37–54, 76, 81–2, 89; conceptualizing 39–40; developing Indigenous methodologies 40–4; family connections to education 51–3; K’é 37, 42, 45, 47, 49–51, 53, 70–1; personal researcher praxis 44–51; Tdayp-tday-gaw 37, 47, 50–1, 53 relationships (as principle) xviii, 9, 39–41, 45–7, 46, 49–50, 70; see also community-researcher relationships relevance 5, 9, 30 researcher-community relationships see community-researcher relationships resources 117 respect 3, 5, 23, 26, 30, 40, 49, 67, 70, 88, 109 responsibility 3, 6, 40, 49, 70, 112–13, 150 reverence 3, 5–6, 11 rivers/waterways 11, 82–3, 85 Roadrunner clan 105 Robinson, Bruce 11 Sa’ah Naagháí Bik’eh Hózhóón see Diné epistemology safety zone theory 93, 108 San Pedro, Timothy xvi, 122–36 Saulteaux peoples 21 Schmidt, Susan 62 schooling xii, xvii, 27, 40, 51, 93, 107–8, 119, 124 schools 49–51, 59–60, 72, 78, 90–1, 106–8, 115, 118–19, 122, 152 self-awareness 138, 148 self-care 59, 65, 70 self-collective relationship 21, 25–6 self-determination 27, 60, 92, 118–19, 153 self-discovery 112–13 self-education 98, 118–19 self-evaluation 104 self-government 27 self-in-relation xvii, 26, 118 self-perception 69 self-reflection 59, 60, 68, 72, 104, 110–18 Séliš-Ql̓ ispé Culture Committee (SQCC) 125–8, 129, 133 senses, physical 110 sgaan jaadgu saandlans (Sara Florence Davidson) 12–13, 18 Shaka Zulu (film) 96 sharing xxiv, 48, 124 Shirley, Valerie J xv, xvii, 57–60, 66, 69–70, 72 Sim’oogit (Henry Moore) 17 Simpson, Audra 95, 96, 97 Sitsomovi village 105 Smith, Graham Hingangaroa 67, 68 Smith, Linda Tuhiwai 45, 59, 63, 77, 80, 83, 88, 89–90, 92, 94, 95, 108 Snow, K C 91 Snuneymuxw Nation 4, social justice 86, 94 Solyom, J A 98 Southwestern Indian Polytechnic Institute (SIPI) 45 sovereignty 39, 45–7, 46, 92, 118–19, 127 space/s xvii, 23–5, 43, 72, 85, 94, 98, 109, 118 Sqelixw Research Methodologies (SRM) 123, 125, 128–35, 136n1 Squamish Nation 3, 4, 5, 10, 17 State University of New York, The 76 St’at’imc peoples Stogan, Vincent (Tsimilano) 4, 5, Stó:lo- peoples 3, 4, storylistening 25–6 story-pedagogy, Indigenous 6, 13 storytelling x–xi, xv, xvii–xix, 9, 16, 21, 25–6, 76, 83, 115–17, 127, 135; continuity through 138–9, 139; core of a story 6; Hawai‘ian Mo‘olelo 138–48; lessons from xxii–xxiv; purpose through 141–2; “The Giveaway” (for the “How?” of IRMs) xix–xxiv storywork x, xviii, 3–18; community applications of 3, 11–15; Hands Back, Hands Forward Indigenous teaching 4–5; methodology (respect, reverence, responsibility, reciprocity) 5–7; see also community relationships; of Nox Ayaaw ´ ilt (also Amy Parent) 3, 8–15, 18; principles of 3, 6, 9, 17; of Q’um Q’um Xiiem (also Jo-ann Archibald) 4, 12–15, 18 students xiv, 5, 34, 37, 40–5, 48–51, 53, 54, 58, 60, 65, 69, 76–80, 83–91, 93, 95, 98, 105–8, 110–17, 119, 140, 150, 152; graduate 12, 17–18, 77, 85–8; see also children; youth/young adults Index 165 survivance xvii Swadener, Beth 67 synergy 3, 6, 9, 10, 13–16, 23 Taawma (Samuel Tenakhongva) 104, 105, 111–14, 119 Taska, L 23, 26 Tata´˛ga Togáhé (Windchief, Sweeney) xvi, xxi, 122–4 Tdayp-tday-gaw 37, 50–1, 53; term description 47 teachers 103–19; creating entry points for Indigenous knowledge 118–19; decolonizing curriculum and pedagogy through Indigenous research methods 108–10; historical Native American education 107–8; Indigenous education and research methodologies 106; Pedagogical Stories 111–18; sustaining relations 104–6; Tootimhoyamu Maamanhoyamu (Hopi song) 103–4 Tenakhongva, Samuel (Tutuqaynaqa Taawma) 104, 105, 111–14, 119 Tewa community 105, 108–9, 119n5 Tewksbury, Gregory 78 text work 86–7 Tootimhoyamu Maamanhoyamu (Hopi song) 103–4 trauma, historical 23, 58, 67, 114, 144 Treaty Four, southern Saskatchewan 21 Tribally Controlled College 65 Tribally-Specific Research Methodologies (TSRM) 122–36; broadening Sqelixw research methodologies to 133–5; context within academia 124–5; dialogue on using Sqelixw research methodologies within the academy 129–33; relationship nurturing through 135–6; researcher journey towards 125–8 Tri-Council policy statement 19n6 trust xi, 26, 34, 40, 63, 70, 95, 109, 110, 113, 118 Tsimilano (Vincent Stogan) 4, 5, Tsinnajinnie, Leola 38, 53–4; conceptualizing Indigenous research 39–40; connection to education 51; developing Indigenous methodologies 40–4; personal research praxis 45–7, 46 Tsleil-Waututh people Tuck, Eve 98; on participatory research 78–9, 81–4; personal introduction 76–7; preparations for Indigenous research 77–81; working with other Indigenous scholars 84–5 Txeemsim (Indigenous trickster) 8–10, 16–18 Ubuntu philosophy 26 Unangax peoples 76 United States of America: federal education policy 114–15; history of Indigenous peoples in 151; Native American education history in 107–8, 114 universality, specificity of 142–3 universities see higher education University of Arizona 105 University of British Colombia (UBC) 4, 9, 12 University of Toronto 76, 77 urban Aboriginal community in Canada 27–34 Urban Aboriginal Strategy (UAS) 27 values 39–40, 42, 44, 45, 49, 58–60, 112, 114 Villenas, Sofia 68 Vizenor, Gerald xi vulnerability 26, 96 Waganakising Odawa (Little Traverse Bay Bands of Odawa Indians) 76 Wakinekona, Lokelani 142–8 Walpi village 115 waterways/rivers 11, 82–3, 85 wellness 62 Wemigwase, Sandi: on participatory research 81–4; personal introduction 77; preparations for Indigenous research 77–81; working with other Indigenous scholars 84–5 Western education 10, 14, 40–4, 57, 65, 67, 107–8 Western research 7, 39, 65, 66, 68, 87, 91, 93, 95, 122, 150 Western worldview x, 63, 67, 68, 91, 114, 115, 117, 150 White, Ellen (Kwulasulwut) wholism/holism 3, 6, 9, 10, 14, 16, 58 Williams, Lorena 67 Wilson, Shawn 12, 41, 45–7, 70, 88, 98 Windchief, Sweeney (Tata´˛ga Togáhé) xvi, xxi, 122–4 writing, academic 81–4 166 Index Yang, K Wayne 77, 82, 98 yarning xi, xvii; see also storytelling; storywork Yazzie, Rose 93, 94 Yellow Bird 46 youth organizations Youth Participatory Action Research (YPAR) 91 youth/young adults 9, 27–9, 32–3, 50, 60, 69, 71–2, 78, 91–2, 112–13; see also children; students ... Names: Windchief, Sweeney, editor | San Pedro, Timothy, editor Title: Applying indigenous research methods : storying with peoples and communities / by edited Sweeney Windchief and Timothy San Pedro.. .APPLYING INDIGENOUS RESEARCH METHODS Applying Indigenous Research Methods focuses on the question of “How” Indigenous Research Methodologies (IRMs) can be used and taught across Indigenous. .. Schools Leilani Sabzalian APPLYING INDIGENOUS RESEARCH METHODS Storying with Peoples and Communities Edited by Sweeney Windchief and Timothy San Pedro First published 2019 by Routledge 52 Vanderbilt