Indigenous Research Methodologies (IRM), and specifically Métis research methodologies (MRM), hav... more Indigenous Research Methodologies (IRM), and specifically Métis research methodologies (MRM), have not always been valued within scholarship (Cajete, 2000) until recently. The Truth and Reconciliation Commission (TRC, 2015b) detailed 94 Calls to Action (TRC, 2015a) to privilege Indigenous ways of doing, knowing, and learning. The TRC (2015b) has likely provided the impetus for a shift in which scholarship seeking to reclaim, define, explore, validate, and amplify Indigenous Research Methodologies (IRM) and critique a reliance upon Western-based paradigms exists (Battiste, 2000; Dei, 2000; Dei et al., 2000; Drawson et al., 2017; Graveline, 1998; Irwin, 1994; Rigney, 1999; Tuhiwai Smith, 2012). Articulating Métis-specific methodologies is congruent with the standard research process of aligning all aspects of the research process. IRM can be adapted to fulfill the requirements of each community, depending on the researcher, project goals, and context. This paper aims to explore existing documented Métis methodologies, noting that most documented methodologies are women-centred. They are effective for research within Métis communities because of how the methods originate from Métis-specific ways that have historically been used to build knowledge in communities. Because limited research on or with Métis women exists (Anderson, 2011; Flaminio et al., 2020; Forsythe, 2021; Kermoal, 2006; Macdougall, 2010; Payment, 2009; St-Onge, 2008), a literature review of this topic is an area for potential contribution.
“[I]t is not technologies, but educational purposes and pedagogy, that must provide the lead, wit... more “[I]t is not technologies, but educational purposes and pedagogy, that must provide the lead, with students understanding not only how to work with ICTs, but why it is of benefit for them to do so” (Kirkwood & Price, 2005, p. 257). Especially in the current context of a worldwide pandemic, when all post-secondary instruction has moved online, critical to success is the ability for students to develop competencies to navigate online spaces and understand how to participate in and develop identities in online learning communities. Recommendations for the effective use of online learning recognize that instructors must deliberately structure interaction patterns to overcome the potential lack of social presence online, but also that students have the opportunity to participate in online discourse equally or equitably. This short presentation outlines some of the arguments and recommendations in current scholarship for using a critical lens, and one specific to Indigenous worldviews, to design online learning communities that are inclusive of diverse learners, make space for multiple epistemologies and cultural contexts, and foster agency and equity within online discourse. I will detail some of the challenges that students from non-dominant cultural contexts face and then describe how various theories for knowledge construction can be relevant for Indigenous learners
In the era of Truth and Reconciliation (TRC), institutions have a responsibility to answer the Ca... more In the era of Truth and Reconciliation (TRC), institutions have a responsibility to answer the Calls to Action to transform post-secondary education, to increase access for Indigenous learners and decreasing education disparity between Indigenous and non-Indigenous learners (TRC, 2015a). If distance education is an option for expanding educational opportunities, online learning environments should be scrutinized to ensure learner engagement and meaningful support for Indigenous students. This thesis uses a Community of Inquiry (CoI) (Garrison, Anderson & Archer, 2000) framework to examine existing literature and to frame the voices of 21 Indigenous participants about their experiences of supports, preferences, and online best practices. By exploring, understanding and incorporating what may be unique preferences, cultures, languages, worldviews, and ways of knowing, mechanisms to transform distance learning environments to improve engagement for Indigenous students can be identified. With the aim of synthesizing potential findings with online best practices, it may be possible to transform online delivery and development to provide a rich educational experience for students.
Indigenous Research Methodologies (IRM), and specifically Métis research methodologies (MRM), hav... more Indigenous Research Methodologies (IRM), and specifically Métis research methodologies (MRM), have not always been valued within scholarship (Cajete, 2000) until recently. The Truth and Reconciliation Commission (TRC, 2015b) detailed 94 Calls to Action (TRC, 2015a) to privilege Indigenous ways of doing, knowing, and learning. The TRC (2015b) has likely provided the impetus for a shift in which scholarship seeking to reclaim, define, explore, validate, and amplify Indigenous Research Methodologies (IRM) and critique a reliance upon Western-based paradigms exists (Battiste, 2000; Dei, 2000; Dei et al., 2000; Drawson et al., 2017; Graveline, 1998; Irwin, 1994; Rigney, 1999; Tuhiwai Smith, 2012). Articulating Métis-specific methodologies is congruent with the standard research process of aligning all aspects of the research process. IRM can be adapted to fulfill the requirements of each community, depending on the researcher, project goals, and context. This paper aims to explore existing documented Métis methodologies, noting that most documented methodologies are women-centred. They are effective for research within Métis communities because of how the methods originate from Métis-specific ways that have historically been used to build knowledge in communities. Because limited research on or with Métis women exists (Anderson, 2011; Flaminio et al., 2020; Forsythe, 2021; Kermoal, 2006; Macdougall, 2010; Payment, 2009; St-Onge, 2008), a literature review of this topic is an area for potential contribution.
“[I]t is not technologies, but educational purposes and pedagogy, that must provide the lead, wit... more “[I]t is not technologies, but educational purposes and pedagogy, that must provide the lead, with students understanding not only how to work with ICTs, but why it is of benefit for them to do so” (Kirkwood & Price, 2005, p. 257). Especially in the current context of a worldwide pandemic, when all post-secondary instruction has moved online, critical to success is the ability for students to develop competencies to navigate online spaces and understand how to participate in and develop identities in online learning communities. Recommendations for the effective use of online learning recognize that instructors must deliberately structure interaction patterns to overcome the potential lack of social presence online, but also that students have the opportunity to participate in online discourse equally or equitably. This short presentation outlines some of the arguments and recommendations in current scholarship for using a critical lens, and one specific to Indigenous worldviews, to design online learning communities that are inclusive of diverse learners, make space for multiple epistemologies and cultural contexts, and foster agency and equity within online discourse. I will detail some of the challenges that students from non-dominant cultural contexts face and then describe how various theories for knowledge construction can be relevant for Indigenous learners
In the era of Truth and Reconciliation (TRC), institutions have a responsibility to answer the Ca... more In the era of Truth and Reconciliation (TRC), institutions have a responsibility to answer the Calls to Action to transform post-secondary education, to increase access for Indigenous learners and decreasing education disparity between Indigenous and non-Indigenous learners (TRC, 2015a). If distance education is an option for expanding educational opportunities, online learning environments should be scrutinized to ensure learner engagement and meaningful support for Indigenous students. This thesis uses a Community of Inquiry (CoI) (Garrison, Anderson & Archer, 2000) framework to examine existing literature and to frame the voices of 21 Indigenous participants about their experiences of supports, preferences, and online best practices. By exploring, understanding and incorporating what may be unique preferences, cultures, languages, worldviews, and ways of knowing, mechanisms to transform distance learning environments to improve engagement for Indigenous students can be identified. With the aim of synthesizing potential findings with online best practices, it may be possible to transform online delivery and development to provide a rich educational experience for students.
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