研究中的关键关系:与土著社区一起参与研究的框架

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Lisa N. Aguilar , Lora Henderson Smith , Anisa N. Goforth
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引用次数: 0

摘要

涉及土著社区的研究需要一种细致入微的方法,尊重他们社区独特的文化背景、知识体系和价值观。本文提出了研究框架的关键关系,以促进研究人员和土著社区之间的尊重和合作参与。该框架以非殖民化、本土化、批判理论、拒绝和生存原则为基础,强调访问和设想、维持关系和共同创造知识、分享知识和体现责任的重要性。根据生活经验和最佳做法,研究框架中的关键关系为寻求与土著社区合作进行道德健全和文化可持续研究的研究人员提供了实际指导和批判性反思问题。它的实施有可能促进有意义的关系,促进土著主权,并产生有利于土著人民,尤其是土著青年生存的知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Critical relationality in research: A framework for engaging in research alongside Indigenous communities
Research involving Indigenous communities requires a nuanced approach that respects their communities' unique cultural contexts, knowledge systems, and values. This article presents the critical relationality in research framework conceptualized to facilitate respectful and collaborative engagement between researchers and Indigenous communities. Grounded in principles of decolonization, indigenization, critical theory, refusal, and survivance, this framework emphasizes the importance of visiting and visioning, sustaining relations and co-creation of knowledge, and sharing knowledge and embodying accountability. Drawing on lived experiences and best practices, the critical relationality in research framework provides practical guidance and critically reflexive questions for researchers seeking to conduct ethically sound and culturally sustaining research in partnership with Indigenous communities. Its implementation has the potential to foster meaningful relationships, promote Indigenous sovereignty, and generate knowledge that is beneficial for the survivance of Indigenous peoples and importantly, Indigenous youth.
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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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