Learning from Past Experiences to Support Technical Research for Indigenous-Driven Aims
In this paper we present key considerations for natural sciences and engineering researchers, as well as their institutions, to better support research for Indigenous-driven aims. This is particularly important in light of: 1) a growing interest among many technical researchers to enact reconciliation and collaborate with Indigenous Peoples; 2) a typical training focus in these disciplines on technical competencies and a general lack of content on context and approaches that may better prepare them to work in ethical and respectful ways.
Read this open access paper on the FACETS website.
This study sought to contribute to necessary work in the natural sciences and engineering on processes for equitable engagement by learning from past experiences of collaboration between members of Indigenous communities and technical researchers. To explore their successes, challenges, and reflections, we carried out interviews with five members of Indigenous communities from four different First Nations as well as with 35 researchers. Interview transcripts were analyzed for key themes and verified with the participants and with the project’s advisory group.
The experiences and perspectives we heard were diverse and showed that there is not one way of getting connected, learning from each other, and working together. Despite this diversity, the findings reinforced the need for more efforts to appropriately prepare researchers from the natural sciences and engineering to carry out research in support of Indigenous-driven aims. To this end, we identified a number of key considerations for researchers and research teams: 1) assessing personal preparation and mindset; 2) building and maintaining relationships; 3) community-aligned benefit; 4) practical and financial considerations; 5) knowledge sharing and communication. The results also identified institutional-level factors that played a role in either helping or hindering research for Indigenous-driven aims.
In all, this research speaks to the need for a different starting point for natural sciences and engineering researchers; one that begins with personal education and reflection rather than specific project ideas. We also present six key recommendations for research and research funding institutions to foster environments that enable natural sciences and engineering research in support of Indigenous-driven aims.
Read the paper — Learning from past collaborative experiences: setting a pathway for natural sciences and engineering researchers to support Indigenous-driven aims by Heather L. Greenwood, Alex Choi, Roxanna Dehghan, Becky Big Canoe, Kristian Dubrawski, Emilee Gilpin, Marie-Chantal Ross, Eric Wilson, and Amy M. Bilton.
