Navigating the Waters: Understanding Allied Relationships through a Tekéni Teyohà:ke Kahswénhtake Two Row Research Paradigm
Mots-clés :
Indigenist; Indigenous and non-Indigenous research paradigm; Haudenosaunee Two Row wampum; canoe journey; collaborative auto-ethnographyRésumé
This article is based on the establishment of a Haudenosaunee community-based research paradigm to provide Indigenous and non-Indigenous researchers with guiding research principles based on the Tekéni Teyohà:ke Kahswénhtake, also known as the Two Row Wampum. An Indigenous and non-Indigenous researcher have joined in a canoe journey and a participatory, action-centered, collaborative auto-ethnography to explore the principles of Tekéni Teyohà:ke Kahswénhtake research partnerships. This article describes the learning that occurred for the researchers in their considerations of dialogical space, distinction that is both equitable and heterogenous, ceremony in research, knowledge as exchange in trusting relationships, and the significance of journey.
Références
Absolon, K. E. (2011). Kaandosswin: How we come to know. Black Point, NS: Fernwood Publishing.
Barreiro, J. (2010). Thinking in Indian: A John Mohawk reader. Golden, CO: Fulcrum Publishing.
Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education, a literature review with recommendations. Ottawa, ON: National Working Group on Education and the Minister of Indian Affairs, Indian and Northern Affairs Canada (INAC).
Black, C. F. (2010). The land is the source of the law: A dialogic encounter with indigenous jurisprudence. Abingdon Oxon, UK: Routledge.
Brant-Castellano, M (2000). Updating Aboriginal traditions of knowledge. In B. L. Hall, G. J. S. Del, & D. G. Rosenburg (Eds.), Indigenous knowledges in global contexts: Multiple readings of our world (p. 21-36). Toronto: ON: University of Toronto Press.
Custer, D. (2014). Autoethnography as a transformative research method. The Qualitative Report, 19(37), 1-13.
Denzin, N.K. & Lincoln, Y.S. (2011). The Sage Handbook of Qualitative Research, 4th edition. Thousand Oaks, CA: Sage Publications.
Denzin, N.K., Lincoln, Y.S., & Giardina, M.D. (2006). Disciplining qualitative research. International Journal of Qualitative Studies in Education, 19(6), 769-782.
Dutta, M. J., & Elers, S. (2019). Public relations, indigeneity and colonization: Indigenous resistance as dialogic anchor. Public Relations Review, 101852.
Elliott, A. (2019). A Mind Spread Out on the Ground. Doubleday Canada.
Ermine, W. (2007). The ethical space of engagement. Indigenous Law Journal, 6, 193- 203.
Freeman, B. M. (2015). The spirit of Haudenosaunee youth: The transformation of identity and well-being through culture-based activism (Unpublished PhD dissertation). Wilfrid Laurier University, Waterloo, ON. Retrieved from: https://scholars.wlu.ca/etd/1697/
Freeman, B. & Van Katwyk, T. (2019). Testing the Waters: Engaging the Tekéni Teyohà:ke Kahswénhtake - Two Row Wampum into a Research Paradigm. The Canadian Journal of Native Education, 41(1), 147 – 167.
Hart, M. A. (2010). Critical reflections on an Aboriginal approach to helping. In M. Gray, J. Coates & M. Yellow Bird (Eds.), Indigenous social work around the world: Towards culturally relevant education and practice (pp. 129-139). Surrey, England: Ashgate Publishing Limited.
Hart, M. A. (2010). Anti-colonial Indigenous social work: Reflections on an Aboriginal approach. In R. Sinclair, M. A. Hart, & G. Bruyere (Eds.), Wícihitowin: Aboriginal social work in Canada (pp. 25-41). Halifax, NS: Fernwood Publishers.
Hill, R. (2013). Talking points on history and meaning of the Two Row Wampum Belt. Deyohahá:ge: Indigenous Knowledge Centre, Ohsweken, ON. http://honorthetworow.org/wp-content/uploads/2013/03/TwoRowTalkingPoints-Rick-Hill.pdf
Hill, R. (1990). Oral memory of the Haudenosaunee, views of the Two Row Wampum. Northwest Indian Quarterly, Spring 1990, 21-30.
Hill Sr, R. W., & Coleman, D. (2019). The Two Row Wampum-covenant chain tradition as a guide for indigenous-university research partnerships. Cultural Studies↔ Critical Methodologies, 19(5), 339-359.
Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations, and contexts. Toronto, ON: University of Toronto Press.
Lincoln, Y. S. (2018). A dangerous accountability: Neoliberalism’s veer toward accountancy in higher education. In: Spooner, M. & McNinch, J. (eds). (2018). Dissident Knowledge in Higher Education. University of Regina Press. 3 - 20
Lyons, O. (2015). Doctrine of discovery. Retrieved December 15, 2019 at:
https://www.ratical.org/many_worlds/6Nations/DoctrineOfDiscovery.html
Lyons, O. (1992). The American Indian in the past. Exiled in the land of the free: Democracy, Indian nations, and the US Constitution, 13, 33.
Manovski, M. P. (2014). Arts-Based Research, Autoethnography, and Music Education (pp. 161-184). Leiden, the Netherlands: Brill/Sense Publishers.
Martinez, S. (2013). “For our words usually land on deaf ears until we scream”: Writing as a liberatory practice. Qualitative Inquiry, 20(1), 3-14. doi 10.1177/1077800413508909
Martin-Hill, D., Darnay, A., & Lamouche, J. (2008). Jidwá: doãh “Let’s Become Again”. Pimatisiwin: A Journal of Aboriginal and Indigenous Health, 5(2), 55-76.
Michaud, J. (2007). 'Incidental' Ethnographers: French Catholic Missions on the Tonkin-Yunnan Frontier, 1880-1930. Leiden, the Netherlands: Brill.
Parmenter, J. (2013). The Meaning of Kaswentha and the Two Row Wampum Belt in Haudenosaunee (Iroquois) history: Can Indigenous oral tradition be reconciled with the documentary record? Journal of Early American History, 3(1), 82-109.
Penak, N. (2019). Walking Toronto's Red Road: The Story Pathways of Indigenous Social Workers (Doctoral dissertation). York University, Toronto, ON. Retrieved from: http://hdl.handle.net/1807/97575
Six Nations Land and Resources (retrieved Nov. 11, 2016). Haldimand Treaty of 1784. http://www.sixnations.ca/LandsResources/ClaimSummaries.htm
Smith, A. (2006). Three pillars of white supremacy. Color of Violence: The Incite! Anthology. In Incite! Women of Color Against Violence, 66-73.
Smith, L.T. (2018). The art of the impossible: Defining and measuring Indigenous research? In Spooner, M. & McNinch, J. (eds). (2018). Dissident knowledge in higher education. (21-40). University of Regina Press.
Smith, L.T. (1999). Decolonizing methodologies: Research and Indigenous People. London: Zed Books.
Watts, V. (2013). Indigenous place-thought & agency amongst humans and non-humans (First Woman and Sky Woman go on a European world tour!). Decolonization: Indigeneity, Education & Society, 2(1), 20-34.
Whitinui, P. (2014). Indigenous autoethnography: Exploring, engaging, and experiencing “self” as a Native method of inquiry. Journal of Contemporary Ethnography, 43(4), 456-487.
Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax, NS: Fernwood Publishing.
Wolfe, P. (2006). Settler colonialism and the elimination of the Native. Journal of Genocide Research, 8(4), 387-409.
Wynter, S. (2003). Unsettling the coloniality of being/power/truth/freedom: Towards the human, after man, its overrepresentation—An argument. CR: The new centennial review, 3(3), 257-337.
Barreiro, J. (2010). Thinking in Indian: A John Mohawk reader. Golden, CO: Fulcrum Publishing.
Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education, a literature review with recommendations. Ottawa, ON: National Working Group on Education and the Minister of Indian Affairs, Indian and Northern Affairs Canada (INAC).
Black, C. F. (2010). The land is the source of the law: A dialogic encounter with indigenous jurisprudence. Abingdon Oxon, UK: Routledge.
Brant-Castellano, M (2000). Updating Aboriginal traditions of knowledge. In B. L. Hall, G. J. S. Del, & D. G. Rosenburg (Eds.), Indigenous knowledges in global contexts: Multiple readings of our world (p. 21-36). Toronto: ON: University of Toronto Press.
Custer, D. (2014). Autoethnography as a transformative research method. The Qualitative Report, 19(37), 1-13.
Denzin, N.K. & Lincoln, Y.S. (2011). The Sage Handbook of Qualitative Research, 4th edition. Thousand Oaks, CA: Sage Publications.
Denzin, N.K., Lincoln, Y.S., & Giardina, M.D. (2006). Disciplining qualitative research. International Journal of Qualitative Studies in Education, 19(6), 769-782.
Dutta, M. J., & Elers, S. (2019). Public relations, indigeneity and colonization: Indigenous resistance as dialogic anchor. Public Relations Review, 101852.
Elliott, A. (2019). A Mind Spread Out on the Ground. Doubleday Canada.
Ermine, W. (2007). The ethical space of engagement. Indigenous Law Journal, 6, 193- 203.
Freeman, B. M. (2015). The spirit of Haudenosaunee youth: The transformation of identity and well-being through culture-based activism (Unpublished PhD dissertation). Wilfrid Laurier University, Waterloo, ON. Retrieved from: https://scholars.wlu.ca/etd/1697/
Freeman, B. & Van Katwyk, T. (2019). Testing the Waters: Engaging the Tekéni Teyohà:ke Kahswénhtake - Two Row Wampum into a Research Paradigm. The Canadian Journal of Native Education, 41(1), 147 – 167.
Hart, M. A. (2010). Critical reflections on an Aboriginal approach to helping. In M. Gray, J. Coates & M. Yellow Bird (Eds.), Indigenous social work around the world: Towards culturally relevant education and practice (pp. 129-139). Surrey, England: Ashgate Publishing Limited.
Hart, M. A. (2010). Anti-colonial Indigenous social work: Reflections on an Aboriginal approach. In R. Sinclair, M. A. Hart, & G. Bruyere (Eds.), Wícihitowin: Aboriginal social work in Canada (pp. 25-41). Halifax, NS: Fernwood Publishers.
Hill, R. (2013). Talking points on history and meaning of the Two Row Wampum Belt. Deyohahá:ge: Indigenous Knowledge Centre, Ohsweken, ON. http://honorthetworow.org/wp-content/uploads/2013/03/TwoRowTalkingPoints-Rick-Hill.pdf
Hill, R. (1990). Oral memory of the Haudenosaunee, views of the Two Row Wampum. Northwest Indian Quarterly, Spring 1990, 21-30.
Hill Sr, R. W., & Coleman, D. (2019). The Two Row Wampum-covenant chain tradition as a guide for indigenous-university research partnerships. Cultural Studies↔ Critical Methodologies, 19(5), 339-359.
Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations, and contexts. Toronto, ON: University of Toronto Press.
Lincoln, Y. S. (2018). A dangerous accountability: Neoliberalism’s veer toward accountancy in higher education. In: Spooner, M. & McNinch, J. (eds). (2018). Dissident Knowledge in Higher Education. University of Regina Press. 3 - 20
Lyons, O. (2015). Doctrine of discovery. Retrieved December 15, 2019 at:
https://www.ratical.org/many_worlds/6Nations/DoctrineOfDiscovery.html
Lyons, O. (1992). The American Indian in the past. Exiled in the land of the free: Democracy, Indian nations, and the US Constitution, 13, 33.
Manovski, M. P. (2014). Arts-Based Research, Autoethnography, and Music Education (pp. 161-184). Leiden, the Netherlands: Brill/Sense Publishers.
Martinez, S. (2013). “For our words usually land on deaf ears until we scream”: Writing as a liberatory practice. Qualitative Inquiry, 20(1), 3-14. doi 10.1177/1077800413508909
Martin-Hill, D., Darnay, A., & Lamouche, J. (2008). Jidwá: doãh “Let’s Become Again”. Pimatisiwin: A Journal of Aboriginal and Indigenous Health, 5(2), 55-76.
Michaud, J. (2007). 'Incidental' Ethnographers: French Catholic Missions on the Tonkin-Yunnan Frontier, 1880-1930. Leiden, the Netherlands: Brill.
Parmenter, J. (2013). The Meaning of Kaswentha and the Two Row Wampum Belt in Haudenosaunee (Iroquois) history: Can Indigenous oral tradition be reconciled with the documentary record? Journal of Early American History, 3(1), 82-109.
Penak, N. (2019). Walking Toronto's Red Road: The Story Pathways of Indigenous Social Workers (Doctoral dissertation). York University, Toronto, ON. Retrieved from: http://hdl.handle.net/1807/97575
Six Nations Land and Resources (retrieved Nov. 11, 2016). Haldimand Treaty of 1784. http://www.sixnations.ca/LandsResources/ClaimSummaries.htm
Smith, A. (2006). Three pillars of white supremacy. Color of Violence: The Incite! Anthology. In Incite! Women of Color Against Violence, 66-73.
Smith, L.T. (2018). The art of the impossible: Defining and measuring Indigenous research? In Spooner, M. & McNinch, J. (eds). (2018). Dissident knowledge in higher education. (21-40). University of Regina Press.
Smith, L.T. (1999). Decolonizing methodologies: Research and Indigenous People. London: Zed Books.
Watts, V. (2013). Indigenous place-thought & agency amongst humans and non-humans (First Woman and Sky Woman go on a European world tour!). Decolonization: Indigeneity, Education & Society, 2(1), 20-34.
Whitinui, P. (2014). Indigenous autoethnography: Exploring, engaging, and experiencing “self” as a Native method of inquiry. Journal of Contemporary Ethnography, 43(4), 456-487.
Wilson, S. (2008). Research is ceremony: Indigenous research methods. Halifax, NS: Fernwood Publishing.
Wolfe, P. (2006). Settler colonialism and the elimination of the Native. Journal of Genocide Research, 8(4), 387-409.
Wynter, S. (2003). Unsettling the coloniality of being/power/truth/freedom: Towards the human, after man, its overrepresentation—An argument. CR: The new centennial review, 3(3), 257-337.
Téléchargements
Publié-e
2020-04-21
Numéro
Rubrique
Articles
