Integrating the Self and the Spirit: Strategies for Aligning Qualitative Research Teaching with Indigenous Methods, Methodologies, and Epistemology

  • Sarah K. Knudson University of Saskatchewan
Keywords: undergraduate teaching, indigenous research methods, engaged learning, participatory action research, qualitative methods, teaching qualitative research, curriculum development

Abstract

Many universities internationally now make concerted efforts to promote curriculum development and classroom and campus cultures that recognize diversity in student viewpoints and life experiences. Increasingly, these efforts have involved promoting recognition and inclusion of indigenous knowledges in the university setting. If adopted in the classroom, the promotion of indigenous perspectives suggests exciting possibilities for teaching qualitative research critically. Existing educational resources, however, offer little guidance on achieving this through undergraduate qualitative methods teaching. Using examples of Canadian undergraduate teaching initiatives, I suggest that by integrating indigenous methods, perspectives, and epistemology, particularly through student opportunities for community-engaged learning and exposure to participatory action research, teaching qualitative research can promote critical recognition of multiple ways of knowing.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs150347

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Author Biography

Sarah K. Knudson, University of Saskatchewan

Sarah KNUDSON, Ph.D., is assistant professor of sociology at St. Thomas More College, University of Saskatchewan. Her main research interests are in the areas of families, gender, and culture, and she is currently working on a SSHRC-funded project that explores young adults' sources of support and constraint in the transition to adulthood. She teaches research methods and sociology of families, and enjoys teaching through engaged learning opportunities.

Published
2015-07-28
Section
Single Contributions