Indigenous Knowledge

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End date: 2009Subject: search.filters.subject.Community-Based Participatory Research

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    Code of practice for the Tangata Whenua, community and voluntary sector reseach centre
    (Tangata Whenua, Community and Voluntary Sector Research Centre, 2007-10-02)
    This Code of Practice sets out principles and standards for undertaking ethical and participatory research with the Tangata Whenua, community, and voluntary sector in New Zealand. It gives consideration to achieving greater levels of community participation and self-determination in research processes, and throughout the whole life-cycle of research projects, from design and implementation to reporting and evaluation. Furthermore, it is about recognizing the need to address power imbalances and inequities, and upholding Indigenous Peoples and Tangata Whenua, their own knowledge and tikanga (Maori values) and their rights as communities and peoples, including their ability to make decisions about research, its analysis and reporting. It also includes principles of empowerment, governance, and accountability, reciprocal relations, sustainability, social justice, confidentiality, ownership, and ethical and moral responsibility. Overall, the code focuses on research partnerships in which communities make decisions and are active participants, as well as benefitting directly from research, and in which research processes adopt rights-based approaches that are strengths-focused and contribute to community wellbeing.
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    University-community partnerships: Connecting for change
    (The Community-University Exposition 2008, 2008)
    With many of the social, environmental, health and economic issues facing us today we need research that engages those who are working on the front lines. Issues in Victoria, such as homelessness or climate change, are best understood and acted upon when those working to find solutions are driving the research.
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    Policies and practises affecting Aboriginal fathers' involvement with their children
    (Thompson Educational Publishing Inc., 2006) Ball, Jessica; George, Ron
    This paper, by Jessica Ball and Ron George, is based on interviews with eighty First Nations and Métis fathers in British Columbia about how government policy and everyday institutional practice shape their involvement with their children. Many fathers described coming to fatherhood slowly, after years shaped by residential schools, forced relocation, and child welfare removals that broke the passing down of parenting knowledge between generations. The paper outlines recurring barriers: confusion around paternity registration, parenting programs built around mothers, custody decisions that favour mothers by default, and a maze of overlapping federal, provincial, and First Nations jurisdictions; all made harder by poverty. It ends with a set of recommendations, including acting on the Royal Commission on Aboriginal Peoples report, simplifying paternity registration, funding Aboriginal-led child welfare and father-support programs, and helping fathers pass on cultural knowledge to their children. The fathers' own words run through the paper, holding both the weight of being excluded and a quiet hope of being recognized as capable and needed.
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    Early childhood care and development programs as hook and hub for community development: Promising practices in first nations
    (University of Victoria, 2004) Ball, Jessica
    This report traces a year-long investigation into how Lil'wat Nation, Tl'azt'en Nation, and six First Nations of the Treaty 8 Tribal Association built their capacity to deliver early childhood care and development programs rooted in their own cultures and languages. Working with the University of Victoria's School of Child and Youth Care, these communities trained members through a two-year post-secondary program and went on to establish child-care and Aboriginal Head Start services on reserve. Four years after training ended, nearly all graduates were working in their home communities, and every program had grown, with waitlists and plans for expansion. The report follows what made these transitions succeed, from community-driven training design to long-term investment and strong governance. It also outlines the "hook and hub" model, where childcare draws families in and then connects them to wider health, cultural, and social supports, offering promising practices for other Indigenous communities pursuing similar goals.