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- Title
Decolonizing Development Through Indigenous Artist-Led Inquiry.
- Authors
Ballengee-Morris, Christine; Sanders, James; Smith-Shank, Debbie; Staikidis, Kryssi
- Abstract
In this article four university art educators explore theories of self-determination and describe decolonizing, approaches to research that are built on mutual trust. As researchers we recognize that (re)presenting the stories of others—especially across international and transcultural boundaries—is both problematic and an ethical challenge. We acknowledge the risks that participants assume when sharing their stories, and follow the culturally sensitive strategy of having collaborating indigenous artists lead the research. In Decolonizing Methodologies (1999), Linda Tuhiwai-Smith, advocates specific approaches for ethnographic research that can be ethically employed by non-indigenous researchers. The mentoring model (tiaki) is one in which the authoritative indigenous person guides the research. The adoption model (whangai) posits that researchers are incorporated into the daily life of the indigenous people, which eventually enables them to "sustain a life-long relationship which extends far beyond the realms of research (p. 177).
- Subjects
ART teachers; AUTONOMY (Psychology); DECOLONIZATION in art; CROSS-cultural studies; ETHNOLOGY; INDIGENOUS peoples
- Publication
Journal of Social Theory in Art Education, 2010, Issue 30, p60
- ISSN
1057-0292
- Publication type
Article