Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-11-23T03:45:58.873Z Has data issue: false hasContentIssue false
  • English
  • Français

Community University Research Agreement

Published online by Cambridge University Press:  22 July 2015

Priscilla Settee  and
Shelley Thomas-Prokop
Priscilla Settee
Affiliation:
Indigenous Peoples Program, Division Extension, University of Saskatchewan, 117 Science Place, Saskatoon, Saskachewan, S7N 5C8, Canada
Shelley Thomas-Prokop
Affiliation:
RR#6 Site 601, Box 523, Saskatoon, Saskachewan, S7K 3J9, Canada
Get access

Abstract

This paper describes the process of engaging the extended Indigenous community within Saskatoon and the surrounding First Nations communities in what would be a first major research project between Indigenous communities and the University of Saskatchewan. A management committee was established comprised of all the major Saskatoon/Saskatchewan Indigenous organisations, such as the Federation of Saskatchewan Indians, Saskatoon Tribal Council, First Nations University of Canada and other community-based groups to ensure that research reflected First Nations and Metis needs. The project called “Bridges and Foundations” awarded some 35 projects close to two million dollars in research funds. The money was awarded through graduate student research bursaries, and community-based projects which highlighted the needs of Indigenous women, youth, students, elders and urban populations. The three research themes included respectful protocol, knowledge creation, and policy development. The research projects, which were largely Indigenous designed and driven, created one of the most extensive research collections over a period of four years and included major data collection on community-based research, Indigenous peoples and Indigenous knowledge systems and protocols. The paper relates the development of the project and speaks about the need for Indigenous peoples to lead their own research as well as the benefits of collaboration. It also highlights several of the research projects including a conference on Indigenous knowledge (2004), a video project describing the community mobilisation process behind Quint Urban Housing Co-operatives,

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 36 , Issue S1: (Re)Contesting Indigenous Knowledges & Indigenous Studies , 2007 , pp. 38 - 44
Copyright
Copyright © Cambridge University Press 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bogdan, R., & Bilden, S.K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed.). Boston, MA: Allyn and Bacon.Google Scholar
Brown, L., & Strega, S. (2005). Research as resistance: Critical, Indigenous and anti-oppressive approaches. Toronto, ON: Canadian Scholars’ Press.Google Scholar
Canadian Institute of Health Research. (2005). Guidelines for health research involving Aboriginal peoples: Empowerment and research capacity development. Ottawa, ON: Canadian Institute of Health Research.Google Scholar
Freire, P. (1970). Pedagogy of the oppressed (M. Ramos, Trans.). New York, NY: Herder&Herder.Google Scholar
Kovach, M. (2005). Emerging from the margins: Indigenous methodologies. In Brown&, L. Strega, S. (Eds.), Research as resistance: Critical, Indigenous and anti-oppressive approaches (pp. 19–36).Toronto, ON: Canadian Scholars’ Press.Google Scholar
Mihesuah, D.A. (2003). Indigenous American women: Decolonization, empowerment, activism. Lincoln, NE: University of Nebraska Press.Google Scholar
Smith, L. (1999). Decolonising methodologies: Research and Indigenous peoples. New York: Zed Books.Google Scholar