"Coming of Age in Methodology": Two Collaborative Inquiries with Shinnecock and Maya Peoples

Autor/inn/en	Caracciolo, Diane; Staikidis, Kryssi
Titel	"Coming of Age in Methodology": Two Collaborative Inquiries with Shinnecock and Maya Peoples
Quelle	In: Qualitative Inquiry, 15 (2009) 8, S.1395-1415 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-8004
DOI	10.1177/1077800409343771
Schlagwörter	Foreign Countries; Ethnography; Cooperation; Females; Inquiry; Qualitative Research; Indigenous Populations; Research Methodology; Educational Change; Researchers; Power Structure; Informal Education; Cultural Awareness; Culturally Relevant Education; Interpersonal Relationship; Elementary Secondary Education; Maya (People); Art Education; Artists; Mentors; Guatemala; New York + Suchen Sie Ihr Suchwort? Ausland; Ethnografie; Co-operation; Kooperation; Weibliches Geschlecht; Qualitative Forschung; Sinti und Roma; Research method; Forschungsmethode; Bildungsreform; Researcher; Forscher; Informelle Bildung; Nichtformale Bildung; Cultural identity; Kulturelle Identität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Artiste; Artist; Künstler; Künstlerin
Abstract	In this article the authors tell the story of their separate but related journeys toward "coming of age in methodology," journeys that brought them, as non-indigenous women, into relationships with indigenous peoples, who challenged them to unlearn their taken-for-granted notions about research. The first study highlights the pervasive silencing of indigenous perspectives within K-12 schools and teacher preparation programs on Long Island, New York. The second study focuses on the mentoring model in two Maya artists' studios as a dialogic process that is guided by Maya artists, and which fosters discoveries that help to transform art education curricula. Through rich conversations leading to alliances with the indigenous peoples they have met in these studies, the authors hope to examine their own biases and create avenues for indigenous perspectives to inform and transform educational and research practices. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10