Before class:
Required
- Read Debby Danard Wilson and Jean-Paul Restoule’s (2010) article, “Tobacco ties: The relationship of the sacred to research.”
Recommended
-
TallBear, K. (2014). Standing with and speaking as faith: A feminist-indigenous approach to inquiry. Journal of Research Practice, 10(2), 17.
- Jones, C. (2019). That time I punched a boy in the forehead: Sibling stories ahead of research. Disability & Society, 34(4), 657–662.
-
Castleden, H., Morgan, V. S., & Lamb, C. (2012). “I spent the first year drinking tea”: Exploring Canadian university researchers’ perspectives on community-based participatory research involving Indigenous peoples. The Canadian Geographer/Le Géographe Canadien, 56(2), 160–179.
During class:
Activities
- Three good things (5-7 minutes)
- Class discussion: unpacking the concept of presearch (~40 minutes)
- “Find out what you are there to do, then do your work, respecting others” (Jean Aquash, in Wilson & Restoule, 2010).
- building and tending to relationships
- reading
- educating attention
- telling stories
- being with
- listening
- How, given the experiences you have had in Attentive Repetition practice, can you see this practice becoming methodological praxis in the fields of study you are familiar with?
- Walking together: Giving thanks (~30 minutes)
After class:
- Continue your Attentive Repetition practice and Log entries.
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Madeline Donald 