Indigenous researchers face challenges creating and applying research methods that respect two fundamentally different epistemologies (Assembly of First Nations, 2009). To date, ethical frameworks have been developed by Indigenous organizations such as the First Nations Information Governance Centre (OCAP®), the Assembly of First Nations, the Kahnawake Schools Diabetes Prevention Project (KSDPP Code of Research Ethics), the Mi’kmaw Ethics Watch, Inuit Tapiriit Kanatami and others. These and the work of Indigenous scholars such as Linda Tuhiwai Smith, Shawn Wilson, Willie Ermine, Maggie Kovach and Cora Weber-Pillwax informed our approach.
Doing ethical research within an Indigenous framework requires time and attention. There are many factors to consider related to possible impacts on individual participants and their communities:
- How do cultural protocols shape the research project?
- What is the overarching goal of the research project and who will benefit most?
- How will the research benefit the community where the research occurs?
- How will the knowledge gained from the research be shared/returned to both individual participants and their respective communities (including the urban sector)?
To address such questions, we invited students and community representatives from the nations involved in the project to be part of Community Advisory Boards (CABs). The CABs’ role was to oversee the research process and guide important aspects of decision-making. In line with First Nations principles of OCAP™ and the Kahnawake Schools Diabetes Prevention Project’s (KSDPP) Code of Research Ethics, Community Advisory Boards were essential in helping ensure accountability to the communities involved and continually reviewing the relevance of the research and project activities. CABs helped develop and test interview questions, vetted preliminary results and guided dissemination of outcomes.
During storytelling exchanges, each participant had the choice of telling their story on audio or video, individually or with a friend or family member. Some storytelling exchanges took place in personal homes, some at school. We made sure participants had food and drink, and offered cultural and spiritual support. All stories were transcribed, and participants were asked if they preferred this be done by a non-community member. Many of our communities are small!
The notion of Free, Prior and Informed consent was thoroughly discussed with the CABs. The purposes of the project, intended outcomes and use of the stories was discussed with all participants. Individuals telling their stories were able to review them after sharing them. This involved taking the extra time needed to ‘member check’, which meant seeking approval from participants each time we wanted to share parts of their stories (from either written quotes or film clips). Participants could decide if their story was shared publicly or not. All participants had the option, and still have the option, to withdraw from the project at any time.
All participants of this project were gifted with an honorarium. This we believe, is ‘lived’ decolonized research. What we learned is that taking the extra time to add these steps into the research process contributes to building trusting relationships with each other, which usually end up being longlasting. This has been rewarding for all of us.
We are extremely grateful to all who shared their story and trusted in our process and project.
We acknowledge the Kahnawake Schools Diabetes Prevention Project (KSDPP) for their guidance and research expertise in participatory research methods, and for use of the KSDPP Code of Research Ethics.