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What is Indigenous Research?

The Indigenous Research Support Team assists and strengthens Indigenous-related research capacity at the University of Calgary. Learn about Indigenous communities, best practices in Indigenous research and more.

Jump to: Indigenous Research Methodologies 4 Rs of Indigenous Research  | Further Reading

What is Indigenous Research - Presented by Keeta Gladue

According to the Canadian Institutes of Health Research (CIHR) and the Social Sciences and Humanities Research Council (SSHRC) Indigenous Research is:

Research in any field or discipline that is conducted by, grounded in or engaged with First Nations, Inuit, Métis or other Indigenous nations, communities, societies or individuals, and their wisdom, cultures, experiences or knowledge systems, as expressed in their dynamic forms, past and present. Indigenous research can embrace the intellectual, physical, emotional and/or spiritual dimensions of knowledge in creative and interconnected relationships with people, places, and the natural environment.

CHIR | SSHRC

As the TRI-COUNCIL states:

Research involving Indigenous peoples in Canada has been defined and carried out primarily by non-Indigenous researchers. The approaches used have not generally reflected Indigenous world views, and the research has not necessarily benefited Indigenous peoples or communities. As a result, Indigenous peoples continue to regard research, particularly research originating outside their communities, with a certain apprehension or mistrust.

According to the Tri-Council Policy Statement - Ethical Conduct for Research Involving Humans (TCPS 2) Chapter Nine: Research Involving the First Nations, Inuit, and Métis Peoples of Canada (2022), there are characteristics that describe Indigenous Research.

View: TCPS2: Chapter 9

“Where the research is likely to affect the welfare of an Indigenous community, or communities, to which prospective participants belong, researchers shall seek engagement with the relevant community.” The conditions under which engagement is required include, but are not limited to:

  1. Research conducted on First Nations, Inuit or Métis lands;
  2. Recruitment criteria that include Indigenous identity as a factor for the entire study or for a subgroup in the study;
  3. Research that seeks input from participants regarding a community’s cultural heritage, artifacts, traditional knowledge or unique characteristics;
  4. Research in which Indigenous identity or membership in an Indigenous community is used as a variable for the purpose of analysis of the research data; and
  5. Interpretation of research results that will refer to Indigenous communities, peoples, language, history or culture.

According to TCPS 2, Chapter 9:

Indigenous research methodologies describe a diversity of research approaches, processes, and protocols. They are collectively grounded in Indigenous paradigms which include features such as relationality, holism, community accountability, deep connections to the land and all living beings, recognition of colonial histories and their impacts on Indigenous people, and respect for Indigenous knowledges, worldviews, cultures, languages, and people.

If a researcher is conducting Indigenous research, there are specific processes that must be enacted, two of which are Community Engagement and Indigenous data sovereignty principles.

View: Article 9.1

Indigenous Research Methodologies

Indigenous research methodologies describe a diversity of research approaches, processes, and protocols that are collectively grounded in relationality, holism, community accountability, deep connections to the land and all living beings, recognition of colonial histories and their impacts on Indigenous people, and respect for Indigenous knowledges, worldviews, cultures, languages, and people.

Many Indigenous research methodologies were formalized in the literature by Indigenous scholars conducting institutional research by and for Indigenous Peoples (e.g., Kirkness & Barnhardt, 1991; Wilson, 2008; Kovach, 2009; Tuhiwai Smith, 2012, Restoule, McGregor & Johnston, 2018). As a way to navigate the Western colonial academic institution while remaining rooted in their cultural traditions, and ways of being, doing, knowing, and related, Indigenous research methodologists are developing innovative and rigorous data collection, analysis, and knowledge mobilization strategies that simultaneously preserve and advance community goals while satisfying institutional aims.

Though Indigenous research methodologies often align with conventional qualitative research methods, they can also include quantitative analyses where appropriate (e.g., Walter & Andersen, 2013), demonstrating the breadth of Indigenous methodologies use.

When deciding whether to utilize Indigenous research methodologies in one’s study, several guiding questions can help clarify which methodological path to take:

  • Was this research topic or question identified with Indigenous people, or am I imposing it externally?
  • Who benefits from this research? Is it aligned with the priorities, needs, and aspirations of the community?
  • How am I prepared to be accountable to the Indigenous communities, knowledges and methodologies I engage with?
  • Am I willing to privilege Indigenous epistemologies, and potentially de-center Western paradigms in my research design, analysis, and dissemination?
  • Am I prepared to adapt my study’s methods, timelines, and definitions of “rigor” to align with Indigenous methodological frameworks and community-led processes?
  • What is my own positionality (e.g., Indigenous, settler, refugee, descendant of enslaved peoples), and how does this influence my motivations and responsibilities in using Indigenous methodologies?
  • Are the methodologies I am considering using culturally appropriate given my specific contexts?
  • Is this a one-time project or part of an ongoing commitment to Indigenous sovereignty, resurgence, and self-determination through research?
  • How will I ensure that the research outputs are accessible, useful, and co-owned by the community—not just published for academic recognition?

If Indigenous research methodologies seem to be a good fit for your study after responding to these questions, IRST recommends exploring the literature to begin understanding the various forms of Indigenous research methodologies publicly available. If the methodology you desire to use is from an Indigenous community that you do not belong to, consider community engagement as part of your research process, and/or collaborating with an Indigenous scholar from that community. Regardless, Indigenous research methodologies should always be utilized with the utmost care and humility, and centre respect, reciprocity, relevance, and responsibility throughout.

Faculty, staff, and students of UCalgary have access to the Diversifying & Decolonizing Research, an interdisciplinary multimedia collection within the Sage Research Methods platform. The collection highlights decolonial perspectives that challenge traditional research paradigms and showcases a diverse range of experiences and approaches from underrepresented communities, using non-western methodologies through case studies, videos, datasets, and how-to guides.

The 4 R's of Indigenous Research

These Four R’s provide a framework for conducting Indigenous research that is respectful, mutually beneficial, culturally relevant, and accountable. They guide researchers in fostering positive and equitable research relationships with Indigenous communities while upholding ethical and responsible research practices.

This principle underscores the importance of respecting Indigenous knowledge, cultures, and traditions. Researchers must approach Indigenous communities and individuals with respect for their ways of knowing and being. This involves recognizing the value of Indigenous knowledge systems, languages, oral traditions, and spiritual beliefs and customs. Respect also includes obtaining informed consent and conducting research in an ethical and culturally sensitive manner that engages with the community.

Reciprocity in Indigenous research refers to the idea that research should be a two-way exchange of knowledge and benefits. It goes beyond simply extracting data from Indigenous communities. Researchers should aim to give back to the communities they work with by sharing research findings, providing resources or support, and ensuring that the research benefits the community in meaningful ways.

Indigenous research must be relevant to the needs and aspirations of Indigenous communities. This principle emphasizes that research questions, methods, and outcomes should align with the priorities and goals of the community. Research should address issues that are of significance and importance to the community rather than imposing external research agendas.

Researchers have a responsibility to conduct research in an ethical and accountable manner. This includes obtaining proper permissions and approvals, ensuring the confidentiality of data, and considering the potential impact of research on individuals and communities. Responsibility also extends to acknowledging the historical context of colonization and working to rectify past injustices in research.


Related Resources

Absolon, K. E. (2022). Kaandossiwin: how we come to know: Indigenous re-search 
methodologies (2nd edition.). Fernwood Publishing.

Andersen, C., & O’Brien, J. M. (Eds.). (2017). Sources and methods in indigenous studies. Routledge. 

Archibald – Q’um Q’um Xiiem, J. (2021). Indigenous Storywork as a Basis for Curricula That Educate the Heart, Mind, Body, and Spirit. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1175

Battiste, M. A., & ProQuest. (2013). Decolonizing education: nourishing the learning spirit. Purich Publishing Limited.

Bessarab, D., & Ng’Andu, B. (2010). Yarning about yarning as a legitimate method in Indigenous research. International Journal of Critical Indigenous Studies, 3(1), 1-12. https://doi.org/10.5204/ijcis.v3i1.57

Caxaj, C.S. (2015). Indigenous Storytelling and Participatory Action Research. Global Qualitative Nursing Research2. https://doi.org/10.1177/2333393615580764

Cherpako, D. (2019). Making Indigenous-led education a public policy priority: The benefits of land-based education and programming [Digital Brochure]. Samuel Centre for Social Connectedness. 

Christensen, J. (2012). Telling stories: Exploring research storytelling as a meaningful approach to knowledge mobilization with Indigenous research collaborators and diverse audiences in community-based participatory researchThe Canadian Geographer56(2), 231–242. https://doi.org/10.1111/j.1541-0064.2012.00417.x

Christopher, S., Saha, R., Lachapelle, P., Jennings, D., Colclough, Y., Cooper, C., Cummins, C., Eggers, M. J., FourStar, K., Harris, K., Kuntz, S. W., LaFromboise, V., LaVeaux, D., McDonald, T., Bird, J. R., Rink, E., & Webster, L. (2011). Applying Indigenous community-based participatory research principles to partnership development in health disparities research. Family & Community Health34(3), 246–255. https://doi.org/10.1097/FCH.0b013e318219606f

Datta, R. (2018). Traditional storytelling: An effective Indigenous research methodology and its implications for environmental researchAlterNative: An International Journal of Indigenous Peoples14(1), 35–44. https://doi.org/10.1177/1177180117741351

Davidson, S. F., & Davidson, R. (2018). Potlatch as pedagogy. In Potlatch As Pedagogy. Portage & Main Press.

Drawson, A. S., Toombs, E., & Mushquash, C. J. (2017). Indigenous research methods: A systematic review. International Indigenous Policy Journal8(2), Article 5. https://doi.org/10.18584/iipj.2017.8.2.5

Dudgeon, R.C., Berkes, F. (2003). Local understandings of the land: Traditional ecological knowledge and Indigenous knowledge. In Selin, H. (Eds.), Nature across cultures. Science across cultures: The history of non-western science. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0149-5_4

Greenwood, M., & Lindsay, N. M. (2019). A commentary on land, health, and Indigenous knowledge(s). Global Health Promotion26(3), 82–86. https://doi.org/10.1177/1757975919831262

Kovach, M. (2021). Indigenous methodologies: characteristics, conversations, and contexts (Second edition.). University of Toronto Press.

Laveaux, D., & Christopher, S. (2009). Contextualizing CBPR: Key principles of CBPR meet the Indigenous research contextPimatisiwin7(1), 1.

Lawrence, R.L., Nieves, Y., Snowber, c., Kong, l., & Ntseane, G. (2013). Embodied knowing: Getting back to our roots. Adult Education Research Conference.

Lekoko, R. N. (2007). Story-Telling as a Potent Research Paradigm for Indigenous CommunitiesAlterNative: An International Journal of Indigenous Peoples3(2), 82–95. https://doi.org/10.1177/117718010700300206

Magnat, V. (2011). Conducting embodied research at the intersection of performance studies, experimental ethnography and Indigenous methodologiesAnthropologica (Ottawa)53(2), 213–227.

Magnat, V. (2012). Can research become ceremony? Performance ethnography and Indigenous epistemologiesCanadian Theatre Review, 150.

Sheryl MacMath, & Wenona Hall. (2018). Indigenous education: Using the science of storywork to teach with and within instead of about Indigenous peoplesJournal of American Indian Education57(2), 86-. https://doi.org/10.5749/jamerindieduc.57.2.0086

Smith, L. T. (2021). Decolonizing methodologies: research and indigenous peoples (Third edition.). Zed Books. https://doi.org/10.5040/9781350225282

Spatz, B. (2017). Embodied research: A methodology. Liminalities: A Journal of Performance Studies, 13(2),1-31. 

Walter, M. (2016). Indigenous statistics: a quantitative research methodology. Routledge.

Wilson, S., Conroy, B., Wassenas, J., & Woude, J. van der. (2008). Research is ceremony: indigenous research methods. Fernwood Pub.