In performing this research, one of the things I have found most interesting has been that of Indigenous experiences with telemental health and Indigenous pedagogy. While I found available research on these topics to be rather limited in regard to Indigenous perspectives, I was able to find a few gems.
One such gem was by Coulson et al. (2011), in which they discuss speaking with First Nations communities regarding telemental health. In particular, it is noted that a broader societal valuing of Indigenous experiences and concerns can help provide not only a better understanding of needs and concerns, but also create informed initiatives; Likewise, Coulson et al. note that these initiatives should be “community driven and community led” (p. 2). Similarly, Ray’s work on decolonizing action research (2021) was incredibly helpful in explaining the concept of Two-Eyed Seeing, a framework that expands on Coulson et al.’s idea of valuing and speaking with Indigenous communities. In the article, Ray argues that Two-Eyed Seeing provides a mechanism to address shortcomings in action research, namely that action research does not explicitly see Indigenous research projects as decolonial acts, as well as a lack of clarity on what collaboration between Western and Indigenous paradigms looks like (2021, p. 97). Two-Eyed Seeing, then provides a way forward to creating research projects, and findings, that allow for a broader, more inclusive viewpoint through these same conversations that Coulson et al. (2011) advocate for. While Two-Eyed Seeing is not explicitly used in its design, Kearney’s book on Universal Design for Learning (2022), in which Kearney collaborates with Kechego to not only detail Indigenous pedagogy but connect it to Western pedagogical research, can be seen as an example of this framework in action (p. 122).
By combining these ideals it is possible for Indigenous research and pedagogy to be given the prominence that it deserves. For example, should my own research project be revised, it would be ideal for conversations with Indigenous Elders and pedagogical experts to be had. In this way the needs of the Indigenous community may not only be better understood but, combined with a Two-Eyed Seeing approach, this same insight may be applied to the quality assessment tool, hopefully leading to a richer, more informed tool in the process.
References
Coulson, H., Daniels, E., Gibson, K., Kakekakekung, C., Miles, R., & O’Donnell, S. (2011). Conversations on telemental health: Listening to remote and rural First Nations communities. The International Electronic Journal of Rural and Remote Health Research, Education, Practice and Policy. https://web.s.ebscohost.com/ehost/detail/detail?vid=0&sid=9fe8ff79-d7ef-4b1f-97a8-cfde7cb9c32d%40redis&bdata=JkF1dGhUeXBlPXNzbw%3D%3D#db=ccm&AN=104606457
Kearney, D. B. (2022). Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) (D. B. Kearney (ed.)). eCampus Ontario. https://ecampusontario.pressbooks.pub/universaldesign/
Ray, L. (2021). Decolonizing action research through two-eyed seeing: The Indigenous quality assurance project. The Canadian Journal of Action Research, 21(3), 95–114. https://doi.org/10.33524/CJAR.V21I3.510