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Affirming Methodologies: Research and Education in the Caribbean
centres local and indigenous ways of knowing in research and
education praxis in the Caribbean. The research methodologies and
pedagogies are presented in this book within an Affirming
Methodologies framework. They bring forward localized
epistemologies whereby Caribbean ways of being and knowing are
affirmed, and the expected western hierarchies between researcher
and researched are removed. The chapters present approaches to
knowledge construction and knowledge sharing based on practices,
lived experiences, traditions, language patterns, and rituals of
Caribbean communities. The importance of an Affirming Methodologies
approach is demonstrated, and the characteristics of culturally
affirming research methodologies and pedagogies in diverse
environments including Cuba, Trinidad and Tobago, Jamaica and the
Caribbean diaspora in Aotearoa New Zealand and Canada are explored
and presented. Grounded on an understanding of the authors'
Caribbean positionality, ontological distinctions within the
Caribbean research context are considered. This book moves forward
from a decolonizing methodology approach, and, as such, the
chapters are written, not in opposition to, or tested against
Eurocentric approaches to research, but deeply rooted in a
Caribbean ethos. This book will engage researchers (both
qualitative and quantitative), postgraduate students, academics,
practitioners, policymakers, community workers, and lay persons who
seek to employ culturally relevant local and indigenous research
approaches in their work. Each chapter offers practical suggestions
on the 'how' of research practice, making them accessible,
relevant, and flexible for novice and seasoned researchers alike.
Affirming Methodologies: Research and Education in the Caribbean
centres local and indigenous ways of knowing in research and
education praxis in the Caribbean. The research methodologies and
pedagogies are presented in this book within an Affirming
Methodologies framework. They bring forward localized
epistemologies whereby Caribbean ways of being and knowing are
affirmed, and the expected western hierarchies between researcher
and researched are removed. The chapters present approaches to
knowledge construction and knowledge sharing based on practices,
lived experiences, traditions, language patterns, and rituals of
Caribbean communities. The importance of an Affirming Methodologies
approach is demonstrated, and the characteristics of culturally
affirming research methodologies and pedagogies in diverse
environments including Cuba, Trinidad and Tobago, Jamaica and the
Caribbean diaspora in Aotearoa New Zealand and Canada are explored
and presented. Grounded on an understanding of the authors'
Caribbean positionality, ontological distinctions within the
Caribbean research context are considered. This book moves forward
from a decolonizing methodology approach, and, as such, the
chapters are written, not in opposition to, or tested against
Eurocentric approaches to research, but deeply rooted in a
Caribbean ethos. This book will engage researchers (both
qualitative and quantitative), postgraduate students, academics,
practitioners, policymakers, community workers, and lay persons who
seek to employ culturally relevant local and indigenous research
approaches in their work. Each chapter offers practical suggestions
on the 'how' of research practice, making them accessible,
relevant, and flexible for novice and seasoned researchers alike.
This book examines the achievement of Pacific Islands (Pasifika)
students in New Zealand to find a more effective explanation for
the failure of schools to address the students' underperformance
and to understand the overall performance of ethnic minority
students in education. It is proposed that students' success in
education is conditional upon having their 'identifying process',
that is, the students' construction of their own identity, valued
by the school. Using the 'mediated dialogue' methodology which
allows for students and teachers to examine the accuracy of the
perceptions that they hold of each other, it becomes possible to
determine the value given by the schools to this 'identifying
process'. The results of a study carried out with teachers and
Pasifika students reveal that the intercultural perceptions and
'taken for granted' assumptions held by the education system of
Pasifika students, and the failure of schools to value the
'identifying process' of these students, influence the
institutional responses to the students in a way that adversely
affects their educational performance and opportunities.
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