Teaching Qualitative and Indigenous Research Methods through Reflective, Inquiry-based, and Two-eyed Seeing Pedagogical Approaches to Uplift Tribal-serving Public Health Researchers

Abstract

Historically, health research has been harmful and exploitative when conducted with American Indian and Alaska Native (AI/AN) populations. In response to harmful research practices, Tribes have enacted laws and established review boards to protect their people. AI/AN and Indigenous scholars have also developed decolonizing methods that urge researchers to incorporate Indigenous traditions, worldviews, and cultures into research studies. Through inquiry-based and two-eyed seeing teaching approaches, I designed and taught a training course in qualitative and Indigenous methods for Tribal-serving public health employees at the Wabanaki Public Health and Wellness Institution (WPHW). I shared ways to apply culturally relevant and decolonizing qualitative methods in their work, continuing efforts to reduce harm in public health research that informs Indigenous people’s health and wellness policies and practices. The study's findings highlighted the importance of teaching Indigenous and qualitative methods through real-world examples and of applying them in activities relevant to participants’ work in their communities. The participants also valued learning about my personal history with designing research studies as an Indigenous researcher, and they engaged in critical analysis of what it means to be two-eyed seeing researchers.