Practice-Based Research Policy in the Light of Indigenous Methodologies: The EU and Swedish Education

Authors

DOI:

https://doi.org/10.37119/ojs2022.v28i1a.628

Abstract

Abstract

Participatory research methods in education, such as action research, have been around for some time. Recently, not only researchers but also research policy makers have highlighted the importance of participation between society and research. Citizen science, science with and for society, and practice-based educational research are examples of approaches that aim to bring society and research more closely together. In this paper, we explore underlying premises behind practice-based research policies in the EU and in Swedish educational research policy. In order to understand how participation can be understood, we have analysed them closely through a lens of Indigenous methodologies. Results reveal an underlying understanding of participation as nonreciprocal where expertise is a key concept, researchers hold this expertise, and where the main responsibilities for research lie with the researchers. However, the results also indicate a sense of respect for practice and a willingness to form relationships between research and practice.

Keywords: practice-based research, school-based research, participatory research, Indigenous methodologies, Citizen science, research policy

Author Biographies

Eva Lindgren, Umeå University

Professor at Department of Language Studies

Kristina Sehlin Macneil, Umeå University

I am a Research Fellow at Várdduo - Center for Sami Research in the project Damage Done: Indigenous experience of and recommendations for energy production, which started in December 2019. Since December 2021 I am leading the project Lateral violence: Effects of external pressures on Indigenous and local communities. I have previously been a postdoctoral fellow at Várdduo.

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Published

2022-12-09

Issue

Vol. 28 No. 1a (2022): Autumn 2022

Section

Articles

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Copyright (c) 2022 Eva Lindgren, Kristina Sehlin Macneil

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