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Journal articles on the topic 'Decolonization of Research Methodologies'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Held, Mirjam B. E. "Decolonizing Research Paradigms in the Context of Settler Colonialism: An Unsettling, Mutual, and Collaborative Effort." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691882157. http://dx.doi.org/10.1177/1609406918821574.

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All research is guided by a set of philosophical underpinnings. Indigenous methodologies are in line with an Indigenous paradigm, while critical and liberatory methodologies fit with the transformative paradigm. Yet Indigenous and transformative methodologies share an emancipatory and critical stance and thus are increasingly used in tandem by both Western and Indigenous scholars in an attempt to decolonize methodologies, research, and the academy as a whole. However, these multiparadigmatic spaces only superficially support decolonization which, in the Canadian context of settler colonialism, is a radical and unsettling prospect that is about land, resources, and sovereignty. Applying this definition of decolonization to the decolonization of research paradigms, this article suggests that such paradigms must be developed, from scratch, conjointly between Indigenous and Western researchers.

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Ibrahima, Aissetu Barry, and Mark A. Mattaini. "Social work in Africa: Decolonizing methodologies and approaches." International Social Work 62, no. 2 (January 2, 2018): 799–813. http://dx.doi.org/10.1177/0020872817742702.

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Decolonizing social work requires becoming genuine, returning to one’s cultural roots for direction. Decolonization entails resistance to social work’s ‘West to the Rest’ movement, which seeks to ‘internationalize’ and ‘standardize’ the profession. For social work to be useful in Africa, reorientation of its methods toward facilitating holistic and indigenous intervention is mandatory. This conceptual article analyzes literature on decolonization, indigenous methodology, and social work in Africa, stressing that decolonization of social work requires challenging dominant models of practice and research, while integrating traditional values and practices that have withstood centuries of oppression into culturally consonant forms of service and inquiry.

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Haneef, Mohamed Aslam. "Decolonizing Methodologies." American Journal of Islam and Society 20, no. 3-4 (October 1, 2003): 188–91. http://dx.doi.org/10.35632/ajis.v20i3-4.1836.

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Decolonizing Methodologies, by Maori educationist Linda Tuhiwai Smith, challenges the dominant western "frameworks of knowledge." Many of the concerns voiced in this book are shared by Muslims, who also have been colonized both physically and intellectually. Thus, there is something for Muslim scholars to learn in the attempts of others to address western disciplines of knowledge. Smith argues that from the vantage point of the colonized, the term research is inextricably linked to European imperialism and colonialism. She points to the system and framework of how European research was carried out, classified, and presented back to the West, and then, through the eyes of the West, back to the colonized, a process that Edward Said has called "Orientalism." The alternative is to address social issues of indigenous peoples within the wider framework of self-determination, decolonization, and social justice in order to create "indigenous research, indigenous research protocols and indigenous methodologies" that relate to indigenous priorities and problems. This new framework and approach requires a historical and critical analysis of the role of research in the indigenous world so that it can provide alternatives as to how we see knowledge and its social construction, as well as methodologies and the politics of research ...

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Thambinathan, Vivetha, and Elizabeth Anne Kinsella. "Decolonizing Methodologies in Qualitative Research: Creating Spaces for Transformative Praxis." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110147. http://dx.doi.org/10.1177/16094069211014766.

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Though there is no standard model or practice for what decolonizing research methodology looks like, there are ongoing scholarly conversations about theoretical foundations, principal components, and practical applications. However, as qualitative researchers, we think it is important to provide tangible ways to incorporate decolonial learning into our research methodology and overall practice. In this paper, we draw on theories of decolonization and exemplars from the literature to propose four practices that can be used by qualitative researchers: (1) exercising critical reflexivity, (2) reciprocity and respect for self-determination, (3) embracing “Other(ed)” ways of knowing, and (4) embodying a transformative praxis. At this moment of our historical trajectory, it is a moral imperative to embrace decolonizing approaches when working with populations oppressed by colonial legacies.

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Ndimande, Bekisizwe S. "Unraveling the Neocolonial Epistemologies: Decolonizing Research Toward Transformative Literacy." Journal of Literacy Research 50, no. 3 (June 27, 2018): 383–90. http://dx.doi.org/10.1177/1086296x18784699.

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For many years, research epistemologies and methodologies have been influenced by colonial perspectives in knowledge production. The focus of this article is to discuss ways in which research can be transformed for the purpose of including marginalized communities, such as Indigenous communities, whose knowledge has been systematically excluded in academic research. In fact, I argue that whether or not research is conducted in the contexts of Indigenous or other marginalized communities, it must embody the elements of decolonization to interrupt and interrogate the long-standing colonial discourse in research. I specifically focus on the importance of language as well as the sociocultural and historical awareness of communities who allow us to work with them. I conclude by urging all scholars to ask serious questions about the knowledge they produce and who benefits from it.

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Hickey, Danielle, and Kevin Fitzmaurice. "Indigenous Epistemologies, Worldviews, and Theories of Power." Diversity of Research in Health Journal 1 (June 21, 2017): 140. http://dx.doi.org/10.28984/drhj.v1i0.56.

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The current project aims to identify and explore concepts of power from an Indigenous understanding. The topic of power is informed by vast literature that reaches back into the beginnings of western philosophy. The conceptions that result are based on a western worldview that does not incorporate cultural differences. An Indigenous theory of power can be used to inform strategies toward achieving a more equal distribution of power, and encourage successful Indigenous-settler reconciliation. Within the academic setting, Indigenous scholars are developing Indigenous research initiatives aimed at decolonizing methodologies and achieving intellectual self-determination (Smith, 2012, p.120). Utilizing a decolonization framework saturated with reflexivity, Indigenous research methods in conversation with grounded theory will be applied to identify an Indigenous worldview of power. Researcher reflexivity, relationships with community and research-based support systems are requisite to a decolonization research framework (Smith, 1999, p.138). Data collection will occur at M’Chigeeng First Nation and the Chief of that community has been recruited as community partner to this project. Together we aim to answer Indigenous questions to improve Indigenous lives with research based on standards for how we should structure our relationships with each other and with all of creation (Wilson, 2001, p.177). Indigenous research methods combined grounded theory allows the project to bridge worldviews, while allowing for relationships to guide the process. A literature analysis, interviews, sharing circles and review of historical records will be used.

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Fitzpatrick, Esther. "A Story of Becoming: Entanglement, Settler Ghosts, and Postcolonial Counterstories." Cultural Studies ↔ Critical Methodologies 18, no. 1 (September 8, 2017): 43–51. http://dx.doi.org/10.1177/1532708617728954.

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“Ūkaipo,” she tells me. “Your place of contentment.” And there it is—a gift. The gift of a word to story my “belonging” to my place. The gift from my friend, a Māori scholar. The gift of an indigenous Māori word to a Pākehā, the descendent of a colonial New Zealander. I receive this gift as a taonga, a treasure. As a critical autoethnography, this article demonstrates the process of layering the personal story alongside the wider historical and social story, and alongside stories of other peoples, through a Critical Family History. As a strategy of decolonization, the stories are interrogated using critical theory. Cognizant of Smith’s seminal work on decolonizing methodologies, this work illuminates the power dynamics embedded in my family stories and indigenous stories and histories are central to the work. I create a factionalized script drawing on data generated through my critical family history research to provide a coherent story and generate the conditions for deep emotional understandings.

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Wadsworth, William T. D., Kisha Supernant, and Ave Dersch. "Integrating Remote Sensing and Indigenous Archaeology to Locate Unmarked Graves." Advances in Archaeological Practice 9, no. 3 (May 25, 2021): 202–14. http://dx.doi.org/10.1017/aap.2021.9.

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AbstractArchaeologists have long been called on to use geophysical techniques to locate unmarked graves in both archaeological and forensic contexts. Although these techniques—primarily ground-penetrating radar (GPR)—have demonstrated efficacy in this application, there are fewer examples of studies driven by Indigenous community needs. In North America, the location of ancestors and burial grounds is a priority for most Indigenous communities. We argue that when these Indigenous voices are equitably included in research design, the practice of remote sensing changes and more meaningful collaborations ensue. Drawing on Indigenous archaeology and heart-centered practices, we argue that remote-sensing survey methodologies, and the subsequent narratives produced, need to change. These approaches change both researchers’ and Indigenous communities’ relationships to the work and allow for the inclusion of Indigenous Knowledge (IK) in interpretation. In this article, we discuss this underexplored research trajectory, explain how it relates to modern GPR surveys for unmarked graves, and present the results from a survey conducted at the request of the Chipewyan Prairie First Nation. Although local in nature, we discuss potential benefits and challenges of Indigenous remote sensing collaborations, and we engage larger conversations happening in Indigenous communities around the ways these methods can contribute to reconciliation and decolonization.

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Akapng, Clement. "Contemporary Discourse and the Oblique Narrative of Avant-gardism in Twentieth-Century Nigerian Art." International Journal of Culture and Art Studies 4, no. 1 (April 28, 2020): 9–23. http://dx.doi.org/10.32734/ijcas.v4i1.3671.

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The history of Twentieth Century Nigerian art is characterized by ambiguities that impede understanding of the underlying modernist philosophies that inspired modern art from the 1900s. In the past five decades, scholars have framed the discourse of Contemporary Nigerian Art to analyze art created during that period in Africa starting with Nigeria in order to differentiate it from that of Europe and America. However, this quest for differentiation has led to a mono-narrative which only partially analyze modernist tendencies in modern Nigerian art, thus, reducing its impact locally and globally. Adopting Content Analysis and Modernism as methodologies, this research subjected literature on Twentieth Century Nigerian art to critical analysis to reveal its grey areas, as well as draw upon recent theories by Chika Okeke-Agulu, Sylvester Ogbechie, Olu Oguibe and Okwui Enwezor to articulate the occurrence of a unique Nigerian avant-gardism blurred by the widely acclaimed discourse of contemporary Nigerian art. Findings reveal that the current discourse unwittingly frames Twentieth Century Nigerian art as a time-lag reactionary mimesis of Euro-American modernism. This research contends that such narrative blocks strong evidences of avant-garde tendencies identified in the works of Aina Onabolu, Ben Enwonwu, Uche Okeke and others, which exhibited intellectual use of the subversive powers of art for institutional/societal interrogation. Drawing upon modernist theories as a compass for analyzing the works of the aforementioned, this paper concludes that rather than being a mundane product of contemporaneity, Twentieth Century Nigerian art was inspired by decolonization politics and constituted a culture-specific avant-gardism in which art was used to enforce change. Thus, a new modern art discourse is proposed that will reconstruct Twentieth Century Nigerian art as an expression of modernism parallel to Euro-American modernism.

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Ritenburg, Heather, Alannah Earl Young Leon, Warren Linds, Denise Marie Nadeau, Linda M. Goulet, Margaret Kovach, and Mary (Meri) Marshall. "Embodying Decolonization: Methodologies and Indigenization." AlterNative: An International Journal of Indigenous Peoples 10, no. 1 (March 2014): 67–80. http://dx.doi.org/10.1177/117718011401000107.

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Voropayeva, Tetyana. "CONSOLIDATION OF UKRAINIANESS IN THE POST-COLONIAL PERIOD: THEORETICAL AND EMPIRICAL RESULTS OF THE STUDY." Almanac of Ukrainian Studies, no. 23 (2018): 16–25. http://dx.doi.org/10.17721/2520-2626/2018.23.3.

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The article is devoted to the problem of consolidation of Ukrainianness in the modern world. In the introduction the urgency of research processes of consolidation of Ukrainian society and Ukrainianness in general. The сhanges in the socio-cultural and cognitive situations require from Ukrainian study as integrative science the development of new methods, concepts and methodologies to adequately investigating Ukraine and ukrainianness in a complex changing world. On the basis of the integrative approach, the trends of modern consolidation processes are analyzed. The article discusses the problems of the development of postcolonial theory, the emergence of which is due to the most important historical realities of the twentieth century – the collapse of the colonial system and the formation of postcolonial space. The article considers the analyses of categorical status of the notion «postcolonialism», specifies its essence and main features. The author analyze the established within the Ukrainian studies approaches to the issue of optimization of consolidation processes. The article considers the specifics of the social consolidation, which is the basis of stability of the political system, its abilities to maintenance of the sovereignty and territorial integrity of the state. An integrative understanding of consolidation processes is offered. Were revealed levels and types of social consolidation, character of consolidation processes, the main measurements of the consolidation of Ukrainianness in the post-colonial era. The article analyzes the essence of modern neo-colonial policies pursued by individual countries. In this context, theories of dependent development are considered. The specifics of the dependent development of postcolonial states are analyzed. The author analyzes a specific understanding of postcolonial reality in contemporary Ukraine. The article substantiates the importance and relevance of the study of the processes of decolonization of the Ukrainian society of the postcolonial era (1991 – 2018) as a factor in the further civilization of Ukrainianness development in the conditions of the Russian hybrid war against Ukraine. The attention is focused on the importance of adequate answers that Ukrainian society gives to the historical challenges of the modern era. Under the current challenges, the process of consolidation of Ukrainian society depends on the ability of politicians and citizens to find ways to solve the existing contradictions between them in various spheres of life.

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12

Narasimhan, Subasri, and P. Paul Chandanabhumma. "A Scoping Review of Decolonization in Indigenous-Focused Health Education and Behavior Research." Health Education & Behavior 48, no. 3 (June 2021): 306–19. http://dx.doi.org/10.1177/10901981211010095.

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Public health remains acutely affected by the historical legacy and ongoing processes of colonization. Although scholars have advocated for decolonization of public health systems, the principles and processes of decolonization have not been explicitly elaborated nor applied broadly within the field. To map these concepts, we conducted a scoping review of decolonization of the Indigenous-focused health behavior and education literature. Following the JBI (formerly Joanna Briggs Institute) scoping review framework, we conducted searches in PubMed, PsycINFO, and Web of Science using key search terms: “health education,” “health behavior,” “health promotion,” “health practice” AND “decolonization” or “decolonial.” We also conducted targeted searches of key journals to ensure review completeness. For selected articles, we examined the article content, focal population, country context and health condition(s). We assessed for the definition of decolonization (if provided), descriptions of decolonial processes used (if stated), and the application of the decolonial processes (e.g., for research, intervention, or critique, etc.). Characteristics of decolonial processes were grouped by those that were similarly described leading to the generation of common themes of reflection, action, and planning. Our review suggests that no clear norms exist in conceptualizing the definitions and processes of decolonization in the reviewed literature. A small proportion of the articles articulate decolonial processes in manners that are consistent, cohesive and attentive to the goals of decolonization. We believe that this review will encourage public health practitioners to consider meaningful approaches to challenging colonizing structures and engage with community partners to advance the visions of social justice and health equity.

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13

Hanson, Cindy. "Indigenous Research Methodologies." International Journal of Critical Indigenous Studies 5, no. 1 (January 1, 2012): 93–95. http://dx.doi.org/10.5204/ijcis.v5i1.97.

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The transnational perspectives offered in Indigenous Research Methodologies by Bagele Chilisa make this book not only a valuable resource for university- and community-based research and engagement, but also one with practical and wide-reaching appeal for scholars, community researchers, and graduate students. Bagele Chilisa, a Botswanabased scholar, undertakes an extensive examination of Indigenous methodologies that draws on theories and practices from a variety of cultural and academic contexts. Her examples range across African proverbs and songs, Indigenous story-telling and mixed research methods including Indigenized Euro-Western approaches.

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14

Maroto, Maya. "Nutrition Research Methodologies." Journal of Nutrition Education and Behavior 51, no. 10 (November 2019): 1227–28. http://dx.doi.org/10.1016/j.jneb.2019.06.016.

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15

Keenan, Sandra. "Research Methodologies Revisited." Image: the Journal of Nursing Scholarship 26, no. 1 (March 1994): 5d. http://dx.doi.org/10.1111/j.1547-5069.1994.tb00284.x.

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16

Coles, Linda, Nell K. Duke, and Maria H. Mallette. "Literacy Research Methodologies." Canadian Journal of Education / Revue canadienne de l'éducation 28, no. 4 (2005): 897. http://dx.doi.org/10.2307/4126460.

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17

Nakayama, Yoko. "Seeking New Research Methodologies." Journal of Japan Academy of Nursing Science 24, no. 4 (2004): 92–95. http://dx.doi.org/10.5630/jans1981.24.4_92.

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Overend, Patty. "Trends in research methodologies." ANZTLA EJournal, no. 32 (April 15, 2019): 21–26. http://dx.doi.org/10.31046/anztla.v0i32.1043.

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19

Reeves, S., A. Kuper, and B. D. Hodges. "Qualitative research methodologies: ethnography." BMJ 337, aug07 3 (August 7, 2008): a1020. http://dx.doi.org/10.1136/bmj.a1020.

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20

Dodgson, Joan E. "About Research: Qualitative Methodologies." Journal of Human Lactation 33, no. 2 (March 20, 2017): 355–58. http://dx.doi.org/10.1177/0890334417698693.

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Tan, Pelin. "Deleuze and research methodologies." Visual Studies 30, no. 1 (March 25, 2014): 108–9. http://dx.doi.org/10.1080/1472586x.2014.887316.

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Nicolaou, Andreas I. "Research methodologies in AIS." International Journal of Accounting Information Systems 14, no. 2 (June 2013): 79–80. http://dx.doi.org/10.1016/j.accinf.2013.02.003.

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van Dijkum, Cor. "Changing methodologies for research." Journal of Organisational Transformation & Social Change 5, no. 3 (November 26, 2008): 267–89. http://dx.doi.org/10.1386/jots.5.3.267_1.

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Glynn, Dominic. "Theater Translation Research Methodologies." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692093714. http://dx.doi.org/10.1177/1609406920937146.

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Theater translation is an emerging area of research. However, to date, there has been no detailed consideration of the type of methodologies required to conduct such research. This article examines methods and practices in both theater and translation studies in order to discuss their applicability to study theater translation specifically. It categorizes existing research into output-oriented and process-oriented elaborating the specificities of each. The methods include comparative analysis of the translated texts with their source texts and production reviews. This article also outlines ethical issues in conducting research into theater translation.

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25

Schlange, Lutz E. "Linking futures research methodologies." Futures 27, no. 8 (October 1995): 823–38. http://dx.doi.org/10.1016/0016-3287(95)00047-z.

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Roig-Tierno, Norat, Kun-Huang Huarng, and Domingo Ribeiro-Soriano. "Configurational comparative research methodologies." Quality & Quantity 51, no. 5 (July 25, 2017): 1921–23. http://dx.doi.org/10.1007/s11135-017-0535-2.

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Harris, Keith. "Deleuze and Research Methodologies." Emotion, Space and Society 12 (August 2014): 112–13. http://dx.doi.org/10.1016/j.emospa.2013.12.016.

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Sun, Yang, Isaac Cheah, Billy Sung, and Eun-Ju Lee. "Innovative research methodologies in marketing research." Asia Pacific Journal of Marketing and Logistics 32, no. 5 (June 19, 2020): 1001–3. http://dx.doi.org/10.1108/apjml-07-2020-738.

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Slater, Sarah C., and Herbert M. Baum. "Research Methodologies in Language Treatment Research." Topics in Language Disorders 19, no. 1 (November 1998): 31–43. http://dx.doi.org/10.1097/00011363-199811000-00005.

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Datta, Ranjan. "Decolonizing both researcher and research and its effectiveness in Indigenous research." Research Ethics 14, no. 2 (September 28, 2017): 1–24. http://dx.doi.org/10.1177/1747016117733296.

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How does one decolonize and reclaim the meanings of research and researcher, particularly in the context of Western research? Indigenous communities have long experienced oppression by Western researchers. Is it possible to build a collaborative research knowledge that is culturally appropriate, respectful, honoring, and careful of the Indigenous community? What are the challenges in Western research, researchers, and Western university methodology research training? How have ‘studies’ – critical anti-racist theory and practice, cross-cultural research methodology, critical perspectives on environmental justice, and land-based education – been incorporated into the university to disallow dissent? What can be done against this disallowance? According to Eve Tuck and K Wayne Yang’s (2012) suggestion, this article did not use the concept of decolonization as a substitute for ‘human rights’ or ‘social justice’, but as a demand of an Indigenous framework and a centering of Indigenous land, Indigenous sovereignty and Indigenous ways of thinking. This article discusses why both research and researcher increasingly require decolonization so that research can create a positive impact on the participants’ community, and conduct research ethically. This article is my personal decolonization and reclaiming story from 15 years of teaching, research and service activities with various Indigenous communities in various parts of the world. It presents a number of case studies of an intervention research project to exemplify the challenges in Western research training, and how decolonizing research training attempts to not only reclaim participants’ rights in the research but also to empower the researcher. I conclude by arguing that decolonizing research training creates more empathetic educators and researchers, transforming us for participants, and demonstrating how we can take responsibility for our research.

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Hall, Budd L., and Rajesh Tandon. "Decolonization of knowledge, epistemicide, participatory research and higher education." Research for All 1, no. 1 (January 1, 2017): 6–19. http://dx.doi.org/10.18546/rfa.01.1.02.

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This article raises questions about what the word 'knowledge' refers to. Drawn from some 40 years of collaborative work on knowledge democracy, the authors suggest that higher education institutions today are working with a very small part of the extensive and diverse knowledge systems in the world. Following from de Sousa Santos, they illustrate how Western knowledge has been engaged in epistemicide, or the killing of other knowledge systems. Community-based participatory research is about knowledge as an action strategy for change and about the rendering visible of the excluded knowledges of our remarkable planet. Knowledge stories, theoretical dimensions of knowledge democracy and the evolution of community-based participatory research partnerships are highlighted.

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Yedaide, María Marta. "Pedagogic conditions in educational research. Some opportunities for decolonization." Praxis Educativa 23, no. 1 (January 31, 2019): 1–11. http://dx.doi.org/10.19137/praxiseducativa-2019-230102.

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Case, Jennifer M., and Gregory Light. "Emerging Research Methodologies in Engineering Education Research." Journal of Engineering Education 100, no. 1 (January 2011): 186–210. http://dx.doi.org/10.1002/j.2168-9830.2011.tb00008.x.

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Bay, Jennifer L. "Research Justice as Reciprocity: Homegrown Research Methodologies." Community Literacy Journal 14, no. 1 (2019): 7–25. http://dx.doi.org/10.1353/clj.2019.0019.

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Bennett, Brett M. "Decolonization, Environmentalism and Nationalism in Australia and South Africa." Itinerario 41, no. 1 (April 2017): 27–50. http://dx.doi.org/10.1017/s0165115317000079.

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Decolonization influenced the rise of environmental activism and thought in Australia and South Africa in ways that have been overlooked by national histories of environmentalism and imperial histories of decolonization. Australia and South Africa’s political and cultural movement away from Britain and the Commonwealth during the 1960s is one important factor explaining why people in both countries created more, and more important, public indigenous botanic gardens than anywhere else in the world during that decade. Effective decolonization from Britain also influenced the rise of indigenous gardening and the growing popularity of native gardens at a critical period in gardening and environmental history. Most facets of contemporary gardening—using plants indigenous to the site or region, planting drought-tolerant species, and seeing gardens as sites to help conserve regional and national flora—can be dated to the 1960s and 1970s. The interpretation advanced here adds to historical research tracing how the former Commonwealth settler colonies experienced effective decolonization in the same era. This article expands the focus of research on decolonization to include environmentalism. The interpretation of the article also augments national environmental histories that have hitherto downplayed the influence of decolonization on the rise of environmentalism. Putting decolonization into the history of the rise of environmental thought and action sheds light on why people in contemporary Australia and South Africa are so passionate about protecting indigenous flora and fauna, and so worried about threats posed by non-native invasive species.

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Asadullah, Muhammad. "Decolonization and Restorative Justice: A Proposed Theoretical Framework." Decolonization of Criminology and Justice 3, no. 1 (May 5, 2021): 27–62. http://dx.doi.org/10.24135/dcj.v3i1.25.

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The concept of decolonization has been used in numerous disciplines and settings, including education, psychology, governance, justice, transitional justice, restorative justice as well as research methods. Fanon (1963) saw decolonization as a process of both unlearning and undoing the harms of colonization. For Monchalin (2016), decolonization is both a goal and process to bring about a fundamental shift in colonial structures, ideologies and discourses. According to Alfred (2009, p. 185), decolonization requires “nation-to-nation partnership” for “justice and peace”. In the context of Restorative Justice (RJ), decolonization entail a) addressing historical harms of colonization; b) recognizing grievances of indigenous and marginalized communities about the justice system as genuine; and c) acknowledging that state- or INGO-funded RJ practices may do more harm than good. This paper begins with a brief overview of decolonization discourses from micro and macro perspectives to then locate decolonization in justice settings, arguing against “copying and pasting” Eurocentric models of RJ practices. Grounded in the findings of RJ visionaries and practitioners in Bangladesh and the work of Cunneen (2002), and Tauri and Morris (1997), this study proposes a decolonizing framework for RJ practices.

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Lee, Polly. "Understanding some naturalistic research methodologies." Paediatric Care 18, no. 3 (April 2006): 44–46. http://dx.doi.org/10.7748/paed2006.04.18.3.44.c1023.

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Libarkin, Julie C., and Josepha P. Kurdziel. "Research Methodologies in Science Education." Journal of Geoscience Education 49, no. 3 (May 2001): 300–304. http://dx.doi.org/10.5408/1089-9995-49.3.300.

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Meier, Paula. "Research Methodologies in Neonatal Nursing." Neonatal Network 21, no. 2 (March 2002): 37–41. http://dx.doi.org/10.1891/0730-0832.21.2.37.

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THERE IS LITTLE DISAGREEMENT AMONG NURSES concerning the need for clinical research to clarify and expand the profession’s knowledge base. Yet if we stop for a moment and reflect on why we perform certain activities in the course of our daily practice, seldom is the reason grounded in research. Our rationales are more likely to be an outcome of our apprentice-style education; we do what we do in the way we do it because a nursing colleague, instructor, or a member of a related health care profession once told us this is the correct way. Although these patterns are difficult to change, we, as nurses, accepted the responsibility for research when we began to refer to ourselves as “professionals.” Members of a profession constantly use research findings to modify their knowledge base; and as a consequence, clients of that profession’s service expect to benefit from the application of new research knowledge to practice.

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Kuiters, A. T., and K. J. Kirby. "Methodologies in forest grazing research." Forest Ecology and Management 120, no. 1-3 (July 1999): 1–2. http://dx.doi.org/10.1016/s0378-1127(98)00537-4.

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Wadbring, Ingela. "Review of Audience Research Methodologies." Journal of Media Innovations 1, no. 2 (September 1, 2014): 126–28. http://dx.doi.org/10.5617/jmi.v1i2.924.

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Reich, Yoram. "Layered models of research methodologies." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 8, no. 4 (1994): 263–74. http://dx.doi.org/10.1017/s0890060400000949.

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AbstractThe status of research methodology employed by studies on the application of AI techniques to solving problems in engineering design, analysis, and manufacturing is poor. There may be many reasons for this status, including: unfortunate heritage from AI, poor educational system, and researchers’ sloppiness. Understanding this status is a prerequisite for improvement. The study of research methodology can promote such understanding, but, most importantly, it can assist in improving the situation. Concepts from the philosophy of science are introduced, and models of world views of science are built on them. These world views are combined with research heuristics or research perspectives and criteria for evaluating research to create a layered model of research methodology. This layered model can serve to organize and facilitate a better understanding of future studies of research methodologies. Many of the issues involved in the study of AI and AIEDAM research methodology using this layered model are discussed.

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Reich, Yoram. "Annotated bibliography on research methodologies." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 8, no. 4 (1994): 355–66. http://dx.doi.org/10.1017/s0890060400001013.

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This annotated bibliography includes a small sample of sources on various aspects of research methodology from diverse disciplines that influence research on artificial intelligence techniques in engineering design analysis and manufacturing (AIEDAM). Some of these sources are extended edited volumes containing many relevant contributions and pointing to additional references. These volumes are marked by a preceding bullet (•). The bibliography is not comprehensive; it covers only several important subjects, and in each subject it lists several representative contributions ordered chronologically.

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Martínez, Ana Laura, Freda Anderson, Facundo Quiroz, Antonio Garayalde, Ignacio Erreguerena, Lorena Armando, Norma Huguet, and Alicia Carrera. "Methodologies for Plasmopara halstedii Research." Helia 42, no. 71 (November 18, 2019): 173–86. http://dx.doi.org/10.1515/helia-2019-0013.

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Abstract The objective of this work was to find practical procedures to overcome methodological drawbacks encountered during studies on sunflower downy mildew. Techniques for recovering living isolates of Plasmopara halstedii from the field and for the preservation of infected leaf samples for further molecular analysis were developed. A Polymerase Chain Reaction (PCR)-based test for the detection of P. halstedii in sunflower leaves and a method to remove azoxystrobin from fungicide-treated seeds are proposed. In situ-inoculations of pre-germinated seeds allowed the recovery of living isolates from the field. Three sample-preservation methods were evaluated (silica, heating and lyophilization) resulting in high yield and quality of the DNA extract. It was detected the presence of the pathogen in symptomless leaves through PCR using molecular markers based on expressed sequence tags. A treatment using sodium hypochlorite is recommended for the removal of azoxystrobin from fungicide treated seeds.

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Habermann-Little, Barbara. "Qualitative Research Methodologies: An Overview." Journal of Neuroscience Nursing 23, no. 3 (June 1991): 188–90. http://dx.doi.org/10.1097/01376517-199106000-00011.

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Shi-xu. "Expand methodologies of discourse research." Journal of Multicultural Discourses 7, no. 3 (November 2012): 209–11. http://dx.doi.org/10.1080/17447143.2012.724565.

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Nicholls, David. "Qualitative research: Part two - Methodologies." International Journal of Therapy and Rehabilitation 16, no. 11 (November 2009): 586–92. http://dx.doi.org/10.12968/ijtr.2009.16.11.44939.

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Nicholls, David. "Qualitative research. Part 2: Methodologies." International Journal of Therapy and Rehabilitation 24, no. 2 (February 2, 2017): 71–77. http://dx.doi.org/10.12968/ijtr.2017.24.2.71.

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Walker, Callum. "Research methodologies in translation studies." Perspectives 24, no. 4 (November 26, 2015): 684–88. http://dx.doi.org/10.1080/0907676x.2015.1109906.

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Robinson-Pant, Anna. "Research methodologies in the ‘South’." Compare: A Journal of Comparative and International Education 43, no. 4 (June 27, 2013): 563–66. http://dx.doi.org/10.1080/03057925.2012.748558.

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