Listening to Community: Towards Best Research Practices in Pond Inlet, Nunavut
Creators: name: Spiers, Kent Gordon
Publisher: name: Graduate Studies
Year: 2024
Subjects: subject: Arctic
subject: Community-Based Monitoring
subject: Community Based Participatory Research
subject: Citizen Engaged Research
subject: Citizen Science
subject: Indigenous Knowledge
subject: Inuit
subject: Inuit Qauijimajatuqangit
subject: Participatory Action Research
subject: Traditional Ecological Knowledge
subject: Colonization
subject: Decolonial
subject: Anticolonial
subject: Anthropology
subject: FOS: Sociology

description: What are the specific conditions and circumstances that can either prevent or facilitate an ethical, meaningful, productive, and respectful collaboration between Settler researchers and Indigenous People engaged in community or regional monitoring programs? How can I bring Settler research and Indigenous knowledge systems together to facilitate more equitable and proactive environmental monitoring programs? My research examines the connections between community-based environmental monitoring, research ethics, and the role of social science in climate change adaptation programs. In this dissertation, I examine the context, community concerns and recommendations for research that emerged during my fieldwork, interviews, and workshops conducted in Pond Inlet and Cambridge Bay, Nunavut, and Calgary, Alberta. It is widely recognized that over the last few decades, the planet has been undergoing rapid climate change, particularly in the Arctic. Climate change has led to a discussion about the role of Settler research and Indigenous knowledge in understanding and addressing environmental changes and community and regional priorities. In the North of Canada and other Arctic regions, the role of Settler researchers facilitating ecological monitoring, environmental changes, and local and regional policy changes has been largely overlooked. As more Indigenous organizations and communities continue to advocate and demonstrate the validity of their knowledge systems, levels of government and research institutions seek to facilitate and embrace the co-integration Indigenous Knowledge (IK) and Settler research. At an individual level, the co-integration of IK with Settler research will build skills and promote community resilience brought on by climate change. At a societal level, the benefits and potential of integrating IK with Settler research are a resource that needs to be investigated. It can add new and essential aspects to climate change adaptation strategies. However, it can also be problematic and reproduce already existing colonial dynamics. In this dissertation, I provide an overview and discussion of the potential role for Settler researchers in climate change research related to adaptation measures for Indigenous communities across the North of Canada and case study results. The outcomes of my research indicate that: 1) there needs to be a significant increase in the number of climate change adaptation projects that incorporate Inuit Knowledge (IK); 2) social science could play a role in the success and sustainability of climate change program development and deployment, and 3) the measurable and tangible ways communities may evaluate the success of adaptation programs. My research also outlines the concerns related to Settler researcher behaviors and practices that a group of Inuit from Pond Inlet and Cambridge Bay, Nunavut, experienced while working on university-based research projects and reports a series of recommendations they provided. My study also presents the concerns and recommendations of Inuit community members about the need to decolonize university ethics boards and research. The objectives of the workshop were to 1) get a sense of Settler research behavior community members saw as unethical, 2) synthesize the recommendations made by various Indigenous organizations related to ethical engagement and a decolonized research approach, and 3) develop a framework for an ethics workshop aimed at decolonizing university research ethics processes, which Indigenous peoples lead, and research in general. The findings indicate the great need for: (1) the inclusion of Indigenous epistemologies into university ethics training and certification processes equal to Settler science; 2) improved understandings of how academic disciplines should consult and work with Indigenous communities; 3) protocols and procedures for Settler research to be integrated with Indigenous Knowledge to be established. Each university, Settler researcher, and Indigenous community has specific circumstances, limitations, obstacles, research priorities, and capacities that need to be understood. The conclusions of my study are: 1) there is a need for Settler researchers to be aware of and recognize different epistemological orientations; 2) universities and researchers must make a concerted effort to spend more time supporting Indigenous-led research, and co-designing and implementing research projects collegially with Indigenous communities; 3) the relevance of Settler research projects needs to be clearly articulated with community members, and the research results need to be presented to the community in a variety of ways, such as through social media, town halls, plain language reports, etc.; 4) Settler researchers can make efforts to document community-level concerns in order for the community to be able to collaboration with Settler researchers on specific concerns.