title: Knowledge through a collaborative network: a cross-cultural partnership

authors: Alcorn, Noeline

subjects: knowledge mobilisation

abstract: A recurring issue for researchers, policy-makers and practitioners is how new knowledge can be disseminated, critiqued, assessed and incorporated into policy development and practice. Campbell and Fulford examined strategies in a Canadian Education Ministry which was striving to incorporate research findings into policy debate. They evolved a useful framework indentifying six forms and stages of knowledge development related to research use in this context: generation of new knowledge, mobilisation, contextualisation, adaptation, application and integration. This paper uses their framework to explore links between research and practice in a collaborative cross-cultural partnership designed to develop greater capacity in teacher education in a Pacific country, and based on action, co-construction and reflection. It argues that there are blurred boundaries between knowledge production and its practical implementation, use and testing, that contextualisation and relationship building are crucial to knowledge mobilisation, and that knowledge is generated across all stages in the process.

text: Knowledge through a collaborative network: a cross-cultural partnership A recurring issue for researchers, policy-makers and practitioners is how new knowledge can be disseminated, critiqued, assessed and incorporated into policy development and practice. Campbell and Fulford examined strategies in a Canadian Education Ministry which was striving to incorporate research findings into policy debate. They evolved a useful framework indentifying six forms and stages of knowledge development related to research use in this context: generation of new knowledge, mobilisation, contextualisation, adaptation, application and integration. This paper uses their framework to explore links between research and practice in a collaborative cross-cultural partnership designed to develop greater capacity in teacher education in a Pacific country, and based on action, co-construction and reflection. It argues that there are blurred boundaries between knowledge production and its practical implementation, use and testing, that contextualisation and relationship building are crucial to knowledge mobilisation, and that knowledge is generated across all stages in the process.

year: 2010

title: The “culture broker” as performer: Tuva and Kazakhs “home visits” in Kanas, China

authors: Yang, Jingjing

subjects: China

abstract: The term and role of a "culture broker" is examined based on the definition provided by Smith and ethnographic research of 12 months of living among the Tuva and Kazakh residents in Kanas, Xinjiang, China. Here it is suggested that Kazakhs operate as a culture broker by impersonating Tuva in Home Visits. A series of symbiotic relationships are found where stakeholders condone such impersonation to achieve different ends - these stakeholders and goals being identified in the paper. Amendments are consequently proposed to Smith's original model.

text: The “culture broker” as performer: Tuva and Kazakhs “home visits” in Kanas, China The term and role of a "culture broker" is examined based on the definition provided by Smith and ethnographic research of 12 months of living among the Tuva and Kazakh residents in Kanas, Xinjiang, China. Here it is suggested that Kazakhs operate as a culture broker by impersonating Tuva in Home Visits. A series of symbiotic relationships are found where stakeholders condone such impersonation to achieve different ends - these stakeholders and goals being identified in the paper. Amendments are consequently proposed to Smith's original model.

year: 2013

title: Implementation framework for chronic disease intervention effectiveness in Maori and other indigenous communities

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background: About 40% of all health burden in New Zealand is due to cancer, cardiovascular disease, and type 2 diabetes/obesity. Outcomes for Māori (indigenous people) are significantly worse than non-Maori; these inequities mirror those found in indigenous communities elsewhere. Evidence-based interventions with established efficacy may not be effective in indigenous communities without addressing specific implementation challenges. We present an implementation framework for interventions to prevent and treat chronic conditions for Māori and other indigenous communities.
Theoretical framework: The He Pikinga Waiora Implementation Framework has indigenous self-determination at its core and consists of four elements: cultural-centeredness, community engagement, systems thinking, and integrated knowledge translation. All elements have conceptual fit with Kaupapa Māori aspirations (i.e., indigenous knowledge creation, theorizing, and methodology) and all have demonstrated evidence of positive implementation outcomes.
Applying the framework: A coding scheme derived from the Framework was applied to 13 studies of diabetes prevention in indigenous communities in Australia, Canada, New Zealand, and the United States from a systematic review. Cross-tabulations demonstrated that culture-centeredness (p = .008) and community engagement (p = .009) explained differences in diabetes outcomes and community engagement (p = .098) explained difference in blood pressure outcomes.
Implications and conclusions: The He Pikinga Waiora Implementation Framework appears to be well suited to advance implementation science for indigenous communities in general and Māori in particular. The framework has promise as a policy and planning tool to evaluate and design effective interventions for chronic disease prevention in indigenous communities.

text: Implementation framework for chronic disease intervention effectiveness in Maori and other indigenous communities Background: About 40% of all health burden in New Zealand is due to cancer, cardiovascular disease, and type 2 diabetes/obesity. Outcomes for Māori (indigenous people) are significantly worse than non-Maori; these inequities mirror those found in indigenous communities elsewhere. Evidence-based interventions with established efficacy may not be effective in indigenous communities without addressing specific implementation challenges. We present an implementation framework for interventions to prevent and treat chronic conditions for Māori and other indigenous communities.
Theoretical framework: The He Pikinga Waiora Implementation Framework has indigenous self-determination at its core and consists of four elements: cultural-centeredness, community engagement, systems thinking, and integrated knowledge translation. All elements have conceptual fit with Kaupapa Māori aspirations (i.e., indigenous knowledge creation, theorizing, and methodology) and all have demonstrated evidence of positive implementation outcomes.
Applying the framework: A coding scheme derived from the Framework was applied to 13 studies of diabetes prevention in indigenous communities in Australia, Canada, New Zealand, and the United States from a systematic review. Cross-tabulations demonstrated that culture-centeredness (p = .008) and community engagement (p = .009) explained differences in diabetes outcomes and community engagement (p = .098) explained difference in blood pressure outcomes.
Implications and conclusions: The He Pikinga Waiora Implementation Framework appears to be well suited to advance implementation science for indigenous communities in general and Māori in particular. The framework has promise as a policy and planning tool to evaluate and design effective interventions for chronic disease prevention in indigenous communities.

year: 2017