Purpose – The purpose of this paper is to describe culturally responsive methodology as a way to develop researchers. The aim is to illuminate the dimensions of culturally responsive methodology such as cultural and epistemological pluralism, deconstruction of Western colonial traditions of research, and primacy of relationships within culturally responsive dialogic encounters. An overarching question is: “How can we maintain the original integrity of both participants and researchers and their respective cultures and co-construct at the same time something new?”
Design/methodology/approach – Five case study narratives are described in order for readers to understand the range and types of studies that have been undertaken within a culturally responsive framework. The contributors represent emerging as well as veteran researchers, Indigenous as well as non-Indigenous cultures, practitioners (i.e. teachers in the school systems) as well as teacher educators (i.e. that is teachers within colleges and universities).
Findings – The major issues raised in this paper (knowing one's self and being willing to develop new methodologies) can help to inform those who aspire to research “with” rather than “on” Others.
Originality/value – This paper offers an ontology that is not framed from western traditions. Using reflexivity, criticality, and other epistemological links, the authors show methodological negotiators who invent, craft, personalize, and navigate their methodology and methods specific to the context and participants with whom they are working. They challenge unexamined assumptions in research methods. It is hoped that this paper can contribute a more respectful and humble way of working with all peoples.
Berryman, M., SooHoo, S., Nevin, A., Barrett, T. A., Ford, T., Nodelman, D. J., Valenzuela, N., & Wilson, A. (2013). Culturally responsive methodologies at work in education settings. International Journal for Researcher Development, 4(2), 102-116. DOI: 10.1108/IJRD-08-2013-0014
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