Department of Indigenous Studies
INDG 1012h (WI): Research
Winter 2015
Peterborough
Instructor:
Email:
Telephone:
Dr. Heather Y. Shpuniarsky
hshpunia@trentu.ca
N/A
Campus:
Office Location:
Office Hours:
Peterborough
Enweying 317
Thursday 1-2 or by
appointment
Administrative Ass’t:
Email:
Chris Welter
cwelter@trentu.ca
Office Location:
Telephone:
Enweying 312
705-748-1011, ext. 1466
Course Time and Location: Thursday 2-4:50, GCS 111
Course Format:
Lecture and Seminar format
Course Description:
This course explores ways of researching, i.e. developing and evaluating knowledge in the
university environment. Emphasis is placed on developing research skills about and involving
Indigenous people. This course develops skills in self-reflection, library searches, google and online search engines, group work, experiential learning and presentations. These are set in the
context of a supportive in-class learning community.
Registration is open to students in the Indigenous Studies Diploma programs. All others require
permission of the Department of Indigenous Studies.
Assignments:
Academic Journal Analysis
Wikipedia Entry
Presentation
15%
20%
15%
February 7th
April 4th
March 20th and 27th
Weekly Analytic Reflection papers 30% (10 x 3%)
Final Analytic Reflection paper
10%
Contribution
10%
Due Weekly
April 11th
weekly
March 5 is the final date to withdraw from winter courses without academic penalty – please
check with your instructor to see how you are doing or reference your grades on Blackboard to
ensure you are on track to complete successfully. If you feel that you are not able to complete
the course successfully you are advised to withdraw prior to March 5.
Academic Journal Analysis: This assignment is designed to build skills connected with
scholarly research and critical analysis. You will find an article from a scholarly journal with an
Indigenous focus, read and critically analyze it in essay format. This essay will be 3-5 pages
long, double spaced, and will discuss the arguments the author is trying to present and what you
see as the strengths and weaknesses of the article. This assignment is worth 15%.
Wikipedia Entry: For this assignment you will research and write a Wikipedia entry on a topic
(with an Indigenous focus) that you find relevant, interesting and original. This will help build
your research and writing skills. This assignment will be 5-6 pages in length and worth 15% of
your mark. Remember that Wikipedia entries strive to provide a neutral presentation, which is
well written, accessible and designed with the reader in mind. To that end I will be looking at:
1.
2.
3.
4.
5.
6.
The originality of the topic
The neutrality of the presentation and accessibility of the language
Grammar and organization
The quality and diversity of the research
Presentation (sub headings, pictures, etc.)
Ability to incorporate the suggestions given by the class and myself
Presentation: These presentations will be a chance for you to present your Wikipedia entry to
the rest of the class. They will take place over the course of two classes. It is expected that each
seminar presentation, worth 15%, will consist of a verbal presentation of approximately 15
minutes in length, followed by a brief discussion and questions. The discussion part of this
assignment is an opportunity to receive feedback from class members about your entry.
Your presentations should contain the following elements:
1. A description of the Wikipedia entry you have chosen to write about and why
2. A brief overview of how you did the research
3. An understanding of the environmental, social, cultural and political issues that you
discovered during the course of your work
4. A short reflection on what you learned
Weekly Analytic Reflection Papers: Every week, you will be required to submit a reflection
paper on the readings, the class and the topic at hand. The reflections should be 2-3 pages and
share how your learning is shaping your understandings. Each reflection should contain
reference to the class as well as the readings. This means that references are required: at least 2
from the reading the week upon which you are reflecting. This reflection will be due every
Wednesday on Blackboard (Jan. 22, 29, Feb. 5, 12, 19, Mar. 5, 12, 19, 26, Apr. 2). Each one is
worth 3%.
Final reflection Paper: At the end of the course, I want you to submit a larger reflection paper
that shares what you have learned throughout our 12 weeks together. This paper will be 4-5
pages long and require at least 4 references to the readings and 6 references (these will be to
presentations, speakers, and peers) in total. It is worth 10% of your mark.
Contribution: The class is in a workshop format and the contribution mark is based upon your
attendance and your input into weekly classes and group work. In addition, contribution is
measured by the efforts that you undertake to help others to learn, to understand and to achieve
their objectives and goals. You must attend at least 80% of the classes (8) to be eligible to
receive a contribution grade for the course. As part of the process of assigning a contribution
grade for you, I would like a self-assessment of your contribution to the class and our work
together.
With your final statements of learning, I would like you to submit a short 2 page assessment
(approximately 500 words) of your contribution to the learning of your peers in this class. This
paper should contain five items: (1) a short history of your class attendance demonstrating that
meet the 80% requirement; (2) the percentage of the readings that you have done for the class;
(3) a description of how and what you believe you have contributed to the learning of your peers
during the class discussion, giving at least three specific and concrete examples, balanced
between class and group; (4) a grade that you would assign to this contribution ranging from 0 to
10. O indicates that you have made no effort and 10 means that you have made an extraordinary
effort; and (5) your assessment of how others in the class would evaluate your efforts.
Additional Course Notes:
All written material submitted for grading MUST be:
 submitted on Blackboard (BB) in MS Word
 in Times New Roman 12 pt. font and single spaced
 have a bibliography and proper citations (APA, Chicago or MLA depending upon
instruction)
 handed in on time. All assignments are due by noon of the due date, unless arrangements
have been made in writing using the approved form at least 24 hours in advance of the due
date.
 Late assignments are penalized 1% a day. BB indicates when an assignment is late.
Please make sure you retain an electronic copy of assignments for your records and store in a
safe place in case you have to retrieve it in the event of technical difficulties. We suggest an online storage such as Skydrive or Dropbox or Box or Googledrive.
Class Schedule:
Jan. 8
Introduction and Class Exercise
Jan. 15
Research and Truth-Telling
Manu Lani Meyer, “Hawaiian Epistemology”, http://vimeo.com/7910477
Cora Weber-Pilwax, “Indigenous Researchers and Indigenous Research Methods:
Cultural Influences or Cultural Determinants of Research Methods” in
Pimatisiwin: A Journal of Aboriginal and Indigenous Community Health, Spring
2004.
Suggested: Shawn Wilson, Ch. 2, “Getting Started”, from Research is Ceremony.
Winnipeg: Fernwood Publishing, 2008.
Margaret Kovach, Ch. 1, “Indigenous and Qualitative Research: A Round
Dance”, from Indigenous Methodologies: Characteristics, Conversations and
Contexts. Toronto: U of T Press, 2009
Jan. 22
Choosing a Research Topic and Research Question
Roxanne Struthers, “Conducting Sacred Research: An Indigenous Experience”.
Wicazo Sa Review, Spring 2001.
Process of Writing a Research paper:
http://www.trentu.ca/history/workbook/researchpaperoverview.php
Narrowing a Research Question:
http://libguides.usc.edu/content.php?pid=83009&sid=618412
Jan. 29
Library and On-Line Research Skills
Shawn Wilson, Ch. 3, “Can Ceremony Include a Literature Review?”, from
Research is Ceremony. Winnipeg: Fernwood Publishing, 2008.
Library Skills:
http://www.trentu.ca/history/workbook/libraryskills.php
Feb. 5
Sources and Citations
Judy Iseke and Sylvia Moore, “Community-based Indigenous Digital Storytelling
with Elders and Youth” in American Indian Culture and Research Journal 35:4,
2011.
Scholarly Sources: http://www.trentu.ca/history/workbook/scholarlysources.php
Evaluating Sources: https://owl.english.purdue.edu/owl/resource/553/01/
Critically Analyzing Sources:
http://guides.library.cornell.edu/criticallyanalyzing
How to Read Scholarly Sources:
http://www.trentu.ca/library/help/reading_scholarly_articles.htm
Evaluating Websites:
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
Feb. 12
Research Outlines
Manu Lani Meyer, “The context within: my journey into research” Indigenous
Pathways into Social Research: Voices of a New Generation, Donna M. Mertens,
Fiona Cram and Bagele Chilisa (eds). Walnut Creek: LeftCoast Press, 2013.
The Research Process:
http://www.clark.edu/Library/iris/types/research_process/research_process.shtml
Creating an Effective Outline:
http://www.trentu.ca/history/workbook/effectiveoutlines.php
Feb. 19
Reading Week - No Classes
Feb. 26
Ethics and Research Relationships
Shawn Wilson, Ch. 6, “Relational Accountability”, from Research is Ceremony.
Winnipeg: Fernwood Publishing, 2008.
Margaret Kovach, Ch. 8, “Doing Indigenous Research in a Good Way – Ethics
and Reciprocity”, from Indigenous Methodologies: Characteristics,
Conversations and Contexts. Toronto: U of T Press, 2009.
March 4
Presenting Your Research in Person
Weber-Pillwax, C. (2001) “What is Indigenous Research?” Canadian Journal of
Native Education 25(2): 166 – 174.
How to do a Seminar Presentation:
http://www.trentu.ca/history/workbook/seminarpresentations.php
March 11
Presenting Your Research in Writing
Susan Hill, “Conducting Haudenosaunee Historical Research from Home: In the
Shadow of the Six Nations-Caledonia Reclamation” in American Indian
Quarterly, Fall, v. 33 (4), 2009.
Academic Writing Manual for Aboriginal Students, Wilfred Laurier, 2009:
http://www.wlu.ca/documents/36120/Final_Manual_April09.pdf
March 18
Presentations
Deborah McGregor, “Traditional Knowledge: Considerations for Protecting
Water in Ontario”. The International Indigenous Policy Journal, v. 3, issue 3,
2012: 1-23.
March 25
Presentations
Erica Neeganagwedgin, “Ancestral Knowledges, Spirituality and Indigenous
Narratives as Self-Determination”, in AlterNative, v. 9 (4), 2013: 322-334.
April 1
Wrap up
Academic Integrity
Academic dishonesty, which includes plagiarism and cheating, is an extremely serious academic
offence and carries penalties varying from a 0 grade on an assignment to expulsion from the
University. Definitions, penalties, and procedures for dealing with plagiarism and cheating are
set out in Trent University’s Academic Integrity Policy. You have a responsibility to educate
yourself – unfamiliarity with the policy is not an excuse. You are strongly encouraged to visit
Trent’s Academic Integrity website to learn more –www.trentu.ca/academicintegrity.
Access to Instruction
It is Trent University’s intent to create an inclusive learning environment. If a student has a
disability and/or health consideration and feels that he/she may need accommodations to succeed
in this course, the student should contact the Student Accessibility Services Office (BH Suite
132, 748-1281, accessibilityservices@trentu.ca) as soon as possible. Complete text can be found
under Access to Instruction in the Academic Calendar.
Research and Research Ethics in Indigenous Studies
Students enrolled in Indigenous Studies courses are subject to the
University and Department Policies and Procedures on Research Ethics for
research involving human subjects. It is important that all students become
familiar with these policies and procedures. They can be found on the Trent
REB website (http://www.trentu.ca/research/certification.php) and the
Indigenous Studies website (http://trentu.ca/academic/nativestudies/welcomeB.htm).
In conducting any research or gathering of original information in Indigenous Studies the
Department is encouraging, supportive and respectful of orality and
appropriate Indigenous protocols. It is important that students discuss the
gathering of any information for use in their course assignments or research
projects with the Instructor before undertaking those activities. Appropriate
protocols for the specific activity can then be discussed in order to ensure
that all participants are respected and treated in a responsible, culturally
appropriate and ethical manner. In all cases, the appropriate ethics
approval must be in place before research takes place.
Other things
Indigenous Studies aims to create a safe and respectful learning environment for all students.
Due to the nature of the material studied, students may encounter information and perspectives
that are new to them and which challenge their views of Canadian society and history. This may
create a sense of confusion or discomfort. As you proceed through the course we encourage you
to speak with the instructors about personal and interpersonal issues and concerns that may arise.