Maada’oonidiwag gete-dibaajimowen ('sharing old stories'): reflections on a place-based reparatory research partnership in Nbisiing Anishinaabeg Territory
| Autor: | Kirsten Greer, Joan McLeod Shabogesic, Katie Hemsworth, Kiethen Sutherland, Megan Paulin |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
05 social sciences
Geography Planning and Development Settler colonialism 0211 other engineering and technologies 0507 social and economic geography 021107 urban & regional planning Environmental ethics Context (language use) 02 engineering and technology 15. Life on land Geographic information systems Colonialism Indigenous Article Anishinaabe Scholarship Indigenous knowledge General partnership Community geography Human geography Museums and archives Traditional knowledge Repatriation 050703 geography |
| Zdroj: | Geojournal |
| ISSN: | 1572-9893 0343-2521 |
| Popis: | In this paper, we reflect on an emerging community-based partnership rooted in place-based reparative research. Braiding knowledges (Atalay, 2012) from Nbisiing Anishinaabeg communities, northern Ontario universities, and multi-scalar museums, the partnership focuses on repatriation, reparative environmental histories, and action-based research in the context of settler colonialism and climate change. We reflect on ongoing projects that attempt to put Anishinaabe gikendaasowin (knowledge) into action alongside historical geographical research. We discuss how the partnership resonates with community geography values of relationship, collaboration, equity, and reciprocity, and urge non-Indigenous geographers to acknowledge how Indigenous knowledges and approaches have shaped these ideas long before geography became a discipline. We contend that historical geographers have a deeper role to play in community geography scholarship, citing examples of two projects related to (1) repatriation of Anishinaabeg cultural heritage and (2) storymapping through historical Geographic Information Systems (HGIS). However, we argue, geographers must continue to acknowledge their own positionality in a discipline that was built through settler colonial violence and knowledge production. Finally, we reflect on the role of academic institutions in facilitating First Nation-university-museum partnerships through access to funding, space, and databases, while addressing the challenges of relying on institutional support for reparatory and decolonizing projects. |
| Databáze: | OpenAIRE |
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