Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Thoughts and Experiences from Ethnographic Fieldwork with First Nations
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.ORCID iD: 0000-0002-9637-5338
2015 (English)Other (Refereed)
Abstract [en]

Ethnographic fieldwork is common in many fields of research. When I got accepted for doctoral studies, I had worked on my idea for many years. I thought I knew what to expect from my field studies with First Nations children in British Columbia, Canada, diagnosed with autism, but ultimately, I had to change my plans several times during the research project. Unexpected challenges, but also fantastic opportunities, were offered and dealing with them was sometimes confusing, frightening and discouraging. Ethical and methodological issues were constantly present. The aim of this text is to give a personal account of my experiences to give aspiring ethnographers an idea of what doing research with Indigenous peoples might entail.

Place, publisher, year, pages
London, 2015. , 16 p.
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:kau:diva-38884DOI: 10.4135/978144627305015595378ISBN: 9781446273050 (print)OAI: oai:DiVA.org:kau-38884DiVA: diva2:882044
Funder
The Kempe FoundationsLars Hierta Memorial Foundation
Available from: 2015-12-13 Created: 2015-12-13 Last updated: 2017-05-01Bibliographically approved
In thesis
1. Stepping out of the shadows of colonialism to the beat of the drum: The meaning of music for five First Nations children with autism in British Columbia, Canada
Open this publication in new window or tab >>Stepping out of the shadows of colonialism to the beat of the drum: The meaning of music for five First Nations children with autism in British Columbia, Canada
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This dissertation set out to examine the meaning of music for First Nations childrenwith autism in BC, Canada. The research questions addressed were: How can thediagnosis of ASD be seen through a First Nations lens? How do the First Nationschildren with ASD use music? In which ways is music used in different domains?In which ways is music used to facilitate inclusion? How is traditional music used?The dissertation is based on four original articles that span over the issues of under-detection of autism among First Nations children in BC, ethnographic fieldwork,and the paradigmatic shift to Indigenist research methodologies, the role of music insocial inclusion and a First Nations lens on autism, the use of Indigenous music withFirst Nations children with autism, put in context with First Nations children’s rights.Material was collected during six week periods in two consecutive years, generatingdata from conversations, follow-up conversations, observations, video-filmed observations,and notes. Post-colonial BC, Canada is the context of the research, and issuesof social inclusion and children’s rights are addressed. During the research process,a journey that began with an ethnographic approach led to an Indigenist paradigm.It was found that colonial residue and effects of historical trauma can influenceFirst Nations children being under-detected for autism. The First Nations childrendiagnosed with autism in this study use music in similar ways to typically developingchildren and non-Indigenous individuals with autism. These uses include for communicationand relaxation, for security and happiness, to soothe oneself and whenstudying. However, music interventions in school settings are not culturally sensitive.Music as a tool for inclusion is overlooked and Indigenous music not utilizedoutside of optional Aboriginal classes. The most important lesson of the study wasthe significance of reciprocal experience, emphasized by the Indigenist paradigm. Itcan be suggested that carefully designed, culturally sensitive music interventions,in collaboration with traditional knowledge holders and Elders, would be beneficialfor the development of First Nations children with autism. Consequently, culturallysensitive music interventions could have potential to ensure that the children’s rightsare respected. For these interventions to be culturally adequate, specific IndigenousKnowledge must be the foundation.

Place, publisher, year, edition, pages
Jyväskylä: Grano Oy, 2017. 67 p.
Series
Publications of the University of Eastern Finland. Dissertations in Education, Humanities, and Theology, ISSN 1798-5633 ; 101
Keyword
First Nations, Autism, Music, Indigenist research methodologies, Inclusion
National Category
Humanities and the Arts
Research subject
Psychology
Identifiers
urn:nbn:se:kau:diva-48442 (URN)978-952-61-2430-8 (ISBN)
Public defence
2017-04-21, AT 100, Agora building, University of Eastern Finland, Joensuu campus, Joensuu, 12:00 (English)
Opponent
Supervisors
Funder
Helge Ax:son Johnsons stiftelse The Kempe FoundationsLars Hierta Memorial Foundation
Available from: 2017-05-12 Created: 2017-05-01 Last updated: 2017-05-15Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Lindblom, Anne
By organisation
Department of Educational Studies
Psychology

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 40 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf