Indigenous perspective in researching culturally diverse communities – towards methodological cultural sensitivity

The article tackles the issue of methodological paradigms in research on multicultural education. It embraces reflections over the traditional approach engaging biased, europocentric stand, often questioning the principle of the equality of cultures, but on the other hand provides with a proposal of introduction of the indigenous model to the widely perceived practice of constructing and conducting intercultural research projects. Such perspectives allows the researched communities to participate actively in the process of research at each stage, contributing to the dissemination of knowledge taking into account cultural difference, hence being culturally conscious. An example of own researching experiences from the region of Bosnia-Herzegovina is provided in the context of appropriate preparation for indigenous approach in research. The author additionally proposes a set of specific competences and soft skills which facilitate such approach if manifested by the researcher, to recall openness, flexibility, adaptation skills and open-mindedness for instance.justine_p@op.plBroz S. (2002), Dobrzy ludzie w czasach zła, WołowiecBuchowski M., Burszta W.J. (1993), Antropologia Kognitywna: charakterystyka orientacji, [w:] M. Buchowski (red.), Amerykańska Antropologia Kognitywna. Poznanie, język, klasyfikacja i kultura, WarszawaCzerepaniak-Walczak M. (2010), Badanie w działaniu, [w:] S. Palka (red.), Podstawy metodologii badań w pedagogice, GdańskHeron J. (1991), Philosophical basis for a new paradigm, [w:] P. Reason, J. Rowan (red.), Human inquiry. A sourcebook of new paradigm research, Chichester-New York-Brisbane-Toronto-SingaporeHofstede G. (2001), Culture’s consequences: comparing values, behaviours, institutions, and organizations cross nations, Thousand OaksKubinowski D. (2010), Jakościowe badania pedagogiczne. Filozofia-Metodyka-Ewaluacja, LublinMalewski M. (red.), (1998), Teorie andragogiczne. Metodologia teoretyczności dyscypliny naukowej, WrocławMarkešić L. (2009), Kako živjeti zajedno?, SarajevoMatsumoto D., Juang L. (2007), Psychologia międzykulturowa, GdańskMelosik Z. (2007), Teroia i praktyka edukacji wielokulturowej, KrakówNisbett R.E. (2001), Geografia myślenia. Dlaczego ludzie Wschodu i Zachodu myślą inaczej, SopotPadilla A.M. (2004), Quantitative Methods in Multicultural Education Research, [w:] J. A. Banks, C. A. McGee Banks (red.), Handbook of Research on Multicultural Education, San FranciscoPrzyborowska B. (2010), Kulturowe uwarunkowania badań pedagogicznych, [w:] S. Palka (red.), Podstawy metodologii badań w pedagogice, GdańskReason P, Rowan J. (red.), (1991), Human inquiry. A sourcebook of new paradigm research, Chichester-New York-Brisbane-Toronto-SingaporeRogler L.H. (1989), The meaning of culturally sensitive research in mental health, “American journal of Psychiatry” 146(3)Sefa Dei G.J. Sefa Dei (2013), Critical Perspectives on Indigenous Research, “Socialist Studies – The Journal of the Society for Socialist Studies” t. 9(1)Sefa Dei G.J. (2013), The Black Scholar, [w:] The Encyclopedia of African Cultural Heritage, M.J. Shujaa, K. J. Shujaa, Thousand OaksStewart L. (2012), Commentary on Cultural Diversity Across the Pacific: The Dominance of Western Theories, Models, Research and Practice in Psychology, “Journal of Pacific Rim Psychology” t. 6, nr 1Szkudlarek T. (1997), Poststrukturalizm a metodologia pedagogiki, „Socjologia Wychowania” z. 317Wilson S. (2008), Research is Ceremony. Indigenous Research Methods, HalifaxYoder, J. D., Kahn A. S. (1993), Working toward an inclusive psychology of women, “American Psychologist” nr 4