Power, positionality, and purpose: employing indigenous methods as a non-indigenous scholar

Abstract

As non-Indigenous scholars, what does it mean to engage with Indigenous methodology and how can Indigenous methods be used to offer unique ways of knowing in a responsible manner? What are ethical concerns using Indigenous methods given our own positionality? In this autoethnography, I grapple with the ethics of using Indigenous methods as a Pakistani-American Muslim woman. Specifically, I write about and analyze poetry, journal reflections, and field notes from conversations in and outside of the classroom about my journey understanding my own power and purpose in the academy as a settler of color. Using AsianCrit, I found five themes were particularly salient: coming ‘home’ to myself, culture and comfort in food, class as a counterspace and kitchen table, power and paying it forward, and trusting my intuition. In the second part of the paper, my instructor and I engage in dialogue about the question of employing methods as a non-Indigenous scholar and reflect again on the role of food, reciprocity, and responsibility within our relationship.

Keywords:

• Autoethnography
• duo-ethnography
• AsianCrit
• pedagogy of care

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

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Notes on contributors

Alia Azmat

Alia Azmat is a Pakistani-Muslim-American counseling psychologist currently in private practice in Atlanta, Georgia. Her clinical interests include working with individuals navigating identity concerns around gender, sexuality, religion, and chronic illness including but not limited to anxiety, depression, and PTSD. She also enjoys exploring intra and interpersonal relationship concerns related to family of origin. Her research and training interests include Muslim women's experiences in therapy, critical qualitative research, and vicarious trauma.

Stephanie Masta

Stephanie Masta is an Associate Professor in Curriculum Studies at Purdue University. She is also a member of the Sault Ste. Marie tribe of Chippewa Indians. Stephanie is particularly interested in the intersections of race and colonialism in the academy, and how Brown and Black students make meaning of their experiences within educational spaces.