“Relationships are reality”: centering relationality to investigate land, indigeneity, blackness, and futurity

Abstract

This paper proposes that the paradigm of relationality, engaged methodologically, can be the basis of praxis that purposefully moves away from business-oriented notions of “best practices” and toward education research that meets the needs of Indigenous and Black communities currently designing futures within settler colonial states during climate catastrophe. In so doing, the paper considers what a critical Indigenous research paradigm requires of researchers, what a critical Black epistemology requires, and what we can learn by bringing the two together in a relational approach to qualitative research. Relationality is defined and placed in historical context. The author’s positionality is engaged by exploring his relationship to relationality through examination of the confluence of Black and Indigenous epistemologies in the United States. Through auto-reflection on a qualitative study of land-based education, this paper analyzes research “openings” as an example of relational methodology praxis. The paper offers a critical analysis of specific, detailed methodological actions undertaken to practice relationality in order to create cracks in existing educational research methodologies through which relationality can take root.

Keywords:

• Relationality
• decolonizing methodologies
• land-based education

Disclosure statement

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

Notes

1 A pseudonym.

Additional information

Notes on contributors

Kyle Halle-Erby

Kyle Halle-Erby is a doctoral candidate in the Department of Education at the University of California, Los Angeles School of Education and Information Studies.