An Indigenous Strategy of Inquiry supporting Networked Learning

Abstract

This paper answers two questions: What philosophical ideas in an Indigenous research paradigm serve as relational 'spaces' for a boundary-crossing Strategy of Inquiry? How do these underpinnings align with Wenger's expanded theory of Communities of Practice, a common theory within Networked Learning? Finding easily available guidance into theoretical frameworks and methods working from Indigenous philosophical underpinnings has proven to be a challenge. However, in Networked Learning there are several theories aligning well with Indigenous philosophy of which Wenger's expanded theory on Communities of Practice serves as one example highlighted in this paper. In finding relational 'spaces', ontological, epistemological and axiological underpinnings in an Indigenous research paradigm has been identified through Indigenous researchers' writings, relating those to Wenger's ideas. The findings in this paper are to be considered as a starting point for further discussions and investigations. They are not aimed at offering a complete picture, rather as something that can be widened as the boundaries between different paradigms are crossed. The readings show that an Indigenous research paradigm is called for when conducting research within an Indigenous context, especially as an Indigenous researcher, but can also inform other research paradigms, offering a boundary-crossing paradigm proliferation. Several relational 'spaces' are identified and accounted for. By looking for relational 'spaces' between an Indigenous research paradigm and Networked Learning, this paper serves as a boundary-crossing object between different paradigms, providing an outline of an Indigenous Strategy of Inquiry for a research study on remote, 1-9, Sami language education where networked learning is promoted.