For researchers and educators working to engage Indigenous knowledges, colonial legacies, including assimilation-driven education curriculum, form challenging and complex pathways to navigate. To address such legacies and support Indigenous education efforts, we developed a participatory research model exploring benefits, barriers, and resources for engaging Indigenous knowledges in science education and research. This article details methods and findings from an inter-island knowledge exchange describing the experiences of seven Indigenous scholars and practitioners working in the Caribbean. We drew from Indigenous research methodologies, participatory action research, and constructivist grounded theory. Our research findings describe how individual experiences weave into a larger collective, intergenerational story of survival, adaptation, resilience, and regeneration. Findings from this study deepen understandings regarding how underlying socio-political challenges manifest at different scales of space and time, from immediate to intergenerational, and practitioner-identified resources to overcome them, such as Indigenous language, community action, and creating support systems.

中文翻译：

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基于社区的（扎根）研究以进行再生：了解土著教育和研究的收益，障碍和资源

对于致力于吸收土著知识的研究人员和教育工作者而言，殖民遗产，包括由同化驱动的教育课程，构成了挑战性且复杂的导航途径。为了解决此类遗留问题并支持土著教育工作，我们开发了一种参与性研究模型，探索了将土著知识用于科学教育和研究的收益，障碍和资源。本文详细介绍了来自岛际知识交流的方法和发现，这些方法和发现描述了在加勒比地区工作的七名土著学者和从业人员的经验。我们借鉴了土著研究方法论，参与性行动研究和建构主义扎根理论。我们的研究结果描述了个人经验如何融入更大的集体，世代相传的生存，适应，弹性和再生能力。这项研究的发现加深了人们对潜在的社会政治挑战如何在不同的时空尺度上表现出来的理解，从即时到代际，以及从业者识别的资源，以克服这些挑战，例如土著语言，社区行动和建立支持系统。