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Health research tends to be deficit-based by nature; as researchers we typically quantify or qualify absence of health markers or presence of illness. This can create a narrative with far reaching effects for communities already subject to stigmatization. In the context of Indigenous health research, a deficit-based discourse has the potential to contribute to stereotyping and marginalization of Indigenous Peoples in wider society. This is especially true when researchers fail to explore the roots of health deficits, namely colonization, Westernization, and intergenerational trauma, risking conflation of complex health challenges with inherent Indigenous characteristics. In this paper we explore the incompatibility of deficit-based research with principles from several ethical frameworks including the Tri-Council Policy Statement (TCPS2) Chapter 9, OCAP® (ownership, control, access, possession), Inuit Tapiriit Kanatami National Inuit Strategy on Research, and Canadian Coalition for Global Health Research (CCGHR) Principles for Global Health Research. Additionally we draw upon cases of deficit-based research and stereotyping in healthcare, in order to identify how this relates to epistemic injustice and explore alternative approaches. ; La recherche en santé a tendance à être basée sur les déficits; en tant que chercheurs, généralement nous quantifions ou qualifions l'absence de marqueurs de santé ou la présence d'une maladie. Cela peut créer un récit ayant des effets d'une grande portée pour les communautés déjà victimes de stigmatisation. Dans le contexte de la recherche en santé autochtone, un discours basé sur les déficits peut contribuer aux stéréotypes et à la marginalisation des peuples autochtones dans une société élargie. C'est particulièrement vrai lorsque les chercheurs ne parviennent pas à explorer les racines des déficits de santé, à savoir la colonisation, l'occidentalisation et les traumatismes intergénérationnels, au risque de confondre des problèmes de santé complexes avec des caractéristiques autochtones inhérentes. Dans cet article, nous explorons l'incompatibilité de la recherche basée sur les déficits avec les principes de plusieurs cadres éthiques, y compris le chapitre 9 de l'Énoncé de politique des trois Conseils (EPTC2), les principes PCAP® (propriété, contrôle, accès, possession), la Stratégie nationale sur la recherche inuite Inuit Tapiriit Kanatami et les principes de la Coalition canadienne pour la recherche en santé mondiale (CCRSM). En outre, nous nous appuyons sur des cas de recherche basée sur les déficits et le stéréotypage dans le domaine des soins de santé, dans le but d'identifier leur lien avec l'injustice épistémique et d'explorer des approches alternatives.

Arts Based Research is ideal for students, researchers, and practitioners. This unique book provides a framework for broadening the domain of qualitative inquiry in the social sciences by incorporating the arts as a means of better understanding and rethinking important social issues. In the book's 10 thought-provoking chapters, authors Tom Barone and Elliot W. Eisner--pioneers in the field--address key aspects of arts based research, including its purpose and fundamental ideas, controversies that surround the field and the politics and ethics involved, and key criteria for evaluation

This book covers the major perspectives in the philosophy of science and critically discusses their relevance to health care research, using examples of paradigms, concepts, theories and research findings in the health sciences. It makes sense of the bewildering variety of assumptions, world-views and epistemiological implications of the different research methods. It enables the reader to become an informed consumer of scholarship on health care issues. The authors describe how health care research has been influenced by positivistic and interpretative approaches, and how it has recently been

It's important that research with indigenous peoples is ethically and methodologically relevant. This volume looks at challenges involved in this research and offers best practice guidelines to research communities, exploring how adherence to ethical research principles acknowledges and maintains the integrity of indigenous people and knowledge.

Institutional review boards (IRBs) that review community-based AIDS research, like their counterparts in hospital-based or academic settings, are charged with protecting the rights and welfare of subjects. Fulfilling this charge presents all the challenges that face other IRBs, but with the added urgency of issues particular to the disease and the community setting. Investigators in community-based AIDS research are often primary care providers who have close relationships with their patients; they are not, by and large, trained as clinical investigators. A patient-centered medical ethic may differ in significant ways from knowledge-oriented research ethics. Furthermore, patients with AIDS, living with a disease with no cure or effective long-term treatment, urgently need access to promising drugs and therapies. Community research IRBs thus must grapple with generic research design and ethical issues that assume special salience under these conditions. One can characterize these issues as questions of scientific validity, not ethics, but they are both. The challenge to the IRB is to balance the values of scientific credibility with the moral principles of respect for persons, including autonomy, beneficence, and justice. The experience of the IRB of New York City's Community Research Initiative (CRI) in dealing with this tension may be instructive for others examining the community-based research model. In the process of reviewing protocols, the IRB has developed policies that address issues of research design, subject selection, and confounding variables.

Arts-Based Research Primer / von James Haywood Rolling Jr - The Arts-Based Research Primer explores the arts-based research paradigm and its potential to intersect with and augment traditional social science and educational research methods. The arts-based research (ABR) paradigm may be broadly understood as a flexible architecture of practice-based theory-building methodologies. This text aims to reveal how arts-based ways of knowing and doing lend themselves to blended spaces of naturalistic inquiry, and is intended to aid artists and scientists alike in their research and professional practices. - This text also highlights the utility of arts-based research concepts toward building innovative curriculum-making strategies for educational practice both within and beyond the classroom setting. Accessible examples of analytic, synthetic, critical-activist, and improvisational arts-based research methodologies and their outcomes were solicited from a wide range of researchers in varying disciplines, including senior faculty and emerging graduate level scholars. Chapters include a paradigm analysis of the characteristics of arts-based research; brief historical overviews along with a review of recent ABR literature; charts, diagrams and photographs representing ABR approaches for addressing diverse kinds of questions; suggestions for using an ABR inquiry model when writing a research paper; and detailed glossaries of key concepts and terms.

This edited volume is an introduction to diverse methods and applications in operations research focused on local populations and community-based organizations that have the potential to improve the lives of individuals and communities in tangible ways. The book's themes include: space, place and community; disadvantaged, underrepresented or underserved populations; international and transnational applications; multimethod, cross-disciplinary and comparative approaches and appropriate technology; and, analytics. The book is comprised of eleven original submissions, a re-print of a 2007 article

Whereas character education is not new, scientific study of its effectiveness has been only sporadically implemented during the past thirty-five years. Much of the application of character education is therefore not informed by a scientific knowledge base. This article introduces a scientific perspective on character education and a summary of the research base examining the student impact of school-based character education. From this research base, general principles of effective practice are derived. This in turn is used to offer suggestions to practitioners and policy makers for the improvement of school-based character education.