Limits and Possibilities: Understanding and Conveying Two-Eyed Seeing Through Conventional Academic Practices

This article offers conceptual and theoretical insights that we gained in a scoping review project to understand the Mi’kmaw guiding principle Two-Eyed Seeing/Etuaptmumk. Reflecting on the experiences and outcomes of the scoping review project, we explore the following questions: (a) To what extent...

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Bibliographic Details
Published in:Healthy Populations Journal
Main Authors: Roher, Sophie Isabelle Grace, Yu, Ziwa, Benoit, Anita, Martin, Debbie
Other Authors: Tier II Canada Research Chair in Indigenous Peoples’ Health and Well-Being, Canada Research Chairs Program, OHTN CIHR New Investigator Award, CIHR, Patient-Oriented Research Doctoral Fellowship, CIHR
Format: Article in Journal/Newspaper
Language:English
Published: Healthy Populations Institute 2022
Subjects:
Indigenous health
public health
Two-Eyed Seeing
Theory development
research design
well-being
Canada
Qualitative Methods
Reflexivity
Mi’kmaw
Online Access:https://ojs.library.dal.ca/hpj/article/view/11295
https://doi.org/10.15273/hpj.v2i2.11295
Description
Summary:This article offers conceptual and theoretical insights that we gained in a scoping review project to understand the Mi’kmaw guiding principle Two-Eyed Seeing/Etuaptmumk. Reflecting on the experiences and outcomes of the scoping review project, we explore the following questions: (a) To what extent can we rely only on written works and the English language to understand Two-Eyed Seeing? (b) How do academia’s conventional ways of thinking and sharing knowledge shape our abilities to understand and convey Two-Eyed Seeing to others? (c) What strategies can academics draw upon to better understand Two-Eyed Seeing? Ultimately, we contend that, to develop a richer and more nuanced understanding of Two-Eyed Seeing, we need to move beyond academic conventions and engage with a multiplicity of knowledge systems, approaches, and methods, including dialogical, visual, and experiential practices.

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