Anti-Indigenous racism education and cultural safety training can help cultivate greater awareness and hold the potential to encourage western-trained researchers to work in solidarity with Indigenous partners to resist the structural status quo. The purpose of this article is to provide an overview and author reflections of an immersive educational series “The Language of Research: How do we speak? How are we heard?”. The series was developed by a Canadian group that included an Indigenous Knowledge Keeper, non-Indigenous researchers, and parent partners, all of whom have training or experience in westernized research and/or health care. The six-session virtual series was made available through a provincial pediatric neurodevelopment and rehabilitation research group in Canada. Participation was open to a broad audience, including but not limited to researchers, clinicians, families, and health care professionals. This learning opportunity was developed as a starting point for ongoing integration of an anti-racism perspective within our provincial research group and began through conversation about how words or language typically used in Western approaches to research, (“recruit”, “consent”, “participant”) could be unwelcoming, exclusionary, and harmful. Topics that were explored during the sessions include: Using Descriptive Language/Communication; Relationships and Connection; and Trust, Healing, and Allyship. The article aims to contribute to the ongoing dialogue related to disrupting racism and decolonizing research in the fields of neurodevelopment and rehabilitation. Reflections about the series are offered by the authorship team throughout the article, to solidify and share learning. We acknowledge this is only one of many steps in our learning.
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Accepted: January 4, 2023
Received in revised form: December 16, 2022
Received: February 3, 2022
Publication stageIn Press Journal Pre-Proof
© 2023 Published by Elsevier Inc. on behalf of the American Congress of Rehabilitation Medicine