Wâhkôhtowin: The Governance of Good Community–Academic Research Relationships to Improve the Health and Well-Being of Children in Alexander First Nation
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Community-based participatory research (CBPR) is a promising decolonizing approach to health and social sciences research with First Nation Peoples. In CBPR, the use of a community advisory committee can act as an anchoring site for trusting reciprocal relationships, collaborative decision-making, and co-learning and co-creation. Through a qualitative case study, this article illustrates the collective experiences of a well-established, multidisciplinary, and intersectoral committee that reviews, monitors, and guides multiple research projects in a First Nation community in Canada. Participants of the Alexander Research Committee (ARC) share examples of the value of fostering a high level of commitment to building both positive working relationships and learning spaces that ultimately result in research and policy impacts for their community.
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Wâhkôhtowin has been applied as a guiding principle to research methodologies and leadership, including community-based participatory research, genealogical and historical research, Indigenous relationality research, and community leadership governance.
“Wâhkôhtowin (sometimes spelled wahkootowin) has been applied as a guiding prin -ciple to research methodologies and leadership, such as community-based participatory research, genealogical and historical research, Indigenous relationality research, and community leadership governance (Gokiert et al., 2017; Macdougall, 2010; Wallin & Scribe, 2022; Wildcat & Voth, 2023; Wildcat, 2018).”
From Education Leadership in K-12 Systems from a Métis Worldview: Infusing Education Leadership with an Understanding of Wâhkôhtowin (2025) · cites this paper as Gokiert et al., 2017
Wâhkôhtowin encompasses more than simply relating to others; it provides the basis for individuals to function well together.
“Wâhkôhtowin encompasses more than simply relating to others; it provides the basis for individuals to function well together' (p. 3).”
From Education Leadership in K-12 Systems from a Métis Worldview: Infusing Education Leadership with an Understanding of Wâhkôhtowin (2025) · cites this paper as Gokiert et al., 2017
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- Authors
- Gokiert, R. J., Willows, N. D., Georgis, R., Stringer, H., & Alexander Research Committee, *.
- Affiliations
- University of Alberta (CA)
- University of Victoria (CA)
- Corresponding author
- Stringer, Heather
- Venue
- International Indigenous Policy Journal
- Published
- 2017-03-10
- Volume
- 8
- Issue
- 2
- ISSN
- 1916-5781 (ISSN-L)
- OpenAlex
- W2621743321
- Cited by
- 21
- References
- 45
- Citations by year
- 2025: 3 · 2024: 2 · 2023: 2 · 2022: 4 · 2021: 1 · 2020: 5 · 2019: 2 · 2018: 1 · 2017: 1
- FWCI
- 2.74
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- International Indigenous Policy Journal (publishedVersion, cc-by-nc-nd)
- Research Space (acceptedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Scholarship@Western (Western University) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Health Sciences › Health Professions › General Health Professions › Community Health and Development
- Social Sciences › Education › Indigenous and Place-Based Education
- Keywords
- community-based participatory research, decolonization, community advisory board, First Nations, child health and well-being, research collaboration, collaborative decision-making, co-learning
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