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Purpose: As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work, especially with and in diverse project teams. The purpose of this paper is to provide a critical examination of adopting a culturally disruptive approach in a research–practice partnership (RPP) that includes Indigenous and non-Indigenous researchers, designers and educators who worked together to collaboratively design culturally situated experiences for sixth graders. Design/methodology/approach: Following a design-based implementation research methodology, data from design and implementation are presented as two case studies to illustrate key findings. Findings: Leveraging the frame of culturally disruptive pedagogy, key tensions, disruptions, self-discoveries and resulting pedagogical innovations are outlined. While the authors experienced multiple forms of disruptions as researchers, designers and educators, they focused on tracing two powerful cases of how culturally disruptive research directly and immediately resulted in pedagogical innovations. Together the cases illustrate a broader shift toward interdependence that the team experienced over the course of the school year. Research limitations/implications: A new frame for conducting culturally disruptive research is presented. Both the theoretical application and practical implementation of this frame demonstrate its usefulness in conceptualizing culturally situated research through cultivating an uncomfortable yet generative interdependence. Practical implications: Findings include examples and strategies for how to practically conduct multi-sector, interdisciplinary research and teaching. Scholars and educators share their stories which illustrate the practical impact of this work. Originality/value: Critical insights presented in this paper build on and contribute to the growing body of work around RPPs, community-based research and other critical partnership methods.

Minority stress has been posited as a framework to explain the health disparities seen in sexual minority youth, including lesbian, gay, bisexual (LGB+) youth. In the present study, psychological inflexibility was investigated as a moderator in the relationship between minority stress and two harmful youth outcomes: substance misuse and suicidality. Analyses showed significant interactions indicating moderating effects in the substance misuse models but not in the suicidality models. A positive direct effect of global psychological inflexibility on suicidality was also discovered. Analyses exploring the moderating effects of psychological inflexibility's sub-processes found that cognitive fusion and obstruction of valued living had significant, positive interactions with minority stress in relation to substance misuse. No moderating effects were found within models exploring the sub-processes on suicidality; however, positive direct effects were indicated between cognitive fusion and suicidality as well as between obstruction of valued living and suicidality. Overall, results suggest that psychological inflexibility is a promising moderator variable that could potentially be targeted via intervention in LGB + adolescents and therefore warrants further study with this population.

The recent pandemics and social movements call for the need to pause and rethink our relationship with more-than-human worlds, particularly our activities in relation to the land. In our work as a team of Indigenous and non-Indigenous researchers, educators, and designers, we explored how land-based pedagogy can contribute to a transformative learning experience for sixth graders through disrupting the dominant ways of knowing and relating to the land. Specifically, our work is guided by the research question: how do learners express relationship with the land in the restorying of their river trip experience?We share data from thirty-nine sixth-grader participants who completed a restorying project about their cross-cultural river trip and reflected on these experiences through interviews. Our findings present three cases that illustrate how sixth graders demonstrate different forms of interacting and relating with the land. We discuss insights regarding students' land-based experiences as well as restorying as a practice to restore relationships with the land-based pedagogical approach.