Indigenous Knowledge in Post-secondary Educators' Practices: Nourishing the Learning Spirit

Abstract

From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of the six bundles, Nourishing the Learning Spirit, was led by Mi’kmaw education scholar and Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan, Dr. Marie Battiste. In this paper, the authors discuss how they applied knowledge gained in the Nourishing the Learning Spirit Animation Theme Bundle to their post-secondary classroom practice. The authors argue that teachers are better able to nourish the learning spirit of students when they understand themselves as lifelong learners, validate and learn from their students, and use holistic teaching pedagogies.

Healing, Empowering, Engaging, Learning, and Decolonizing Through Culture: Living Wellness, Resilience, and Resurgence in the Classroom Through Creative Arts

“…This wisdom includes all the knowledge that emerges through surviving 500 years of attempted genocide, resistance to violence and oppression, countless generations of living and thriving with the land and traditional teachings pre-contact and since, as well as contemporary Indigenous ways of knowing, being, and doing that are continually (re)emerging and evolving. (Fellner, 2019, p. 163) Utilizing educational paradigms and intervention programs based in the strengths of Indigenous peoples is both empirically and culturally supported (Anuik & Gillies, 2012;Rakena et al, 2016;Zhao, 2016). School psychologists' expertise in child development and ethical obligations to children and youths' well-being positions them to advocate for strengths-based practices, especially in light of ethically-grounded directives such as the Canadian Psychological Association and Psychology Foundation of Canada's (2018) joint task-force on addressing the Truth and Reconciliation Commission of Canada.…”

The construction of tribal learning mechanisms in indigenous higher education

“…Under this teaching strategy, indigenous people control the knowledge they impart to the next generation, avoiding knowledge misappropriation (Hauser et al, 2009). By establishing relationships with tribe elders, members, and learners, non-indigenous educators are able to gain knowledge and experience and acquire culturally diverse resources that they can incorporate into their curricula (Anuik & Gillies, 2012, Oskineegish, 2014Fickel et al, 2018). In other words, engaging in tribal learning allows educators to gain a holistic overview of the tribe, not just knowledge and perspectives (Hart et al, 2012), allowing them to better educate their learners on abstract concepts, such as social and environmental justice (Smith, 2002;Gruenewald, 2003).…”

Pratiques enseignantes mises en œuvre en contexte de classe autochtone universitaire : analyse du discours du corps enseignant d’une université québécoise

“…Il n'en demeure pas moins que ces méthodes s'inscrivent dans la tradition occidentale/eurocentrique. L'utilisation d'une approche favorisant des apprentissages à caractère holistique est grandement recommandée en contexte de classe autochtone (Anuik et Gillies, 2012;Borrows, 2016;Colomb, 2012;Price et Burtch, 2010). Des apprentissages à caractère holistique permettent à l'étudiant de se développer et de trouver un équilibre sur les plans intellectuel, émotionnel, physique et spirituel (Anuik et Gillies, 2012;Bousquet, 2012;Colomb, 2012;Mayes et al, 2016;Miller et al, 2005).…”

“…L'utilisation d'une approche favorisant des apprentissages à caractère holistique est grandement recommandée en contexte de classe autochtone (Anuik et Gillies, 2012;Borrows, 2016;Colomb, 2012;Price et Burtch, 2010). Des apprentissages à caractère holistique permettent à l'étudiant de se développer et de trouver un équilibre sur les plans intellectuel, émotionnel, physique et spirituel (Anuik et Gillies, 2012;Bousquet, 2012;Colomb, 2012;Mayes et al, 2016;Miller et al, 2005). Pour susciter de tels apprentissages, le corps enseignant doit adapter le climat de classe aux étudiants tout en laissant une place importante à leurs expériences vécues au sein de leur environnement (Fuentes et Reyes, 2019).…”