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On Teaching, Through an Indigenous Informed Lens

 

 

     As I begin my final course in my professional Master's program at Queen's University, it feels refreshing to have the chance reflect through blogging on topics related to innovation in teaching and learning. All of my studies to this point, have helped me recognize and appreciate the rich, revolutionary and innovative ideas relating to teaching, learning, thinking, doing and ways of being that are embedded in diverse Indigenous knowledges.  For example, as we are asked to define teaching, I looked through some of my favorite past course readings to create this definition.         




     Teaching relates to the passing on, sharing or transmission, of cultural knoweldge, wisdom, or wealth to others. Teaching may be viewed as an action of sharing or contributing, however teachers in various cultures may be human, animal, plant or even inanimate objects, such as rocks or the Universe itself.  In many Indigenous societies, teaching and learning are co-constructed processes which unfold in relationship, and this process involves the constant creation of new knowledge or cultural wealth.  In many cultures teaching is perceived as an important or even spiritual role involving guiding, mentoring, and sharing important cultural knowledge.

In Marten’s (1996) paper, she suggests a broad definition of teachers as “cultural custodians” (p.10) transmitting the [cultural] wealth (p.10) of societies. She advocates for the recognition that education (and therefore teaching), is not the exclusive domain of schooling, recognizing that it is impossible for schools to be able to transmit even a fraction of the cultural wealth of incredibly diverse and ever-changing societies. Rosado et al. (2020) discuss less hierarchical Indigenous models of teaching and learning, explaining how all members of many Indigenous societies are responsible for teaching, learning and innovation.  In the example of the Yacatec Maya,

the word kaanbal means to learn; two other words complement the process—they have the same root, kaan, and mean to teach: kaans and kaanbes. Both the learner and the experienced one, sharing knowledge, work in a participatory process that involves passing on knowledge and learning/constructing knowledge. Any new knowledge is thus the result of a coordinated effort; it is co-constructed, unlike the typical vertical unilateral system common to [western]schooling (Rosado et al., 2020, p7).

     In Rising Like A Thunderbird, Morcom et al. (2017) describe pre-colonial models of Indigenous education noting “Teaching and learning were for the benefit of the whole community. An integral component of the teacher preparation process was developing the wisdom necessary to lead, guide, and mentor others.” (p.25)  In Nourishing the Learning Spirit (2013) Dr. Marie Battiste explains the interconnectedness of all things in diverse Indigenous knowledges (Battiste, 2013, p.75), and this holistic view informs Indigenous pedagogies. Furthermore, Battiste reminds us that “[the] fullest expression of a people's ethics is represented in the lives of the most knowledgeable and honourable members of the community, often considered respectfully as the Elders or knowledge holders. (Battiste, 2013, p.76) Traditionally, these people were the most revered teachers.  For Battiste, essential aspects of teaching include providing “opportunities for students that nourish their learning spirits and build strong minds, bodies, and spirits.” (Battiste,2013, p.100)  You can listen to Battiste (2011) explain in her own words what it means to "nourish the learning spirit" in this video:


References

Battiste, M. (2013). Decolonizing Education: Nourishing the learning spirit.  

Battiste, M. (2011, Sept. 6). What is learning spirit? [video] Different

Knowings Youtube https://youtu.be/OOxIfB7KLxQ?si=qw-T_OIcMyg9pPMf

Martin, J. R. (1996). There’s Too Much to Teach: Cultural Wealth in an Age of

Scarcity Educational Researcher, 25(2), 4–16. https://doi.org/10.2307/1176334

Morcom, L.A., Davis, J., & Freeman, K. (2017). Rising like the thunderbird: The reclamation 

of Indigenous teacher education. In T. Christou (Ed.), Canadian Teacher Education:

A Curriculum History (pp. 23-40). New York: Routledge.

Rosado-May, F.J., Urrieta L., Dayton, A. and Rogoff, B. (2020) Innovation as a Key feature 

of Indigenous ways of learning. Individuals and Communities Generating Knowledge 1 

Handbook of Cultural Foundations of Learning.

https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9780203774977-6/innovation-key-feature-indigenous-ways-learning-francisco-rosado-may-luis-urrieta-andrew-dayton-barbara-rogoff

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