By Dr. Herman Michell
NORTEP-NORPAC
Laronge Saskatchewan
An ‘Elder’ versus an ‘Elderly’ Person
Community Sanctioned Definitions are Complex
They are visionaries who have survived many struggles…..
Cree, Dene, and Metìs people have their own ways of Teaching and Learning
Complex Ways of Knowing, Participatory, Inclusive, Sacred & Evolving
Teaching, Research, Service, Guest Speakers, Counselors, Professionals
THEY HAVE DIFFERENT TYPES OF KNOWLEDGE AND SKILLS
Elders Policy Statement – Role within the Organization
Basic Principles that will Guide the Elders Office
Autonomy of the Office & Impartiality
Staffing of Elders & Helpers
A List of Services for Faculty & Students
PROTOCOLS WHEN WORKING WITH ELDERS
Protocols are a Right Way of Doing things….
THE ETHIC OF RECIPROCITY
Each community has different protocols for accessing Elders:
Offering a gift with symbolic meaning;
Offering a pouch of Tobacco; Or a tiny bundle;
Offering colored cloth for a particular purpose;
Offering a monetary gift for example an honorarium;
Offering a blanket with a particular significance;
Offering food such moose meat, fish, fowl, berries, wild tea;
Offering a service for example doing chores for stories;
Other ways that are appropriate;
“We Walk on the Dust of our Ancestors”
“ALL MY RELATIONS”
Cathy Wheaton (Cree)
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Diverse Contexts
Diverse Ontologies
Diverse Epistemologies
Diverse Methodologies
Diverse Axiologies
Diverse Pedagogies
Diverse Tools (e.g. Science)
There are ‘Sub-cultures within Sub-cultures’ in
Aboriginal Communities like any other Society
Respect for the natural world is a matter of survival in the north
Bridging Western Science & Aboriginal Ways of Knowing Nature
Commonalities
‘’Elders and Scientists are trusted practitioners in their own
cultures. They exercise rational thought. In addition, scientists
demonstrate communal characteristics of teamwork and
consensus making, while Elders engage in collaborative
discussion and consensus making’’ (Aikenhead & Michell 2011)
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Science is a subset of Euro-Western Culture.
Science is a tool for coming to know the natural world
People are separate from the World Around them.
What counts as Science - Is what can be Measured.
Focus on Physical World - Absence of the Sacred
Scientific Method - Compartmentalized Knowledge
Fragmented Worldview - Linear - Hierarchical
Mechanistic - Reductionist - Rational - Impersonal
Mathematical idealized - De-Contextualized Exploitative Materialistic - Ideological - Elitist.
• NOTE: Not all Europeans subscribe to Western Science
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Rooted in Multiple Domains
Participatory – Life long – Evolving
Contextual & Place-based
Inclusive - Cooperative - Peaceful
Focus on Natural Laws
Respect & Reverence for all Life
Reciprocity & Interdependence
Balance - Inner & Outer Harmony
Sustainable Ways of Thinking and Being
ONE CANNOT KNOW ALL THERE IS TO KNOW ABOUT
CULTURE IN A LIFE TIME….and certainly not in books….
Clash of Worldviews
SCIENCE EDUCATION
Saskatchewan Ministry of Education Requires Aboriginal
Content Inclusion in All Subject areas;
• The main weakness of current
research around cultural-based
approaches to science education is
the lack of quantitative data about
how, why, and in what contexts
cultural-based approaches are more
effective than Western approaches
(Cajete, 1999).
Enhancing Knowledge Base of Students
Resource & Health Sector Vacancies
Increased Need for Science Professionals
Increased Control of Land & Resources
Increased Control of Health Programs
Community Infrastructure Development
Global Bio-diversity & Sustainable Issues
Promotion of Science in Schools & Communities
Despite a rich backdrop of cultural traditions, languages,
values, practices and holistic ways of connecting with
the natural world that could serve as a foundation for
scientific learning and achievement...
Aboriginal People are chronically under-represented in
virtually all fields of science.
They lose out on high paying jobs in science & health
related fields.
Why?…...What’s the Problem?
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Systemic Factors - Social/Political/Economic
Linked to Colonized Status in Canada
Assimilation through Education
Euro-centric Schooling Practices & Policies
Loss of Culture, languages, values, practices
Legacy of Residential Schools – 100 Year Reign
Third World Community Conditions
Chronic underfunding & Discrimination
Lack of Professional Development – Teachers & Profs
Lack of Place Based Materials & Resources
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Primitive Folklore
Static View - Something of the “Past”
Irrational & Irrelevant
Religious Fear Mongering
Evil, Demonic, Witchcraft,Voodoo
Worshipping “Other gods”
Stereotypes Reinforce ‘otherness’ or that our
knowledge is ‘less than’.
Teachers are Fearful of Making Mistakes – Or Being
scolded – Or Breaking Protocols – Or Whatever……
We live in a world of many cultures,
all of which have different standards.
It is not necessary to devalue
the standards of Western society,
except insofar as they claim to be the
only worthwhile standards.
(Hampton 1995)
There are Different Types of ‘Knowledge Keepers’
We are all Gifted in Different Ways
We have Many Ways of Passing on Knowledge
Teaching Methods Used by Aboriginal Elders
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Use of Aboriginal Languages;
One-on-one Instruction;
Experiential – On the Land methods;
Hands-on instruction; Watch and Do;
Ethic of Non-Interference;
Observation, discovery, and inquiry methods;
Instruction from the Whole to the Parts;
Storytelling, metaphors, and analogies;
Ceremony, protocol, and community-mindedness;
Apprenticeship and mentoring;
Dreaming, imagination, & visualization;
Symbolism; artistic creations, craft expressions;
Drama, song, dance, and poetic thought;
Use of traditional games and competitions;
And many other ways……
And Yes they speak English quite well…..
OUR NORTHERN ELDERS HAVE SO MUCH
TO SHARE
Elders have different skill sets
Trapper Ways of Knowing – Resonate with Astronomy, Geography, Ecology,
Animal Habitats, Bird knowledge, Predicting Weather, Biology, Physics, Chemistry,
Mathematics, Plants, Fish and Water Sciences, History….many other areas…..
Field Excursions, Short Walks on the Land, Identifying Northern Medicines
These can include:
Copies of lecture notes, published works, research documents,
photographs, power point presentations, invitation letters, cultural
objects awarded if appropriate for sharing (for example talking
sticks and eagle feathers); cards, thank you letters, course syllabus,
proposals, actual minutes, conference proceedings, annual reports,
manuals, guides, brochures and media stories, and newspaper
clippings.
ARTICULATE A SET OF GUIDING CRITERIA for Working with Elders
Examples & Best Practices – Every Context will be Different
There is no Prescription only Pointers…
• Every Context Will Be Different
• Every Discipline Will Have Their Own Ways
• Every Instructor & Class Will Be Different
• Cautionary Note:
• Collective Knowledge versus Private Knowledge
• Intellectual Property of Aboriginal Communities
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Community-driven Research
The Answers are “Within”
Policy Development
Long-term Funding Mechanisms
Curriculum Renewal
Working Closely with Aboriginal Communities
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PARTNERSHIPS – PARTNERSHIPS – PARTNERSHIPS
with Industry
with Universities
with Schools
with Governments
• Don’t be afraid to make mistakes!
• Elders will be humbled that you are
willing to Learn….
• Elders will Nourish your Body, Mind,
and Spirit….
• Ekosi!
Order from: University College of the North Bookstore
(204) 627-8544
awadelius@ucn.ca
Publisher:
Jcharlton Publishing Ltd.