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Hearts around the fire First Nations women talk about protecting and preserving First Nations cultures in Saskatchewan public education systems
What wisdom and advice is found when First Nations women, as keepers of our traditions and cultures, come together to talk about preserving and protecting First Nations cultures in Saskatchewan public school systems? Using a narrative inquiry that emphasizes the oral traditions of First Nations cultures, I embarked on a research study with Judy Bear (Plains Cree) and Georgina Musqua (Saulteaux) to talk about public education in Saskatchewan. As we shared our personal narratives, we connected our present dialogue with the ancestors of our past, and simultaneously, we spoke with hopefulness for our future generations. The teaching of 'seven generations', shared with me by more than one Elder, tells us that our individual identities are much greater than simply being one person in the present. As First Nations people, we are never alone. "We live in a Spirit World" so walk with our ancestors, and all those yet to come (the future generations). My reflections following visits with Elders often settle on the feeling of comfort in learning about our cultures. The stereotypical views that have grown in society, which depict First Nations people as uncivilized and unable, are in contrast to the wholistic values that I hear Elders describe. These values still exist in our Elders today, to guide our lives and enable us to raise healthy, happy children who will contribute to thriving communities. This research provides an example of academic research that combines a Western methodology with First Nations oral tradition. To further reinforce First Nations oral traditions, I used a videography to produce my analysis and findings. The videography was developed into a DVD that connects to the written thesis, and provided an important tool that ensured the words, described by the women as 'sacred breath', remained with the speaker rather than removed and processed by me onto paper. The decision to work with women was determined through my reflection about the silence, or absence, of First Nations women's voices in the shaping of history. This reflection prompted my research to examine the roles of women in our traditional societies, which has not been widely documented. Much of our traditional knowledge about child-rearing and education remains in the oral traditions of our people. This thesis, and accompanying DVD, enables readers/viewers to see the values within traditional pedagogical practices as potential, indeed, critical components in creating wholistic public education systems that support all learners and affirm the identities of the First Nations children and young people in our schools.
- "What wisdom and advice is found when First Nations women, as keepers of our traditions and cultures, come together to talk about preserving and protecting First Nations cultures in Saskatchewan public school systems? Using a narrative inquiry that emphasizes the oral traditions of First Nations cultures, I embarked on a research study with Judy Bear (Plains Cree) and Georgina Musqua (Saulteaux) to talk about public education in Saskatchewan. As we shared our personal narratives, we connected our present dialogue with the ancestors of our past, and simultaneously, we spoke with hopefulness for our future generations. The teaching of 'seven generations', shared with me by more than one Elder, tells us that our individual identities are much greater than simply being one person in the present. As First Nations people, we are never alone. "We live in a Spirit World" so walk with our ancestors, and all those yet to come (the future generations). My reflections following visits with Elders often settle on the feeling of comfort in learning about our cultures. The stereotypical views that have grown in society, which depict First Nations people as uncivilized and unable, are in contrast to the wholistic values that I hear Elders describe. These values still exist in our Elders today, to guide our lives and enable us to raise healthy, happy children who will contribute to thriving communities. This research provides an example of academic research that combines a Western methodology with First Nations oral tradition. To further reinforce First Nations oral traditions, I used a videography to produce my analysis and findings. The videography was developed into a DVD that connects to the written thesis, and provided an important tool that ensured the words, described by the women as 'sacred breath', remained with the speaker rather than removed and processed by me onto paper. The decision to work with women was determined through my reflection about the silence, or absence, of First Nations women's voices in the shaping of history. This reflection prompted my research to examine the roles of women in our traditional societies, which has not been widely documented. Much of our traditional knowledge about child-rearing and education remains in the oral traditions of our people. This thesis, and accompanying DVD, enables readers/viewers to see the values within traditional pedagogical practices as potential, indeed, critical components in creating wholistic public education systems that support all learners and affirm the identities of the First Nations children and young people in our schools."@en
- "Hearts around the fire First Nations women talk about protecting and preserving First Nations cultures in Saskatchewan public education systems"@en
- "Hearts around the fire First Nations women talk about protecting and preserving First Nations cultures in Saskatchewan public education systems"
- "Hearts around the fire : First Nations women talk about protecting and preserving First Nations cultures in Saskatchewan public education systems"@en