Niitsitapi Relational and Experiential Theories in Education

This paper provides an outline of an Indigenous educational theory based on Blackfoot, or Niitsitapi, pedagogy. It ascertains relational and experiential factors as essential components of Indigenous education. This is demonstrated by relating the theory to classroom practice, using the four element...

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Bibliographic Details
Published in:Canadian journal of native education 2012-01, Vol.35 (1), p.131
Main Author: Marule, Tsuaki R O
Format: Article
Language:English
Subjects:
Colleges & universities
Core curriculum
Economic policy
Educational Practices
Educational Theories
Language
Learner Engagement
Learning
Lifelong learning
Native languages
Pedagogy
Rites & ceremonies
Teaching
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Summary:This paper provides an outline of an Indigenous educational theory based on Blackfoot, or Niitsitapi, pedagogy. It ascertains relational and experiential factors as essential components of Indigenous education. This is demonstrated by relating the theory to classroom practice, using the four elements provided by Blackfoot Elders: language, stories, ceremony, and land. Examples from the author's own practice and references from Elder transfers are utilized to support the proposed theory. Implications for student engagement, lifelong learning, and economic policies in First Nations communities, inherent in the theory, are also explored. [PUBLICATION ABSTRACT]
ISSN:0710-1481