Killing the Weendigo with Maple Syrup: Anishnaabe Pedagogy and Post-Secondary Research

Battiste (2009, p. 193) asserts that "modern educational theory and practice have, in large part, destroyed or distorted the ways of life, histories, identities, cultures, and languages of Aboriginal peoples". Critical in her discussion is consideration for the role of cognitive imperialis...

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Bibliographic Details
Published in:Canadian journal of native education 2012-01, Vol.35 (1), p.163
Main Authors: Ray, Lana, Cormier, Paul Nicolas
Format: Article
Language:English
Subjects:
Community
Community Relations
Educational Environment
Educational Theories
Foreign Policy
Native North Americans
Pedagogy
Philosophy
R&D
Research & development
Researchers
Secondary Education
United States History
Water
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Summary:Battiste (2009, p. 193) asserts that "modern educational theory and practice have, in large part, destroyed or distorted the ways of life, histories, identities, cultures, and languages of Aboriginal peoples". Critical in her discussion is consideration for the role of cognitive imperialism in higher level research and education. This necessitates the question, "How do we as Indigenous researchers avoid the trappings of cognitive imperialism within our work with Indigenous communities?" Indigenous scholars such as Gregory Cajete (1994) have urged for the resurgence of Indigenous pedagogies, suggesting that they are relevant within institutional settings, providing new insights and making substantial contributions. Utilizing Anishnaabe story as a framework, this article explores how the Anishnaabe pedagogy, Kinoo'amaadawaad Megwaa Doodamawaad1 can be applied to a post-secondary learning and research setting. Through this exploration, Cajete's viewpoint is corroborated. We see that the use of Anishnaabe pedagogy provides a substantial contribution to scholarship through its ability to facilitate a holistic and ethical understanding rooted in Anishnaabe knowledge. [PUBLICATION ABSTRACT]
ISSN:0710-1481