Abstract
Situated within a post-Truth and Reconciliation Commission Canadian context, educators are seeking Wisdom to create space in schools for Indigenous Knowledges, perspectives, languages, and histories. An Anishinaabe scholar invites readers to make meaningful connections to knowledge from experience that centers the child within the context of an Anishinaabe summer harvest camp, a competition powwow, and a smokehouse. The storyteller takes an inward turn, exploring features of the communal learning process conducive to the learning spirit, self-evaluation, and participation in learning and teaching that matches one’s readiness and skill. The story is powerful for connecting the heart and mind, stimulating receptivity to assessment-making opportunities for teachers that are relevant to Indigenous student community teaching-learning traditions. True to the storytelling method, the stories here are meant to stimulate remembering, reflection, and a process of deep knowing. The author invites educators to think with the stories for inspiration toward personal possibilities of praxis. Positive educational transformation is set into motion as teachers connect with Indigenous peoples to honor the diversity of children, co-create a relational curriculum inclusive of family and community to embrace Indigenous Knowledge that comes from the Land, and create space to generate and transmit new knowledge through story.
Highlights
This article promotes understanding of Indigenous Knowledge processes, pedagogies, and ways of Being to disrupt educational inequities and inform assessments complementing the Indigenous child’s language and community contexts
Unlearning what counts as knowledge in the classroom opens windows of possibility for different kinds of knowledge and assessments that are inclusive of the Indigenous student
Indigenous Knowledge processes and teaching-learning contexts grounded in Lands and Waters and community relationships are brought to the forefront through story, informing educators’ appreciation of different kinds of knowledge and family and community contexts where Indigenous children demonstrate gifts, have agency as learners, and are capable
Summary
Situated within a post-Truth and Reconciliation Commission Canadian context, educators are seeking Wisdom to create space in schools for Indigenous Knowledges, perspectives, languages, and histories. The story is powerful for connecting the heart and mind, stimulating receptivity to assessment-making opportunities for teachers that are relevant to Indigenous student community teaching-learning traditions. True to the storytelling method, the stories here are meant to stimulate remembering, reflection, and a process of deep knowing. Positive educational transformation is set into motion as teachers connect with Indigenous peoples to honor the diversity of children, co-create a relational curriculum inclusive of family and community to embrace Indigenous Knowledge that comes from the Land, and create space to generate and transmit new knowledge through story
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