Teaching and learning as an act of love: an examination of the impact of seven traditional Indigenous teaching practices
| dc.contributor.author | Laramee, Myra | |
| dc.contributor.examiningcommittee | Young, Jon (Education) Halas, Joannie (Kinesiology & Recreation Management) Bracken, Denis (Social Work) Battiste, Marie (Univeristy of Saskatchewan) | en_US |
| dc.contributor.supervisor | Fitznor, Laara (Education) | en_US |
| dc.date.accessioned | 2013-09-16T16:27:01Z | |
| dc.date.available | 2013-09-16T16:27:01Z | |
| dc.date.issued | 2013-09-16 | |
| dc.degree.discipline | Education | en_US |
| dc.degree.level | Doctor of Philosophy (Ph.D.) | en_US |
| dc.description.abstract | This thesis is an exploratory qualitative study whereby 21 randomly selected participants made meaning of their experiences while engaged in Seven Traditional Indigenous Teaching Practices (STITP). The particular seven practices used were the Smudge, Oral Knowledge Transmission, Teaching and Sharing Circles, Storytelling, an Oracle and Sweat Lodge. I incorporated the STITP into Summer Institutes on Aboriginal education (1994-2007) as an integrated approach for providing the link between the practise of our ancestors and the andragogical theory of adult learning. I conducted 3 Sharing Circles and 13 interviews (of the 21 participants) resulting in the voices and stories that revealed how the participants made meaning of their experiences as the focus of this research. They described their relationships and their responses to the educational transactions that took place for them while in the learning circle of the institute. They described what they learned, what was important to them, and how they are using STITP today. The participants’ stories build upon an earlier study where Elder/Knowledge Keepers, as participants and witnesses to the STITP, were interviewed for their perspectives and experiences. The Elder/Knowledge Keepers’ voices emerged with four learning themes that provided a link between Indigenous pedagogies and adult learning theory and supported the importance of these in pedagogies in teacher education. The student participants also discussed the importance of these four major themes. The viability for the use of STITP in teacher education have proven positive and important for shifting paradigms, changes in perceptions, and learning growth as reflected in the participants’ narratives. Serious consideration to the use of Indigenous practices like STITP in future teacher education, preparation for certification and postgraduate study is suggested. This study resulted in a development of a concept of ‘seven footprints’ connecting the Indigenous learning lodges to the academic classroom a model for teacher education that further emerged as an ‘eighth footprint’ reflecting an a Prophecy of the ‘Eight Fires’ as outlined in this thesis. Since this model referred to as Mekiniiwak Kayas Itutooskewin Kiskinomakewin: Indigenous Life-Long Learning Model is in its early stages of exploration and development, further research is feasible and necessary. | en_US |
| dc.description.note | October 2013 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/22194 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | teaching | en_US |
| dc.subject | love | en_US |
| dc.title | Teaching and learning as an act of love: an examination of the impact of seven traditional Indigenous teaching practices | en_US |
| dc.type | doctoral thesis | en_US |
| local.subject.manitoba | yes | en_US |