Kinoo'amaadawaad megwaa doodamawaad - thee are learning with each other while they are doing: the Indigenous living peace methodology
| dc.contributor.author | Cormier, Paul Nicolas | |
| dc.contributor.examiningcommittee | Senehi, Jessica (Peace and Conflict Studies) Rice, Brian (University of Winnipeg) Davidson-Hunt, Iain (Resource Management) McCaskill, Don (Trent University) | en_US |
| dc.contributor.supervisor | Kulchyski, Peter (Native Studies) | en_US |
| dc.date.accessioned | 2017-01-06T21:45:49Z | |
| dc.date.available | 2017-01-06T21:45:49Z | |
| dc.date.issued | 2012 | en_US |
| dc.degree.discipline | Peace and Conflict Studies | en_US |
| dc.degree.level | Doctor of Philosophy (Ph.D.) | en_US |
| dc.description.abstract | This research explores the deep meaning land holds for Anishinabeg culture through the presentation of an Indigenous methodology described as research by and for Indigenous Peoples using techniques and methods drawn from the traditions and knowledge of those people. The research attempts to apply an Indigenous worldview, known as holism, in the field of Peace and Conflict Studies by critically considering research as a process of violence towards Aboriginal peoples. This assertion is based on the placement of higher level education within an institution designed to perpetuate norms in the broad interest of settler society founded on European views of the world. The resulting ontological violence or cognitive imperialism propagates cultural violence towards resident Indigenous populations. If we assume research and peace building are synonymous in Aboriginal contexts, then the solution to addressing the violence lies in designing research with the groups we are attempting to assist. This requires a paradigm shift from the traditional methods of research design to one that is more nuanced and flexible in its approach. This approach must consider two fundamental truths of an Aboriginal worldview: First, that change is constant and therefore, it is the rate and direction of change that is critical to consider; and two, one cannot begin to move towards peaceful relations without first moving towards peace within. The questions considered in this work are essential for any academic discipline or organization and speaks to the purpose of higher level education and the ways in which we acquire, contest, and negotiate knowledge development. Violence, as with peace, are cultural constructs and each academic discipline has its own culture similar to ethnic or organizational culture. The process of learning ─ the ways in which we acquire knowledge, is also a process of acculturation. Thus, when we learn to conduct research, we are being acculturated into the culture of the academy and our specific academic discipline. In traditional cultures that are founded on land based life ways, the symbols for knowledge transfer and processes for learning are found within narratives about the land because the natural world holds the symbols of knowledge transfer. | en_US |
| dc.description.note | February 2017 | en_US |
| dc.identifier.citation | Ray, L., & Cormier, P.N. (2012). Killing the weendigo with maple syrup: Anishinaabe pedagogy and post-secondary research. Canadian journal of native education, 35(1) 163-176. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/31999 | |
| dc.language.iso | eng | en_US |
| dc.publisher | University of British Columbia | en_US |
| dc.rights | open access | en_US |
| dc.subject | Indigenous | en_US |
| dc.subject | research | en_US |
| dc.subject | methodology | en_US |
| dc.subject | peace | en_US |
| dc.subject | conflict | en_US |
| dc.title | Kinoo'amaadawaad megwaa doodamawaad - thee are learning with each other while they are doing: the Indigenous living peace methodology | en_US |
| dc.type | doctoral thesis | en_US |