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Re-centering Community: Exploring La...

Bews, Emilee,

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Re-centering Community: Exploring Land-Based Education for Anishinaabe Learners of Batchewana First Nation /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Re-centering Community: Exploring Land-Based Education for Anishinaabe Learners of Batchewana First Nation // Emilee Bews.
作者:	Bews, Emilee,
面頁冊數:	1 electronic resource (67 pages)
附註:	Source: Masters Abstracts International, Volume: 86-04.
Contained By:	Masters Abstracts International86-04.
標題:	Storytelling. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31527243
ISBN:	9798342116855

Re-centering Community: Exploring Land-Based Education for Anishinaabe Learners of Batchewana First Nation /
Bews, Emilee,

Re-centering Community: Exploring Land-Based Education for Anishinaabe Learners of Batchewana First Nation /Emilee Bews. - 1 electronic resource (67 pages)

Source: Masters Abstracts International, Volume: 86-04.

Anishinaabeg pedagogical systems existed long before settler-colonial contact and the subsequent and ongoing occupation of Anishinaabe homelands. These systems are comprised of traditional knowledges rooted in the land, which has been storied and shared across generations of Anishinaabeg intellects. From an Anishinaabe ontological vantage point, Anishinaabeg acknowledge land as our first teacher: land is the basis of all life and, therefore, the basis of all cultural teachings central to Anishinaabe education. Anishinaabeg teaching and learning pedagogies are upheld through land-based education/learning. This positions learners to re-engage with the land as a source of knowledge, orienting ontologies and epistemologies through relational learning models. This thesis centers on the work of GlenOak Academy at the Batchewana Learning Centre and the land-based curriculum through the SOAR Program in Batchewana First Nations, where I engaged in my research in the fall of 2023. As an Anishinaabe researcher, I use methods of observation and pedagogical talking circles to engage in relational learning, and my work looks at land-based learning through the lens of traditional Anishinaabe knowledge systems. By re-claiming land-based practices as a vehicle for sharing traditional knowledge and building our own pedagogies, the impact on educational experiences and cultural identities of Anishinaabe learners for the next seven generations and beyond are augmented and oriented toward cognitive liberation and renewal.

English

ISBN: 9798342116855Subjects--Topical Terms:

535033
Storytelling.

Re-centering Community: Exploring Land-Based Education for Anishinaabe Learners of Batchewana First Nation /
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520 $a Anishinaabeg pedagogical systems existed long before settler-colonial contact and the subsequent and ongoing occupation of Anishinaabe homelands. These systems are comprised of traditional knowledges rooted in the land, which has been storied and shared across generations of Anishinaabeg intellects. From an Anishinaabe ontological vantage point, Anishinaabeg acknowledge land as our first teacher: land is the basis of all life and, therefore, the basis of all cultural teachings central to Anishinaabe education. Anishinaabeg teaching and learning pedagogies are upheld through land-based education/learning. This positions learners to re-engage with the land as a source of knowledge, orienting ontologies and epistemologies through relational learning models. This thesis centers on the work of GlenOak Academy at the Batchewana Learning Centre and the land-based curriculum through the SOAR Program in Batchewana First Nations, where I engaged in my research in the fall of 2023. As an Anishinaabe researcher, I use methods of observation and pedagogical talking circles to engage in relational learning, and my work looks at land-based learning through the lens of traditional Anishinaabe knowledge systems. By re-claiming land-based practices as a vehicle for sharing traditional knowledge and building our own pedagogies, the impact on educational experiences and cultural identities of Anishinaabe learners for the next seven generations and beyond are augmented and oriented toward cognitive liberation and renewal.
520 $a Les systemes pedagogiques Anishinaabeg existaient bien avant les contacts entre les colons et l'occupation subsequente des terres Anishinaabes. Ces systemes sont composes de connaissances traditionnelles enracinees dans la terre, qui ont ete historiques et partagees a travers des generations d'intellects Anishinaabeg. D'un point de vue ontishinaabe ontologique, les Anishinaabeg reconnaissent la terre comme notre premier enseignant: la terre est la base de toute vie et, par consequent, la base de tous les enseignements culturels au coeur de l'education Anishinaabe. Les pedagogies d'enseignement et d'apprentissage Anishinaabeg sont maintenues par l'education / l'apprentissage base sur la terre. Cela positionne les apprenants pour se reengager avec la terre comme source de connaissances, en orientant les ontologies et les epistemologies a travers des modeles d'apprentissage relationnels. Cette these est axee sur le travail de l'Academie GlenOak au Centre d'apprentissage Batchewana et le programme d'etudes axe sur la terre dans le cadre du programme SOAR dans les Premieres Nations de Batchewana, ou j'ai entrepris mes recherches a l'automne 2023. En tant que chercheur Anishinaabe, j'utilise des methodes d'observation et des cercles de discussion pedagogiques pour m'engager dans l'apprentissage relationnel, et mon travail examine l'apprentissage base sur la terre a travers le prisme des systemes de connaissances Anishinaabe traditionnels. En revendiquant les pratiques terrestres comme moyen de partager les connaissances traditionnelles et de construire nos propres pedagogies, l'impact sur les experiences educatives et les identites culturelles des apprenants Anishinaabe pour les sept prochaines generations et au-dela est augmente et oriente vers la liberation cognitive et le renouveau.
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