2.Relational Learning

SANDBOX 2

Relational Approaches to Learning

There are diverse methods and practices for learning relationally. The fundamental characteristics of relational approaches to learning are that they emphasize mutual relationships between the teacher and student and are grounded in relational accountability to relationships both internal and external to the learning environment. From here learning can take place through many modalities and in many contexts. Storytelling is a powerful learning tool in this context. Many Indigenous cultures consider storytelling a basic learning modality. They consider some of the most important stories for teaching and learning to be creation stories, or stories of how things came to be the way they are. Creation stories are fundamental for understanding the relationships that enable and sustain life, in all its forms, as it exists in a particular place. From this, a basic way to begin exploring relational approaches to learning can be through our own origin stories, or stories of how we came to exist as this person in this place. Remembering, creating, and reflecting on our own origin stories offers valuable personal insight into the relationships that enable and sustain our existence, and provides clarity as to who we are and where we come from. Sharing our origin stories with our teachers and peers is a way for us to bring our full selves into the classroom community, so each person can be seen and understood authentically.

VIEWING

This short video gives a brief overview of a general relational approach to education. This is a simple description of centering relationships in the classroom and school more widely.

This short documentary explores Indigenous relational approaches to learning through a series of learning lodge workshops with a diverse group of Indigenous

Reading

Skywoman Falling from Braiding Sweetgrass (pdf link)

Indigenous wisdom, scientific knowledge, and the teachings of plants by Robin Wall Kimmerer

Sandbox Game 2.1 → Origin Story and Introductions

Main activity: Origin Story and Introductions

What’s the goal? To create an ethical space for both students and teachers to bring their full selves into the classroom community. This is important for creating relational accountability within the classroom community to ensure both students and teachers are accountable to each other in their actions and behaviors. This promotes mutual relationships based on respect, humility, and reciprocity.

How is this activity linked to relationality and sustainability? This activity promotes relational accountability and inclusivity which is important for creating a sustainable classroom community, as well as promoting sustainable relationships beyond the classroom.

How do you use this activity? Students and teachers should use the origin story worksheet as an outline for drafting their origin story. It is their story so they should be given creative freedom to draft it in whatever style and structure they choose. Upon completion, each student and teacher should then present their origin story orally to the class.

Facilitation tips (when applicable): If there are students who do not know some of the aspects of the origins, that is perfectly okay. Have them fill out what they feel comfortable filling out and sharing. If there are students who do not feel comfortable sharing their origin story in front of the class, please do not push them. You can ask them if they would be okay with you presenting it for them or find an alternative way for them to share, such as through creating an illustration or other alternative way to communicate their origins to the class.

Reflection Questions

In creating your origin story did you become aware of any important perspectives or circumstances surrounding your origins that you were previously unaware of? If yes, please explain.
How did it feel sharing your origin story with your classroom community? Now that they know your origin story, do you feel more comfortable in this classroom community? Why or why not?

Sandbox Game 2.2 → Land Acknowledgements

Main activity: Making Land Acknowledgement

What’s the goal? Collectively draft a land acknowledgement for your class

How is this activity linked to relationality and sustainability? Creating and presenting a land acknowledgement is an important part of beginning to develop positive relationships with the local Indigenous communities of your area. Building such relationships are fundamental to sustainability because through acknowledging the people Indigenous to the land, there is an increased awareness of the historical colonization of this land by Europeans. This historical context is important to be aware of because the degradation of the natural environment is connected with the taking of Indigenous land and the destruction of Indigenous cultures.

How do you use this activity? This is a collective activity that should be led by the students. The teacher should provide the students with background information and context based on your specific geographic location (see additional resources), and from there guide the students toward creating the land acknowledgement for their class. It should be emphasized that this is a living document that can be updated and changed over the course of the class. When the land acknowledgement has reached a point where the students are comfortable with it, the statement can be read aloud by one student or the entire class collectively on specific occasions - for example, before Indigenous Peoples Day - and/or it could be read aloud on certain days of the week, such as every Friday.

Facilitation tips (when applicable): We encourage the use of the Native Land Digital resource located in the additional resource section. We also encourage you to seek out additional resources shared by the Indigenous people of these tribes to deepen your understanding and relationship with them. For example, ASU is located on the ancestral lands of Akimel O’odham people and we have been learning O’odham language through an O’odham teacher via Youtube. Here is one of his videos teaching O’odham language. It is important to note that there are multiple levels of land acknowledgements. This activity can be considered at a most basic level. There are land acknowledgement activities that go into much more depth and require administrative support and guidance. The deepest level is to have active, mutual relationships with the Indigenous communities of your place and incorporate their ways of learning into the curriculum.

Additional Resources

If you already have a relationship with Indigenous people in your community, ask them how they would like to be acknowledged. If you have any Indigenous students in the class you could reach out to their parents for guidance.
Native Land Digital - use this to find what tribes are indigenous to the land your school resides on

Reflection Questions

How do you feel about the land acknowledgement statement you and your class created? Are there any aspects of it you are concerned about or disagree with? If yes, explain why.
Do you feel more connected to the communities Indigenous to this land? Why or why not?
Are you interested in growing your relationship with these Indigenous communities? If yes, how?

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