Right Relationships
Learning is relational (focused on connectedness, on reciprocal relationships, and a sense of place. (FNESC, nd.)
"The concept of relationship is a vital underpinning of Indigenous pedagogical knowledges...all humanity is related, connected and interdependent with other creatures and the environment." (Chrona, 2023, p131) As Horsethief explains in his video From Awkward Kid to Awkward Father: Parenting Post-colonization. (2017) “for us learning is not about putting things in our head. For us learning is about putting things in our heart. All our words to do with learning and concentration are about putting information into your heart.” He describes how Ktunaxa problem solving is a reciprocal, collective activity where people gather in a circle so they can see each other, understand each other’s feelings and feel a sense of trust, so that they are “one heart working together”(Horsethief, 2017).
Mobbs,M. (2023) Anderson Creek.[image]
Ktunaxa Poet/ Indigenous Consultant
offers these wise reflections for all of us:
“For those living on territories far away from where their/our own ancestors are from, what does it mean to be a good visitor? Is it enough? Can we go further into understanding ourselves as good relations? In the spirit of relationality, kinship, and decolonial love … consider your own relationship to the places and spaces we take up, and the people who are still here in those places and spaces.” (Smokii Sumac, quoted in Nelson International Mural Festival, 2023)
See Smokii Sumac.com for workshops, podcast and more.
Respectful and Reciprocal Relationships
In working towards Reconciliation, allies (or accomplices) must take action to reach out, educate ourselves, and begin to build respectful and reciprocal relationships, with patience over time. In One Truth About Reconciliation – Indigenous Context and Nuance Matter (2019) Horsethief explains collaboration, referencing Byram’s(1997) idea of “sense making from both perspectives” to create a “third space” which, as the Ktunaxa tradition emphasizes, doesn’t tell others they are wrong, but supports both contexts and promotes “epistemic hybrids over epistemic violence.” He urges us not to erect barriers between people or “create islands”, but to communicate and reconnect as this is the antithesis of colonialism which took away Indigenous voices. All of the literature(Mobbs, 2023) points to the vital importance of building good collaborative relationships, taking action together under Indigenous leadership, as the way forward.
Becoming good allies and eventually accomplices, means recognizing our relationships, our interconnection, our interdependence; it is a life long journey of transformation which takes patience and time. At first, we might approach Reconciliation through the lens of becoming allies rather than enemies. But as Kluttz et al.(2020) point out in “Unsettling Allyship, Unlearning and Learning Towards Decolonising Solidarity”, the idea of “ally” still implies a sense of Indigenous people as “other”. While many Indigenous leaders/scholars promote the idea of allyship, the idea of “accomplice”(Southam, 2021) has more of a sense that we are on a journey together as equals towards our common improvement – a more just society. Ultimately, the transformation of settlers into accomplices in Indigenization is Reconciliation: a spiritual journey of reconnection (Wright, 2023), opening communication, creating spaces for Indigenous voices (Horsethief, 2017, 2019), listening, developing good relationships (Southam, 2021),opening our hearts, and (re)becoming kin (Krawec, 2022)(Sumac, 2023).
Folini, F. (2012) jumping coyote CC BY-SA 2.0 [image] https://commons.wikimedia.org/wiki/File:Coyote_(Canis_latrans)_(7147080735).jpg <https://creativecommons.org/licenses/by-sa/2.0>, via Wikimedia Commons
"There is a traditional Secwépemc story shared by Paul Michel that tells how Coyote came down from the upper world to bring medicine for the people on Earth (Thompson Rivers University, 2018). The medicines were plants, animals, fish, and foods such as berries and roots. When Coyote was finished bringing everything down, he brought the people together with instructions to work together, take care of each other, and share the gifts and medicines." (Higginbottom, 2023, p. 57)
Reflections on this Secwépemc Coyote Story:
In what ways are you working together with Indigenous Peoples in your community?
How are you taking care of people in your community? Does this include Indigenous community members? How are you being cared for by others?
What gifts and medicines are you sharing with others in your community or with the world? What gifts nourish you and give you strength and inspiration?
In what ways are your relationships "reciprocal"? Respectful?
Do you have reciprocal, respectful relationships with the land? With non-human beings?
Reflection Questions for Educators
What is your story of how you came to be where you are? What is your relationship with where you are now? (Chrona, 2022, p.7)
What do you know about the First Nations, Inuit and/or Métis people in the area you live? Whose Traditional Territory(ies) are you on? (Chrona, 2022, p.7)
How would you define your relationship to First Nations, Inuit and Métis peoples? (Chrona, 2022, p.7)
How do you understand the connection between strong relationshps and high expectations of learners? (Chrona, 2022, p132)
How do strong and trusting relationships with colleagues help us grow?(Chrona, 2022, p132)
How can you reflect a valuing of reciprocity in learning environments? In your classroom and school? In your school district? In your interactions with communities? (Chrona, 2022, p. 133)
References:
Acker, K. (nd.) Coyote in tall grass.[image] NPS. https://www.nps.gov/caha/learn/nature/images/DSC_6240361_2_1.jpeg
Chrona, J. (2022) Wayi Wah! Indigenous Pedagogies – An Act for Reconciliation and Anti-Racist Education. Portage & Main Press.
Folini, F. (2012) Jumping Coyote [image] CC BY-SA 2.0 via Wikimedia Commons
https://commons.wikimedia.org/wiki/File:Coyote_(Canis_latrans)_(7147080735).jpg
Thompson Rivers University. (2018, May 3). Coyote the transformer, a Secwépemc story [Video]. https://www.tru.ca/indigenous/coyote/story.html
Nelson International Mural Festival (2023) Land Acknowledgement Workshop with Smokii Sumac.
https://calendly.com/ndac/nimf-2023-smokii-sumac?month=2023-08
Higginbottom, G. (2023) Steps Toward Healing a Colonial System While Improving Equitable Experiences for Indigenous Learners K-12 in a
BC Rural School District. The Organizational Improvement Plan at Western University,373. Retrieved from https://ir.lib.uwo.ca/oip/373
Horsethief, C.(2019, Mar. 15) One Truth about Reconciliation: Indigenous Context and Nuance Matter.[video] Arcabc
https://arcabc.ca/islandora/object/tru%3A3877
Horsethief, C. (2017, April). From awkward kid to awkward father: Parenting post-colonization. [video] TEDx Nelson; Nelson, BC.
Kluttz, J., Walker, J. & Walter, P. (2020) Unsettling allyship, unlearning and learning towards decolonising solidarity, Studies in the Education of
Adults, 52:1, 49-66, DOI: 10.1080/02660830.2019.1654591
Krawec, P. (2022) Becoming Kin: An Indigenous Call to Unforgetting the Past and Reimagining Our Future. 1517 Media. Broadleaf Books.
Mobbs, M. (2023) Anderson Creek.[image]
Mobbs, M. (2023)From Allies to Accomplices: A Review of Literature in Ktunaxa & Sn̓ ʕaýckstx / Sinixt Territory. [unpublished assignment from Queens University PME 820].
Southam,T. (2021) Academics as allies and accomplices – practices for decolonized solidarity. Anthropology & Aging, Vol 42, No 2 (2021),
pp. 150-165 ISSN 2374-2267 (online) DOI 10.5195/aa.2021.366
Sumac, S. (2022) Smokii Sumac - Empowering Generous Generative Connected. [website] https://www.smokiisumac.com/