M12 - Roundtable Series: Teaching and Learning After the Truth and Reconciliation Commission. Panel 6 of 8. Thematic Discussion. Community-Engaged Teaching and Research in the Age of Reconciliation (Joint Workshop)
Date: Jun 5 | Heure: 02:00pm to 03:30pm | Location: SWING 221
Joint Session / Séance conjointe : Teaching and Professional Practice / Race, Ethnicity, Indigenous People and Politics / Society for Socialist Studies / Canadian Sociological Association / Canadian Historical Association
Sponsor / Commanditaire : Federation for the Humanities and Social Sciences / Fédération des sciences humaines
Chair/Président/Présidente : John Lutz (University of Victoria)
Session Abstract: The findings of the Truth and Reconciliation Commission has shaken the foundations of Canadian history. Many public schools are mandating Indigenous history units. Some universities are requiring all of their students to take at least one course in Indigenous Studies. The Canadian Historical Association has even changed the name of its annual prize for the best book in Canadian history by removing the name of the architect of the residential school system. How have all these changes impacted scholars of Indigenous histories? For some decades the field of Indigenous history has been supporting more and closer relationships between university-based scholars and Indigenous communities, encouraging academics to work within Indigenous frameworks and follow the priorities defined by contemporary university stakeholders. This panel will explore conversations between researchers and Indigenous partners, focusing on priorities, ethics, reconciliation, and activism. We will discuss how community-based research can influence academic research and how universities need to take their lead in topics, ethics, and methodology from community members.
Integrating Anishinaabe Ways of Knowing into University History Classes: Stories, Art, and Experiences: Alan Corbiere (M’Chigeeng First Nation / York University), Carolyn Podruchny (York University)
Abstract: Over the last five years, the Ojibwe Cultural Foundation (OCF) has been building a partnership with York University as part of its outreach to the general Canadian public and non-Indigenous post-secondary institutions. Working with the History of Indigenous Peoples (HIP) Network, a research cluster within York’s Robarts Centre for Canadian Studies, we have been inviting scholars and students up to the OCF to learn about Anishinaabe history in situ, visiting Elders, artists, sacred places, and sites of historical significance. These visits eventually developed into the Manitoulin Island Summer Historical Institute (MISHI). We have found that the university-based scholars and students have most easily learned about Anishinaabe knowledge and ways of knowing by embracing Anishinaabe pedagogies, especially listening to stories, looking at art, and engaging in activities that involve performing skills and making things. Our challenge is to find ways to incorporate this pedagogy into university classes, which have traditionally valued book-learning and writing essays as the major pedagogical tools. Anishinaabe epistemological structures are difficult to explain in English due to linguistic limitations. Arts, crafts, and other cultural practices are helpful teaching methods as they offer learners physical viewpoints on concepts, cosmological levels, and relationships to time, spirit, the great beyond, and those who inhabit it. We believe that the field of Indigenous history, especially that focussing on Anishinaabe history, would benefit by shifting its pedagogical practice to encompass more holistic and experiential perspectives embodied in Anishinaabe ways of knowing. This paper will explore practical strategies and make suggestions for those teaching Anishinaabe history in classrooms.
a?wayežáhša?? (Of My Arm She Takes Hold): Catherine Tammaro (Wyandot of Anderdon First Nation), Victoria Jackson (York University)
Abstract: Increasingly, academic historians working in the field of Indigenous history are desirous of connecting and collaborating with contemporary Indigenous stakeholders to produce ethically responsible research projects. University ethics procedures, however, are focused on providing guidelines for scholars conducting interviews with Indigenous Elders, therefore unwittingly promoting and reproducing Western ways of knowing and Western theoretical frameworks. Our current project grew out of a desire to address an ethical and creative path for relationships, created and framed in non–traditional, academic, and experiential modalities. In the spirit of Truth and Reconciliation, an academic historian and a Wyandot Faith Keeper and multi-media artist collaborate on an integrated art/sound project, to celebrate the conversations that have characterized their relationship. The piece will be presented in the form of a five-by-five foot canvas onto which will be imprinted a multimedia visual conversation, regarding other ways in which indigenous creators and non-Indigenous scholars relate to lived experience, spiritual traditions and scholarly interests. This nuanced and experiential process and end product will represent the dialogue between two individuals, fostering cooperation, collaboration, safety, and trust, truth and reconciliation, and illustrating the ethical responsibility of academic scholars to promote community engagement, Indigenous knowledges and other ways of teaching and being.
Community-Guided Research and Teaching with the Wendat Confederacy: Kathryn Magee Labelle (University of Saskatchewan)
Abstract: Five years ago, I was in search of a new project. It had been almost a year since I had completed my first book and it was time to reorient my future research. In November 2013 I formed a Wendat Advisory Council to guide my scholarly projects and provide insight into research driven by the needs of the Wendat communities. After consultation with community leaders, eight Wendat women agreed to serve on this council, with representation from all four modern Wendat Nations. The members are Chief Janith English (Wyandot Nation of Kansas), Judith Manthe (Wyandot Nation of Kansas), Catherine Tammarro (Wyandot of Anderdon Nation), Judith Kukowski (Wyandot of Anderdon Nation), Linda Sioui (huronne-wendat of Quebec), Manon Sioui (huronne-wendat of Quebec), Beverlee Petit (Wyandotte of Oklahoma Nation), and Sallie Cotter-Andrews (Wyandotte of Oklahoma Nation). The process of creating this committee and their subsequent guidance on my future plans became one of the most complicated, valuable, and influential aspects of my career. This presentation will outline the various stages of this community guided research, describing initial meetings, goals, proposals, current projects, grants, and outcomes. At the forefront is a book entitled “Daughters of Aataentsic,” a biographical compilation of seven Wendat women. In addition, grants from the American Association of University Women and the Social Science and Humanities Research Council have led to museum and art exhibits, as well as community research awards. These examples demonstrate the many benefits of doing collaborative