ERIC Number: ED460281
Record Type: Non-Journal
Publication Date: 2000-Oct
Reference Count: N/A
Some Thoughts on Protocol in University/Community Partnerships. NALL Working Paper.
The pilot project, "A Pedagogy of the Land" (POL), provides an opportunity to ponder the relations between aboriginal community/university knowledges in this case, the relations between an Anishinaape land-based pedagogy and the developing theorizing around formal and informal learning. Traditional aboriginal education is not limited to elders teaching children. While elders are responsible for passing knowledge to the appropriate people when they are ready, any person older or more experienced in a particular knowledge than another has the potential to be that person's teacher. Education is a community responsibility taken seriously by each and every community member who at any moment can be in the position of teaching. The learning in POL does not fit any category of the "Basic Types of Intentional Learning." It involves traditional indigenous knowledge keepers with some fluency in their language whose knowledge arises from traditional Anishinaape world view in a program that allows them to build on one another's knowledge and prepare to pass it on to others who know less. Located on an isolated island in a large northern lake, POL has the goal to recreate indigenous knowledge in a contemporary context. Over a year, students attend two summer courses with an intervening research component. As participants work through their days in traditional activities, they incorporate sacred knowledge into their every action. Comments from Anishinaape teacher, Kaaren Dannenmann follow. (YLB)
Descriptors: Adult Education, Canada Natives, Chippewa (Tribe), Colleges, Cultural Activities, Cultural Education, Cultural Maintenance, Culturally Relevant Education, Demonstration Programs, Developed Nations, Epistemology, Foreign Countries, Indigenous Populations, Informal Education, Instruction, Knowledge Base for Teaching, Nonformal Education, Research Problems, School Community Relationship, Student Empowerment, Teacher Effectiveness, Teacher Role, Theory Practice Relationship, Tribally Controlled Education
For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/16somet hough ts.htm.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning.
Identifiers - Location: Canada