NALL Working Paper #40-2001
INFORMAL LEARNING CULTURE THROUGH THE LIFE COURSE:
INITIATIVES IN NATIVE ORGANIZATIONS AND COMMUNITIES
In keeping with Kenjgewin Teg Educational Institute's mission to provide a
qualitative, wholistic, First Nation's based education, the institute, in
collaboration with OISE/UT is participating in the New Approaches to Lifelong
Learning research network. The overall aims of the project are to:
• document relations between informal learning, formal learning and
• identify major social barriers to integrating informal learning with formal
• programs and certifications
• support new programs that promise to overcome these social barriers.
The focus of Working Group 3 of the project is to study the informal learning
cultures of major disadvantaged social groups and explore means for more
effectively linking these forms of knowledge with the formal education system.
The particular project which Kenjgewin Teg is involved in is entitled,
"Informal Learning Culture Through the Life Course: Initiatives in Native
Organizations and Communities". The first phase of the project involves an
examination of the formal, informal and non-formal learning practices of
Kenjgewin Teg and its member First Nation communities. This paper will explore
formal and informal concepts and educational approaches within the context of
the traditional Ojibway world view and how such approaches are carried out
within the communities partnered with Kenjgewin Teg.
Research methods employed in this project included literature searches,
analysis of archival materials, personal interviews and participant observation.
The researcher is a member of the Wikwemikong Unceded Indian Reserve, and is a
former curriculum development officer of Waubetek Training Institute, which
subsequently became Kenjgewin Teg Training Institute. She has also been
employed as a part-time instructor for Kenjgewin Teg Training Institute. Data
was collected from participants directly employed with the institute as well as
from members of the larger community. Kenjgewin Teg personnel, teachers,
parents, students and traditional teachers were interviewed. In a
semi-structured format, the researcher discussed with the participants
their knowledge and experience with respect to informal learning and its
relationship to formal education. Barriers to the integration of informal
knowledge to formal education were also discussed.
The membership of Kenjgewin Teg Educational Institute is comprised of eight
First Nation communities including: Cockburn Island First Nation, Sagamok
Anishnabek First Nation, Ojibways of Sucker Creek First Nation, Sheguiandah
First Nation, Sheshegwaning First Nation, West Bay First Nation, Whitefish River
First Nation and Wikwemikong Unceded Indian Reserve. The First Nation members,
located on Manitoulin Island and the north shore of Lake Huron originate from
three closely related peoples: the Ojibway, Potawatomi and Odawa.
In order to better understand Ojibway traditional educational practices, it
is essential that we explore the philosophical background out of which these
practices emerge. Traditional Ojibway education is grounded on spirituality.
Traditional institutions are based on natural law, in other words, the Creator's
law. It is believed that each nation of people have a special relationship to
the Creator and that this relationship entails certain responsibilities,
adherence to specific laws, and an unique way of relating to the Earth and all
life therein. It is premised on the principles of respect, balance and
acknowledgment of all life. Knowledge, responsibilities and ways of relating to
the world are passed down orally from the ancestors through the string of lives
going all the way back to the beginning to the Creator and the creation of the
Central to Ojibway pedagogy is the nurturing of the individual's special
gifts, talents and abilities so that he may be able to share his special gifts
with his community and nation. The development of the whole person is important,
thus, spiritual, physical, intellectual and emotional growth is encouraged.
According to the Report of the Royal Commission on Aboriginal People (1996):
Learning goes on throughout the life cycle, from infancy and early
childhood to old age ... In Aboriginal educational tradition, the individual
is viewed as a whole person with intellectual, spiritual, emotional and
physical dimensions. Each of these must be addressed.
Vision-questing, meditation, development of intuition and dreaming are deemed to
be valid methods of gaining knowledge. Indeed, during rites of passage, this is
a requirement. Young men go out to fast to seek their vision. Young women, as
well, partake in a similar exercise designed to teach them about womanhood and
motherhood, as well as to celebrate this passage.
Story-telling plays a major role in the oral transmission of knowledge,
skills and values needed to live. Stories speak of the origins of life, proper
relationship to various forms of life and life experiences. Also, the sharing of
one's life story and experiences is a well-established method of teaching.
Stories act as mirrors wherein the learner is allowed to view him/herself and
thus gain insights and understandings to help him/her along the road of life.
Both formal and informal methods in the education of children, youths and
adults. Children are taught indirectly through play, story-telling and role-modelling.
At other times, transmission of teachings of life occur during ceremonies and
other formal occasions. Some of these ceremonies are very formal requiring the
use of the high Ojibway language, a variation of the language which is used to
deliver formal speeches and prayers.
In sum, traditional Ojibway educational approaches are rooted in oral
tradition. They are wholistic, student-centered, experiential, and contain both
formal and informal elements.
Traditional Ojibway education was disrupted by the now, well-documented
history of European First Nation relations. The arrival of the Europeans and
their subsequent control and domination over the indigenous people of this land
has resulted in the almost total destruction of the Ojibway education system.
Under the control of the Europeans, First Nation's peoples were no longer able
to control their own educational and cultural development. During this era of
violence directed at indigenous people, informal, formal, culture-based, home
and community-based learning practices were outlawed or otherwise almost
entirely eradicated. Children were removed from their homes and placed in
residential schools. Parents and grandparents were prevented from transferring
their own values, wisdom and language to their children and grandchildren. The
link between the parents and children was forcibly severed, thereby seriously
damaging the children's identity as members of their clans, communities and
As a result of this onslaught, many of the Ojibway, Potawatomi and Odawa of
Manitoulin Island and the north shore do not have knowledge of their own
philosophies, history and traditional systems of knowledge. Many do not speak
their own language. Many have not had the opportunity to learn traditional
teachings because these were never made available to them. Thus, the systematic
invasion of the Europeans and their deliberate squashing of aboriginal systems
have taken a severe toll on the indigenous people of this land.
However, despite the major losses that were incurred during this period in
history, it is essential to note that, due to the strong conviction of some
visionaries that traditional Ojibway lifeways must be kept alive, increasing
numbers of families and community-based organizations within the Kenjgewin Teg
catchment area have, once again, begun to see the importance of retaining and
putting into practice traditional values, skills and modes of learning.
Re-building. Re-discovery, Re-searching
Within the First Nation communities partnered with Kenjgewin Teg,
revitalization, relearning and re-establishment of original cultural practices
has been taking place for approximately the past twenty-eight years. Figure A,
on the following page, shows the nature and scope of cultural learning occurring
today. Contemporary transmission of cultural knowledge occurs in a number of
different modes and forums including: one-to-one transmission, home-based
learning, talking circles, community cultural events, workshops/conferences and
traditional Ojibway institution-based learning.
Co-operation and collaboration takes place between the various individuals
and community-based organizations involved in the delivery of culture-based
learning activities. These include: North American Indian Travelling
College, Ojibway Cultural Foundation, Three Fires Society, Naandwedidaa (family
violence prevention program), Wikwemikong Heritage Organization, in Wassa-Nabin
Youth Centre, Focus Youth Group, Wikwemikong Tribal Police, Family Services,
Rainbow Lodge ( treatment centre), United Chiefs and Councils of Manitoulin,
Naadmaaddaa Traditional Healing Facilitators, Health Centres, Boards of
Education and Kenjgewin Teg Educational Institute and individual traditional
teachers and elders.
Resource people doing the actual cultural teaching are predominantly
traditional cultural teachers, who have spent many years learning about their
particular area of expertise. Participants indicated that, in some instances,
15-20 years or more of study is involved.
Figure A: Nature and Scope of Cultural Learning Activities in the
Kenjgewin Teg area
|i) One-on one transmission: includes apprenticeships and mentoring
activities. Traditional skills and knowledge such as medicine, arts,
crafts, hunting/fishing skills are transferred from teacher to student.
ii) Home-based learning: parent to child transmission. This type of
learning can be described experiential, incidental or global. Language,
values, hunting/fishing skills, crafts may be learned n the home.
iii) Talking Circles: are small group activities intended to facilitate
sharing and healing. There are men's and women's circles. Talking
circles can be characterized as interactive, semi-formal, and
semi-structured. Traditional teachings and processing of emotional
concerns may take place in this model of learning.
iv) Community Cultural Events: Global, incidental, experiential learning
takes place at community cultural events such as pow-wows, community
feasts, plays, fall fairs and art shows.
v) Workshops/Conferences: These include elders', women's, men's and
youth conferences. Workshops focus on such topics as language, arts,
traditional native music, native awareness and elder's knowledge. The
formality of these conferences vary, depending on the presenter. In the
main, they are lecture type presentations.
vi) Traditional Institutions: These include structured traditional
institutions such as the Midewiwin Three Fires Society. Traditional
knowledge, values, history and spiritual practices are taught in these
institutions. Learning can be characterized as global, interactive and
spiritually based. Formal and informal learning occurs.
Issues and Concerns
There were a number of issues and concerns in regards to informal/formal
education linkages that were identified by interview participants. These include
research methodologies utilized, protection of cultural and intellectual
property rights and recognition of traditional indigenous knowledge, traditional
teachers and elders.
Firstly, there is the issue of appropriate research methodologies. Native
people have been researched and analysed, for many years, through the lens of
foreign cultures and world views. Because native approaches to education and to
life in general, are profoundly different from the dominant Western world view,
there is a need to re-search culturally appropriate research methodologies. The
American Indian Higher Education Consortium (Tribal Colleges), The American
Indian Science and Engineering Society and individual scholars have taken
initiatives in this direction.
A. Christensen suggests:
We need a new frame and model for scholarship... We need to search
ourselves, our work, our partnerships, our organizations to discuss, design,
and set a model that works for us... The model or paradigm suggested for this
frame includes an approach that illustrates the native intellect, his method
of communicating, and focus on his world. (Christensen, 1996)
Another area of concern is the protection of collective cultural and
intellectual property rights. There are no laws presently in existence that
protect indigenous cultural property and intellectual property rights. Both the
Paris Convention for the Protection of Industrial Property, 1883, (patents,
trademarks, designs) and the Berne Convention for the Protection of Literary and
Artistic Works of 1886 failed to acknowledge the cultures of indigenous peoples.
Native culture was thought to be free for the taking, the product of
many and so the preserve of none ... except when it was transformed by the
mediation of Europeans, whereupon it magically gained cultural legitimacy.
(Vaver, 1997, p. 2)
Appropriation of traditional ideas, knowledge, cultural practices, oral
traditional designs, songs, and medicinal remedies is a serious concern as
evidenced by the following statements:
It scares me to think, that someday, my grandchildren will be paying a
price to learn about their culture from non-Indians. (Arlee, 1996)
I was quite perturbed and embarrassed to find out that a non-native
has organized a so-called traditional pow-wow and ceremonies...this trend is
ultimately dangerous and it ultimately weakens the individuals and the
community. This exploitation of native traditions and ways of learning is
another good example of the infiltration and eradication of aboriginal
beliefs. (Cooper, 1998)
Statements of this sort are not to be easily dismissed. The message seems to be
that indigenous knowledge is valid only when delivered by non-natives, therefore
you, as an indigenous person are not valid. Appropriation is belittlement of the
worst kind because it essentially disregards, minimizes and depreciates
indigenous people. Hence, there is a definite need for careful research,
cautiousness and sensitivity in the implementation of culture-based activities.
The third major area of concern is recognition and acknowledgment of
traditional knowledge and teachers. As previously mentioned, it takes many years
of study for the traditional teacher to arrive at his level of knowledge. In the
mainstream educational system, traditional Ojibway teachers are generally not
accorded the same respect and acknowledgment as are mainstream teachers. The
knowledge and expertise they carry is not recognized, possibly because it is
different. As expressed by one of the participants, "Native traditional
teachers and cultural activities are not given the same emphasis as is book
learning, because it is not written, it is not important".
Traditional Ojibway education is currently being delivered by a large number
of individuals and community groups, and organizations in the Kenjgewin Teg
area. Integration into the formal school system, with the exception of language
programs, is not formally established. Elders and traditional teachers are
generally invited by individual teachers. Also, integration of the formal
education system into the traditional Ojibway system also takes place, through
field trips, albeit to a limited extent.
Traditional educational approaches are profoundly different from those of the
mainstream educational system. Wholistic (physical, mental, spiritual,
emotional) growth and development of the person, experiential learning, oral
tradition, and student-centeredness are key elements of the traditional
approach. Further, and of vital importance, is the fact that it is grounded in
spirituality. Western mainstream education, on the other hand, is narrower in
scope. It is linear, objective, and based on rationality. Emphasis is placed
almost entirely on intellectual development to the detriment of other dimensions
of man. How does one fit a wholistic, open, warm, broad based educational system
into a narrow, linear, objective, closed, cold system with out changing the
essential nature of it? How is informal education integrated into the formal
education system without formalizing it?
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