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Violet N Okemaw Anishinaabemowin: Teachers’ Practices in Manitoba by Violet N Okemaw A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Elementary Education University of Alberta © Violet N Okemaw, 2019 ii Abstract The purpose of this study is to develop a deeper understanding of the relationships among Anishinaabe language and literacies, Indigenous knowledge systems (IKS), and bimaadiziwin (“a way of life” in the Anishinaabe language) by exploring current Aboriginal language teaching and learning practices. The study is based on the perceptions and experiences of four Anishinaabe language teachers in Manitoba, Canada. It is informed by the author’s experiences as an Anishinaabe speaker, a former language teacher, a consultant, an instructor, and a school administrator. The research is based on a theoretical and conceptual framework reflective of an Indigenous perspective to address the research questions: (1) How are Anishinaabe language teachers incorporating IKS and bimaadiziwin into their Indigenous language and literacies programs? (2) What experiences and resources can these teachers identify that would enhance their ability to incorporate IKS and bimaadiziwin into their teaching of the Anishinaabe language and literacies in the classroom? In this study, the language-teacher participants identified Anishinaabe traditional teachings, land-based learning, and a variety of other language teaching and learning practices, such as discussing and utilizing humour, promoting healthy lifestyles with students, and using technology, as the main teaching and learning practices within their current Anishinaabe language and literacies programs. The enhanced resources and experiences they identified included the importance of knowing and living one’s Indigenous knowledge (IK) and bimaadiziwin, and knowledge of the traditional teachings, such as minwaadiziwin (kindness), maanaji’iwin (respect), zaagi’idiwin (love), debwemowin (truth), and dabasenimowin (humility). When one can practice these traditional teachings on a daily basis, according to the Elders, one is living a mino- bimaadiziwin (a good life). Other teaching and learning practices identified by the language iii teachers included, but were not limited to, involvement of Elders and Indigenous Knowledge Keepers as the most knowledgeable and experienced people, access to print and non-print language materials, ongoing face-to-face interaction with students, and language immersion programming. The study results revealed that the Anishinaabe language teachers were providing amazingly deep cultural and linguistic foundations within their individual classrooms by utilizing their own IK and bimaadiziwin as the foundation of their teaching and learning practices. The cultural and spiritual nuances embedded in these Anishinaabe language and literacies programs provided deeper cultural and linguistic understandings of teaching and learning practices and insights not previously researched. iv Preface This thesis is an original work by Violet N Okemaw. The research project, of which this thesis is part, received ethics approval from the University of Alberta Research Ethics Board, Project Name, “Anishinaabemowin: Teachers Practices in Manitoba.” No. 47657, May 5, 2018. v Acknowledgements I would like to say gichi miigwech to all the language teachers, community leaders, professors, and others who have contributed to the completion of this dissertation throughout my research journey. I feel deeply grateful for their encouragement, patience, understanding, and support. First, I would like to express my sincere and heartfelt thanks to my supervisor, Dr. Heather Blair, who read many drafts of my dissertation over the years and provided helpful and constructive feedback. Second, I would like to thank my former and current supervising committee members, Dr. Ethel Gardener, Dr. Joe Wu, Dr. Julia Ellis, , and Dr. Lynn Wiltse for providing feedback and suggestions to this dissertation. Third, I would like to express my sincere gratitude to my examination committee, Dr. Dwayne Donald and Dr. Sharla Peltier, as well as external examiner Dr. Laara Fitznor for reading my work and providing insight to my research work. Gichi miigwech to the teacher participants in my study and to the community leaders who willingly welcomed me to their schools, classrooms, and communities. A very special miigwech to one of my participants, Matilda, who passed away in 2016 due to a long-term illness. I am very grateful and honoured of her input and knowledge in this study. I honour her words in memory as she has contributed immensely towards the development and completion of this research work. Gichi miigwech to my husband, two daughters, son-in-law, and granddaughter for their patience and encouragement throughout the many complexities of this research work, and to my late mother and other family members who left to the spirit world during my dissertation years. vi Lastly, to our Anishinaabe ancestors from generations back who paved the way for the current and future generations with their gift of the language, land, knowledge, beliefs, and vision towards a mino-bimaadiziwin for all. Without zaagi’idiwin (love), manaajii’wewiin (respect), gikendaasowin (wisdom), zoongide’ewin (bravery), gikendaasowin (wisdom), gawegaatisiwin (honesty), and dabwenimowin (humility) from everyone, I would have not been able to complete this dissertation. Gichi miigwech to all! vii Table of Contents Abstract .......................................................................................................................................... ii Preface ........................................................................................................................................... iv Acknowledgements ........................................................................................................................v Table of Contents ........................................................................................................................ vii List of Tables ................................................................................................................................ xi List of Figures .............................................................................................................................. xii Chapter 1. Introduction ................................................................................................................1 Anishinaabe Language and Literacies .............................................................................................1 Context .............................................................................................................................................3 First Nations Languages in Canada ..........................................................................................3 First Nations Languages in Manitoba.......................................................................................6 Purpose .............................................................................................................................................8 Research Questions ..........................................................................................................................8 Significance....................................................................................................................................10 Niin (Situating Self): My Experiences as an Anishinaabe Language Learner, Educator, and Researcher ......................................................................................................................................11 Anishinaabe Language Learner: From Childhood to Postsecondary Education ....................13 Anishinaabe Language Instructor/Teacher and Educator .......................................................17 Student and Researcher ..........................................................................................................20 Theoretical and Conceptual Framework: An Indigenous Perspective ...........................................22 A Holistic Anishinaabe World View ......................................................................................23 The Spirit of the Language .....................................................................................................26 The spirit of language and the land. ....................................................................................27 Medicine Wheel Teachings ....................................................................................................28 Seven Traditional Teachings ..................................................................................................29 Indigenous Knowledge Systems and Bimaadiziwin ..............................................................30 Indigenous knowledge systems. .........................................................................................31 Balancing two knowledge systems. ....................................................................................34 Bimaadiziwin ..........................................................................................................................35 Ni mino-bimaadiziwin. .......................................................................................................36 Ni mishoomis odibaachimowinan (my grandfather’s stories). ...........................................37 viii Manitoba stories of a bimaadiziwin.
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