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Medicine Wheel Surviving Suicide-Strengthening Life Bundle Medicine Wheel Surviving Suicide-Strengthening Life Bundle by Deborah Danard A thesis submitted in conformity with the requirements for the degree of Doctorate of Philosophy Department of Social Justice Education Ontario Institute for Studies in Education University of Toronto © Copyright by Deborah (Wilson) Danard 2016 Medicine Wheel Surviving Suicide-Strengthening Life Bundle Deborah Danard Doctor of Philosophy Department of Social Justice Education Ontario Institute for Studies in Education University of Toronto 2016 Abstract The Medicine Wheel Surviving Suicide-Strengthening Life Bundle (2016) responds to the disproportionately high number of completed and attempted suicides in Aboriginal communities (past, present and anticipated future) and the need for advancing traditional knowledge as a sustainable long-term community centred approach that demonstrates strengthening life promotion as the wholistic lens to address the complex issue of suicide. Traditional knowledge gathered through literature reviewed, oral teachings and stories is the central component of this research study that spans over a decade, building on foundational traditional knowledge and teachings that informed the Medicine Wheel praxis in Finding Our Way - Culture as Resistance to Suicide In Indian Country (Danard, 2005). This research study is my contribution to the (then) Indian Affairs Minister Bob Nault who said, attempt[s] to tackle the suicide problem haven’t worked, and he was open to suggestions from ‘Anyone who will give us some recommendations about how to deal with suicide’ (Hicks, 1999). Developing the research study from a social justice education lens applying traditional knowledge methods and methodology examines the relationality of transforming traditional !ii knowledge context into practice to enact systemic change at the community level and further Chandler and Lalonde’s (1998) findings that list cultural continuity factors as a ‘hedge’ against suicide, including self-government, land claims, education, health services, cultural facilities, child protection, women in leadership and police/fire services. Every generation has their challenges, past generations have survived colonial expansion and cultural genocide such as residential schools, the sixties scoop, the Indian Act, loss of identity, Bill C-31, alcohol and drug use, loss of language, and dispossession and forced removal from traditional land base and territories (AFHJSC, 1993; AHF, 2007; Duran & Duran, 2000; Chrisjohn & Young, 1997; Antone & Hill, 1992). From an Anishinaabe researcher location and way of being Anishinaabe, this research study is my recommendation for surviving suicide – strengthening life as one of this generation’s challenges that requires “retracing” our ancestral knowledge (Benton-Benai, 1988) and gathering traditional knowledge to mobilize culture as resistance to the survival of suicide (Danard, 2005) and ultimately “survivance” (Vizenor, 1999) of this generation and coming generations. !iii Acknowledgments To the parents, families and loved ones of those who have taken their own lives, and those individuals who live not fully knowing they are a gift of Creation and necessary to the future survival of our communities. To my children who have experienced loss, and my extended family and community. My grandparents, Albert Wilson (Memaageegaabo-iban) (1913-1967) & Annie Wilson (Bebaamichiwebiik-iban) (1925-2013) with your guidance I was able to complete this work. Dr. Jean Paul Restoule for trusting in tobacco as a research methodology. Dr. Deborah McGregor and Sue Chiblow for putting into practice traditional knowledge approaches ensuring TK continues to be valued as a significant knowledge base. Tara Chadwick for reminding me that we each work with the Spirit on our own paths and in our own time and those who challenged me to find strength on my own path. The Elders and Traditional teachers, guides and leaders for change who shared and supported this work. Gertie Beaucage who shows by example we can make a difference using traditional knowledge approaches working within our communities. Sylvia Maracle who challenged the deeper understanding of water teachings and its relationship to suicide prevention and life promotion. The Centre of Excellence for Child and Youth Mental Health, for their commitment to Life Promotion and mental wellness for All youth in Ontario. (www.togethertolive.ca) To all of Creation, my deepest gratitude. !iv Table of Contents Acknowledgments................................................................................................. iv List of Figures......................................................................................................... x List of Appendices................................................................................................ xii Copyright Acknowledgements............................................................................. xiii 1.Seeking Mino Bimaadiziwin................................................................................ 1 Foreword...................................................................................................................... 1 1.1 Introduction to My Traditional Knowledge Research Approach.............................. 2 1.2 Some Language Terms......................................................................................... 8 1.3 Introduction to the Research.................................................................................. 9 1.4 Research Questions and Significance.................................................................. 14 Significance................................................................................................................ 15 1.5 Methodology and Methods................................................................................... 17 Methods...................................................................................................................... 17 1.6 Thesis Outline....................................................................................................... 19 Chapter Two: Picking Up My Bundle (The Centre)..................................................... 20 Location of the Researcher........................................................................................ 20 Chapter Three: Living Mino Bimaadiziwin (Above and Below)................................... 22 Chapter Four: Vision (The East: Knowledge and Understanding)............................ 22 Chapter Five: Relationships (The South: Renewal Through Cultural Foundations).. 23 Chapter Six: Knowing: Reason (The West: Community Research Method).............. 23 Chapter Seven: Picking Up Our Community Bundles (The North: The Learning Journey)............................................................................................................... 24 Chapter Eight: Waking Up Our Life Bundles:The Land as the Place of Healing........ 24 !v 2.Picking Up My Bundle (The Center)................................................................. 26 Location of the Researcher........................................................................................ 26 2.1 My Story Bundle................................................................................................... 26 2.2 The Seven Grandfathers Teaching....................................................................... 32 2.3 The Seven Stages of Life Teaching...................................................................... 36 2.4 Anishinaabe Mino Bimaadiziwin........................................................................... 37 2.5 The Anishinaabe Clan Systems............................................................................ 39 2.6 Life Promotion...................................................................................................... 42 3.Living Mino Bimaadiziwin (Above and Below).................................................. 47 3.1 Our Creation History (Above)............................................................................... 47 3.2 Turning around the Chaos (Below)...................................................................... 53 3.2.1 Turning around the Language.......................................................................... 61 3.3 Conclusion............................................................................................................ 68 4.Vision: Knowledge and Understanding (East)................................................... 70 4.1 Restoring Traditional Visions................................................................................ 70 4.2 The “Right” Road .................................................................................................82 4.3 A Reason to Live................................................................................................... 88 5.Relationships (The South: Renewal Through Cultural Foundations Of The Research)............................................................................................................ 98 5.1 Renewing Relationships....................................................................................... 98 5.2 Cultural Concepts of the Medicine Wheel praxis................................................ 104 Location of the The Medicine Wheel praxis.............................................................. 106 5.2.1 Cultural Context............................................................................................... 107 History.....................................................................................................................
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