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The Life Long Process of Growing Cree and Metis Children

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The Life Long Process of Growing Cree and Metis Children OPIKINAWASOWIN: THE LIFE LONG PROCESS OF GROWING CREE AND METIS CHILDREN By LEAH MARIE DORION Integrated Studies Project submitted to Dr. Winona Wheeler in partial fulfillment of the requirements for the degree of Master of Arts – Integrated Studies Athabasca, Alberta September 30, 2010 ABSTRACT This research project explores Cree and Metis Elders teachings about traditional child rearing and investigates how storytelling is used to facilitate the transfer of this culturally based knowledge. This project examines the concept of Opikinawasowin which contains the Cree philosophical framework for growing children. Opikinawasowin, translates into English as the „child rearing way‟ and is a highly valued aspect of traditional Cree life. For generations Cree and Metis people used storytelling to actualize the teachings of Opikinawasowin. The concept of Opikinawasowin in this study is defined and expressed through Cree and Metis Elders points of view and by the sharing of traditional teachings. Storytelling is used by Elders to impart core values and beliefs about parenting. Through stories Elders give specific teachings relating to how individuals, families, and communities are expected to practice traditional child rearing. Additionally, Opikinawasowin knowledge is often transmitted through the cultural context of prayer and ceremony so asking Elders about the spiritual foundation of Opikinawasowin is an important aspect within this research. This study documents thirteen traditional parenting teachings and identifies fifty four recommendations for further discussion regarding the revival of traditional parenting teachings and practices in our contemporary families and communities. Some issues raised in this study include the need to restore male and female balance in our families, communities, and nation so that our children will have this balance role modeled for them because it is an original feature of traditional society. It was expressed in this study Cree and Metis families gain a significant amount of resilience from learning and living traditional cultural teachings. It was learned we need to restore the powers of the grandmothers to oversee and monitor the implementation of childrearing. Other insights included the need to support parents in their personal healing journey through the use of traditional cultural practices such as ceremonies and by giving them extended family and community supports so they can consciously work on themselves and their parenting practices. Additionally, it is believed individual, parents, families, communities, and nations need to develop a collective vision for parenting which includes returning children to the heart center of our society. 2 Through this study many of the beliefs, philosophies, customs, and traditions about traditional child rearing teachings are expressed by the Elders. It is demonstrated in this study people who were raised within families who still practiced traditional childrearing ways were able to gain cultural strength and resilience which served to guide them as community role models during their Eldership years. Although colonial impacts have negatively impacted traditional childrearing ways there is resilience and resistance in our communities and many traditional teachings were able to survive either underground, through oral tradition, and within the Indigenous languages. With the current trend to decolonize and heal intergenerational trauma more Elders are willing to share this oral knowledge so future generations of parents will receive the traditional teachings. The research project employs a methodological approach based on the oral tradition and has followed the accepted traditional protocol expected for working with Elders from Cree and Metis communities in central and northeastern Saskatchewan. The research reporting process and teachings are shared through the model of narrative inquiry and oral history because these methods are consistent with traditional First Nations and Metis approaches to teaching, learning, and sharing. 3 Table of Contents Table of Contents ............................................................................................................................. 4 Introduction-Beginning the Journey ................................................................................................ 7 Methodology and Theoretical Framework ..................................................................................... 10 A Literature Review of Colonial Impacts on Child Rearing .......................................................... 19 Reflections on Colonialism and Resilience Represented in this Study .......................................... 39 The Organizational Opikinawasowin Framework ......................................................................... 47 THE THIRTEEN OPIKINAWASOWIN TEACHINGS............................................................... 51 Opening Prayer .......................................................................................................................... 51 The Gift of all Life Teachings ....................................................................................................... 51 All Life has Purpose ................................................................................................................... 53 Wahkotowin ............................................................................................................................... 54 Dreams, Prophecies, and Visions ............................................................................................... 56 Traditional Prayer ...................................................................................................................... 59 Safe Children ............................................................................................................................. 60 The Gift of Discipline Teachings ................................................................................................... 61 Traditional Discipline ................................................................................................................ 63 Reinforcing Discipline with Story ............................................................................................. 63 Kakayiwatisiwin ........................................................................................................................ 65 Routine, Structure, and Rules .................................................................................................... 67 Kipihtowewin and Wawiyatwewin ............................................................................................ 71 The Gift of Communication Teachings ......................................................................................... 71 The Gift of Natural Laws and Nature Teachings ........................................................................... 76 Law of Harmony and Balance ................................................................................................... 76 Concept of Change and Movement ............................................................................................ 79 4 Nature is Our Teacher ................................................................................................................ 79 Gifts from the Land .................................................................................................................... 81 The Gift of Learning Teachings ..................................................................................................... 86 The Gift of the Female and Male ............................................................................................... 87 Mamamitoneyihcikan ................................................................................................................ 89 The Gift of Experience Teachings ................................................................................................. 91 Nurturing and Bonding .............................................................................................................. 92 Listening to Intuition .................................................................................................................. 94 The Gift of Story Teachings .......................................................................................................... 94 The Gift of Spirituality, Ceremony, and Celebration Teachings ................................................... 99 Welcoming New Life ............................................................................................................... 100 Nehiyaw-Wihowin ................................................................................................................... 101 Celebration of Entry into Adulthood ....................................................................................... 104 Traditional Forms of Spiritual Care ......................................................................................... 105 The Gift of the Extended Family and Community Teachings ..................................................... 107 Community Support Systems .................................................................................................. 108 Community Bonding ................................................................................................................ 110 The Gift of Values Teachings .....................................................................................................
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