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Nlakapmux Grandmothers' Traditional Teachings and Learnings By Nlakapmux Grandmothers’ Traditional Teachings and Learnings by Beatrice Marie Anderson B.I.S.W., The Nicola Valley Institute Technology and The University of Regina, 1992 M.S.W., The University British Columbia, 1993 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in THE FACULTY OF GRADUATE STUDIES (Educational Leadership and Policy) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2011 © Beatrice Marie Anderson, 2011 Abstract Nchwa’ squest. My name is Beatrice Tiila Marie Anderson. I am Nlakapmux, a social worker, educator, mother, wife, Grandmother, and great Grandmother. Not all learning in Indigenous communities is attained through formal institutional settings. Much of our important learning comes from Indigenous Knowledge (IK) passed on through family and social contexts. This research examines, documents, and contributes to knowledge about how generations of Indigenous Nlakapmux Grandmothers from the Interior of British Columbia carried out their responsibilities to transmit Nlakapmux educational and socio-cultural knowledge to their family and community members. Grandmothers are a critical part of the family’s social learning environment. This knowledge is important to understand because traditional family pedagogies were and continue to be at the heart of how Nlakapmux children learn and how Nlakapmux knowledge and values are transmitted and sustained. The process of colonization lessened this important approach to Indigenous intergenerational learning. A Nlakapmux Grandmother’s Methodology was developed that includes a Spilahem story of my life history; an analysis of historical and contemporary literature about the Nlakapmux people; and interviews and circle talks with 11 Nlakapmux Grandmothers. The Nlakapmuxcin Indigenous language, wholistic Plains Medicine Wheel, and metaphor of the Nlakapmux cedar root basket making were used to analyze and make meaning of the Grandmothers’ stories. The findings highlight eight Nlakapmux principles for teaching and learning that form the basis of a Nlakapmux Developing Wisdom Theory. They include: (1) Takemshooknooqua, Knowing we are connected: land, animals, plants and people; (2) ChaaChawoowh, Celebrating people and land joyously; (3) Huckpestes, Developing lifelong learning and wisdom; (4) Huztowaahh, Giving lovingly to family and community; (5) Choownensh, Succeeding in endeavours; (6) Choowaachoots, Utilizing Nlakapmux vision-seeking methods; (7) Nmeenlth coynchoots, Incorporating Nlakapmux knowledge; and (8) Peteenushem, Reflecting on learning and relearning lifelong lessons. These findings and the Nlakapmux Developing Wisdom Theory have implications for current and future child rearing practices, and family and community educational practices. This form of intergenerational family focused Indigenous knowledge is vital to the Nlakapmux people and needs to be consciously revitalized, transformed into current day pedagogy and practice, and transmitted to younger Nlakapmux generations. ii Preface This work is approved by: The University of British Columbia Behavioural Research Ethics Board Certificate number H09-01968 Cook’s Ferry Indian Band - on date September 1, 2009 iii Table of Contents Abstract ................................................................................................................................................ ii Preface ................................................................................................................................................. iii Table of Contents ............................................................................................................................... iv List of Tables ...................................................................................................................................... vi List of Figures .................................................................................................................................... vii Nlakapmux Language Glossary ...................................................................................................... viii Acknowledgements ............................................................................................................................. x Dedication ........................................................................................................................................... xi Chapter One: Introduction .................................................................................................................. 1 1.2 Research Purpose ................................................................................................................ 2 1.3 Research Questions ............................................................................................................ 2 1.4 Locating Nlakapmux People through Land, Language, and Stories .............................. 3 1.5 A Colonial Story of Nlakapmux People .............................................................................. 5 1.6 Shinkyap/Coyote and Nlakapmux Stories ......................................................................... 8 1.6.1 Speta’kl Stories ............................................................................................................... 9 1.6.2 Spilahem Stories ........................................................................................................... 10 1.7 Language Issues ................................................................................................................ 11 1.8 Theoretical Framework: Double-Voice and Double-Consciousness ............................ 15 1.9 Thesis Chapter Descriptions ............................................................................................ 17 Chapter Two: Methodology .............................................................................................................. 19 2.1 Introduction to Indigenous Research .............................................................................. 19 2.2 An Nlkapmux Grandmother’s Methodology .................................................................... 20 2.3 Storywork ............................................................................................................................ 23 2.3.1 Respect ........................................................................................................................ 24 2.3.2 Responsibility ................................................................................................................ 24 2.3.3 Reverence ..................................................................................................................... 24 2.3.4 Reciprocity ..................................................................................................................... 25 2.4 Participant Selection .......................................................................................................... 25 2.5 Analysis .............................................................................................................................. 28 2.6 Summary ............................................................................................................................. 30 Chapter Three: NCHAWA SPILAHEM: My Story ............................................................................. 32 3.1 My Origin ............................................................................................................................. 36 3.2 Early Memories of Travel and Schooling ......................................................................... 40 3.3 Conscientization, Coming of Age, and Leadership ........................................................ 42 3.4 Formal Education, Indigenous Studies, and Eldership .................................................. 47 3.5 Case Study 4: Marie Anderson ......................................................................................... 48 3.5.1 Physical Realm .............................................................................................................. 49 3.5.2 Mental Realm ................................................................................................................ 49 3.5.3 Spiritual Realm .............................................................................................................. 50 3.5.4 Emotional Realm ........................................................................................................... 52 3.4.5 Volitional Realm ............................................................................................................ 52 3.6 Discussion and Summary ................................................................................................. 53 Chapter Four: Outsider and Insider Stories about the Nlakapmux .............................................. 59 4.1 Tshama Toohoosh: In The Eyes of The Other ................................................................. 59 4.2 Speta’kl: In Our Songs ....................................................................................................... 62 iv 4.3 Shinkyap Nlakapmux: Tracks in our Nlakapmux Landscape ........................................ 65 4.4 Discussion and Summary ................................................................................................. 68 Chapter Five: NLAKAPMUX Grandmother Voices ......................................................................... 75 5.1 Introduction
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