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Métis Traditional Environmental Knowledge and Science Education

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Métis Traditional Environmental Knowledge and Science Education Métis Traditional Environmental Knowledge and Science Education A Thesis Submitted to the College of Graduate Studies and Research In partial Fulfillment of the Requirements For the Degree of Master of Education In the Department of Educational Foundations University of Saskatchewan Saskatoon By Yvonne Nadine Vizina © Copyright Yvonne Vizina, August 2010. All rights reserved. PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a Master of Education Degree from the University of Saskatchewan, I agree that the Libraries of this University may make freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purpose may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department of Educational Foundations or the Dean of the College in which my thesis work was done. It is understood that any copying, publication, or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Requests for permission to copy or to make other uses of material in this thesis in part or in whole should be addressed to: Head of the Department of Educational Foundations College of Education University of Saskatchewan Saskatoon, Saskatchewan S7N 0X1 Canada OR Dean College of Graduate Studies and Research University of Saskatchewan 107 Administration Place Saskatoon, Saskatchewan S7N 5A2 Canada i ABSTRACT A chasm exists between science curriculum offered within K-12 and post-secondary education systems, and the needs of national and international decision-makers with respect to the inclusion of Indigenous knowledges within processes aimed at protecting global biological diversity. World governments seek to protect biodiversity through the United Nations Convention on Biological Diversity and consideration of Indigenous knowledges has emerged in governing texts. Yet, sustaining Indigenous knowledges as global wisdom will not be possible if young people lack opportunities to learn Indigenous traditional environmental knowledge as an integral part of their education experience. Métis traditional environmental knowledge can be a modality of science education that will engage learners in understanding relationships with the natural world and the importance of developing sustainable lifestyles within holistic lifelong learning. In advancing this contention, a series of interviews were conducted with Métis traditional land users from North West Saskatchewan. The interviews provided data in 17 thematic areas including: balance, economic, environment, harmony, health, Indigenous knowledge, political, social, spirituality, values, land, language, people, self, imagination, tradition, and learning. Results were used to respond to the four primary research questions: According to traditional land users in North West Saskatchewan, what is Métis traditional environmental knowledge? How does Métis traditional environmental knowledge in North West Saskatchewan align with established theories of Aboriginal epistemology and supporting principles? What evidence and arguments exist that support the development of Métis traditional environmental knowledge as a modality of science education? How can Métis traditional environmental knowledge be developed as a modality of science education? Findings support development of holistic education processes that comprise a broad scope of knowledge integral to understanding our environment. Métis traditional environmental knowledge requires learners engage in activities outside the classroom, participating in experiences that facilitate an understanding of holistic thinking in intellectual, physical, affective and spiritual domains. Traditional environmental knowledge and practices of Métis People can inspire learners in science education, improving their engagement, understanding and decision- making abilities concerning the natural environment. ii ACKNOWLEDGEMENTS I would like to thank Dr. Alexandria Wilson, my Thesis Advisor, for the support and wisdom offered during this journey. Your encouragement and expertise made this thesis possible. To Dr. Glen Aikenhead and Dr. Marie Lovrod, thank you so much making me think harder about important issues and for investing your time to help me realize this work. To Professors Bob Regnier and Marie Battiste, thank you for taking time to teach me what being a graduate student is all about, for the moments of levity when I needed it, and for being my friend at difficult times. To the Métis People in North West Saskatchewan, thank you for sharing your knowledge and wisdom from the kindness of your hearts. I share your vision for Métis youth and Métis communities. Thank you to Elders Vicki Wilson, Danny Musqua and Richard Dubois for giving me courage and knowledge that has carried me along through this river of life. Finally, I would like to acknowledge special people who have gone on to the spirit world, but remain in my heart. Michael Vizina. Don Favel. Louis Chartier. iii TABLE OF CONTENTS PERMISSION TO USE ................................................................................................................................. i ABSTRACT.................................................................................................................................................. ii ACKNOWLEDGEMENTS ......................................................................................................................... iii PROLOGUE: Making Connections: Completing the Circle ..................................................................... vii 1. RETHINKING SCIENCE EDUCATION .......................................................................................... 11 1.1 Introduction and Central Hypothesis of the Study ...................................................................... 11 1.1.1 The Métis ............................................................................................................................ 12 1.1.2 Indigenous Traditional Environmental Knowledge ............................................................ 12 1.1.3 Métis Traditional Environmental Knowledge ..................................................................... 13 1.1.4 Modalities of Science Education ......................................................................................... 14 1.1.5 Engaging Learners in Understanding Relationships with the Natural World ..................... 15 1.1.6 Importance of Developing Sustainable Lifestyles .............................................................. 16 1.1.7 A Holistic Lifelong Learning Model for Métis ................................................................... 18 1.2 The Study .................................................................................................................................... 20 1.3 Purpose of Study ......................................................................................................................... 20 1.4 Context ........................................................................................................................................ 20 1.5 Analysis of Questions ................................................................................................................. 21 1.6 Chapter Structures ....................................................................................................................... 22 2. LITERATURE REVIEW ................................................................................................................... 24 2.1 Overview of Literature Review ................................................................................................... 24 2.2 Decolonization ............................................................................................................................ 27 2.2.1 Theories of Colonialism ...................................................................................................... 29 2.2.2 Racialization in Canada and Saskatchewan ........................................................................ 33 2.2.3 Language, Cognitive Assimilation and Colonization ......................................................... 34 2.2.4 Revolutionizing an Education System ................................................................................ 35 2.2.5 Indigenous Education .......................................................................................................... 37 2.2.6 Métis Self-Determination .................................................................................................... 43 2.2.7 Science Education in Saskatchewan ................................................................................... 45 2.3 Aboriginal Languages and Ecosemiotics .................................................................................... 56 2.3.1 Ecosemiotics ....................................................................................................................... 56 2.3.2 Michif Language ................................................................................................................. 60 2.4 Preserving Biological Diversity through Indigenous Science Education ................................... 67 iv 2.4.1 Biodiversity
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