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Thesis Format: Monograph) “WE SHOULD BE LISTENING TO OUR ELDERS”: EVALUATION OF TRANSFER OF INDIGENOUS KNOWLEDGE BETWEEN ANISHINABE YOUTH AND ELDERS (Spine Title: Transfer of Indigenous Knowledge) (Thesis Format: Monograph) by Kassandra Christina Kulmann Graduate Program in Geography A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Kassandra C. Kulmann 2012 THE UNIVERSITY OF WESTERN ONTARIO SCHOOL OF GRADUATE AND POSTDOCTORAL STUDIES CERTIFICATE OF EXAMINATION Supervisor Examiners ______________________________ ______________________________ Dr. Chantelle Richmond Dr. Jason Gilliland ______________________________ Dr. Anita Kothari ______________________________ Dr. Isaac Luginaah The thesis by Kassandra Christina Kulmann entitled: “We Should be Listening to Our Elders”: Evaluation of Transfer of Indigenous Knowledge between Anishinabe Youth and Elders is accepted in partial fulfilment of the requirements for the degree of Master of Arts Date__________________________ _______________________________ Chair of the Thesis Examination Board ii Abstract and Keywords Indigenous knowledge (IK) (knowledge held by Indigenous peoples regarding local environments, ways of life and culture) can potentially improve health and environment conditions. This thesis examines IK transfer between Anishinabe Elders and youth. A knowledge translation intervention was applied to address community concerns regarding decline of IK transfer between Elders and youth. Youth were hired to participate in a summer school and interview Elders regarding environment and health issues. Qualitative interviews were conducted with youth before and after their internships to evaluate their experiences and IK uptake. The summer school and internships were effective in facilitating IK transfer between Elders and youth. Based on the methods and findings of this thesis, a framework was developed that outlines structures and relationships necessary for IK transfer. This framework displays that the structures were not sufficient for IK transfer; relationships built between all involved in the research process were integral to knowledge transfer. Keywords: Indigenous knowledge, youth, knowledge transfer, Anishinabe, health, environment, Elders, intervention iii Acknowledgements I would like to thank first and foremost my supervisor, Chantelle. You have been a fantastic mentor throughout this process, providing me with kind support, motivation and guidance; I would not have been able to complete my thesis without you. As well, I would like to thank Anita, Isaac, and Jason, my examiners, who have helped me produce a thesis I am truly proud of. I would also like to thank Caroline and Lori, who have always been extremely helpful, patient and sweet throughout my graduate career. I would like to thank my parents, Karen and Reinhold, brother Nik and grandma Mary for providing me with love and support throughout my academic career. Another thanks to my officemates and friends, Josh and Katie; you two provided me with so much help and insight to the Master’s process (also endless comedy and wine and cheese!). As well, fellow Geograds deserve thanks; Margaret and Victoria for the thesis pact and gym time, which really helped me stay on track; Chad, Spencer and Yvonne for GNOs and Emily for thesis coffee breaks! My Northern ladies Alannah and Kierann; you’ve both provided me with literally a lifetime of friendship and support; and the Nerd Mafia- Derek, Janice, Larissa, Sean and Steve- you have helped keep me grounded and remember what is important in life (APA versus MLA referencing of course). All of your support has helped me make it through school. And thanks to my pup Boone, you provided me with much entertainment this year! I would like to extend gracious thanks to Batchewana First Nation and Pic River First Nation, without whom I would not have had a thesis. In particular, thank you to all of the youth and Elders who participated in the project, as well as the community partners. Thank you so much for welcoming me into your communities and sharing your knowledge, I am forever grateful. iv Table of Contents TITLE PAGE ...................................................................................................................... i CERTIFICATE OF EXAMINATION ............................................................................ ii ABSTRACT AND KEYWORDS .................................................................................... iii ACKNOWLEDGEMENTS ............................................................................................. iv TABLE OF CONTENTS .................................................................................................. v LIST OF FIGURES ........................................................................................................ viii LIST OF APPENDICES .................................................................................................. ix CHAPTER 1 ....................................................................................................................... 1 INTRODUCTION .............................................................................................................. 1 1.1 Research Context: Indigenous Knowledge (IK) and the Connection between the Environment and Health ................................................................................................... 1 1.2 Research Problem ....................................................................................................... 3 1.3 Research Objectives ................................................................................................... 6 1.4 Community Profiles ................................................................................................... 7 1.5 Chapter Outline ........................................................................................................ 11 CHAPTER 2 ..................................................................................................................... 13 LITERATURE REVIEW ............................................................................................... 13 2.0 Introduction .............................................................................................................. 13 2.1 Indigenous Health in Canada ................................................................................... 13 2.2 Indigenous Youth Health .......................................................................................... 14 2.3 Environmental Dispossession (ED) .......................................................................... 17 2.4 Indigenous Knowledge (IK) ..................................................................................... 17 2.5 Intervention Framework ........................................................................................... 19 CHAPTER 3 ..................................................................................................................... 26 METHODS ....................................................................................................................... 26 3.1 Theoretical Frameworks in the Research ................................................................. 26 3.1.1 Community-Based Participatory Research (CBPR) .......................................... 28 3.1.2 Researcher Position ........................................................................................... 29 3.1.3 Indigenous Methodologies ................................................................................ 33 3.1.4 Knowledge Translation (KT) in Indigenous Communities ............................... 34 v 3.1.5 Knowledge Translation (KT) Framework and Community-Based Participatory Research (CBPR) ........................................................................................................ 36 3.2 Participants and Recruitment .................................................................................... 37 3.3 Introductory Summer School: July 2-7, 2011 .......................................................... 39 3.4 Internships: July 8- August 23, 2011 ........................................................................ 40 3.5 End of Summer School: August 24-28, 2011 ........................................................... 44 CHAPTER 4 ..................................................................................................................... 46 DATA COLLECTION AND ANALYSIS ..................................................................... 46 4.1 Data Collection ......................................................................................................... 46 4.2 Thematic Analysis .................................................................................................... 48 4.3 Documentary Analysis ............................................................................................. 51 CHAPTER 5 ..................................................................................................................... 53 RESULTS ......................................................................................................................... 53 5.0 Introduction .............................................................................................................. 53 5.1 Internships ...............................................................................................................
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