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Ojibwe Elders’ Experiences of Peace: To Teach Our Well-Being with the Earth Gail Sarah Lafleur Department of Graduate and Undergraduate Studies in Education Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Studies Faculty of Education, Brock University St. Catharines, Ontario © Gail Sarah Lafleur 2014 Abstract This research focuses on exploring the Anishinaabek/Ojibwe worldview founded upon the spiritual relationship with Mother Earth as the Anishinaabek view of peace to teach our well-being with earth. This research explores the experiences of four 21st century traditional Anishinaabek elders through describing their ways of knowing and of being as it relates to the Anishinaabek worldview of respect and peace with nature. This respect for Mother Earth and respecting earth’s way−akii-bimaadizi is articulated and shared regarding elders’ experiences of teaching our well-being with earth−Akinomaage mino akii-ayaa and is based upon Anishinaabek spirituality. This research details the Anishinaabek worldview from the elders’ shared experiences of earth as teacher and elder. Ten themes emerged from the data. These themes included (a) going back to our original gifts and instructions/building your sacred bundle/sharing your sacred bundle, (b) wisdom−nbwaakaawin: connecting the dots/original instructions/medicine−mshkiki/environmental consciousness, (c) sacred teachings/learning from the elders, (d) relationships/honoring elders/eldership, (e) political experiences and awareness, (f) a way of being in Anishinaabek research, (g) survival, (h) peace is our worldview demonstrated, (i) be aware of colonialistic thinking, (j) Akinomaage: earth as context. The researcher also shares her reflections as a researcher and as an Anishinaabekwe: Ojibwe woman. ii Dedication I dedicate this thesis to my mother: Evelyn Goulais Lafleur, and to Gzhe-manidoo, Shkagamik-kwe, all grandmothers and grandfathers, and to future generations who are inspired to learn and pass on the traditional Anishinaabek teachings. Chi-miigwech. Ktaningkwe, Nipissing, Mink Clan. iii Acknowledgements Chi-miigwech, Gzhe-mnidoo−the Great Mystery. Chi-miigwech to all who supported this research and to all who support pride in the Anishinaabek. Chi-miigwech to all of the Anishinaabek ancestors for their spiritual guidance and support. Chi-miigwech to all traditional elders, residential school survivors, and all my relations. Chi-miigwech to my family and friends: Esther Gilbank, Don Couchie, Dr. Joan Shaw, Bertha Power, Arlene Bannister, Linda Gosling, Jim Wright, Ben Jamieson. Chi-miigwech to all the elders who had the courage and kindness to share themselves and their stories: Mskokii Kwe, Adik Giizhig, Makade Nimkii, and Aandek. Chi-miigwech to Fran Couchie and Nipissing First Nation. Chi-miigwech to all of my classmates and teachers in the Brock PhD program who respect the Anishinaabek people and the importance of our ways of knowing and of being. Chi-miigwech to Dr. Chris Vecsey for your research, writings, and on imagining us richly. Chi-miigwech to Dr. Michael Manley-Casimir, my thesis advisor, for your continuing support and encouragement. Chi-miigwech to Dr. Sonja Grover and Dr. Doug Karrow, committee members, for your advice and patience. Chi-miigwech to Dr. Renee Kuchapski, Chair, Graduate Studies in Education. iv Table of Contents Abstract ............................................................................................................................... ii Dedication .......................................................................................................................... iii Acknowledgements ............................................................................................................ iv List of Figures ................................................................................................................... vii CHAPTER ONE: BACKGROUND AND STATEMENT OF THE PROBLEM ........1 Anishinaabek Traditional Worldview ......................................................................1 Tensions: I Am Anishinaabek and I Am Also of European Origin .........................7 Experiential Influences ..........................................................................................10 Research Context ...................................................................................................14 Anishinaabek Population .......................................................................................14 Purpose Statement ..................................................................................................18 Research Questions ................................................................................................19 Delimitations of Study ...........................................................................................19 Overview of Chapters ............................................................................................20 CHAPTER TWO: CONTEXTUAL INFLUENCES ....................................................21 Journey to My Well-being with the Earth−Mino Akii-yaa ....................................21 Cultural Intelligence Theory ..................................................................................25 Elders and Grandfathers .........................................................................................28 Seven Grandfather Teachings: Foundation of Respect ..........................................30 The Medicine Wheel ..............................................................................................31 Anishinaabek Oral Tradition: Oral Education .......................................................34 Traditional Sacred Stories─Aadizookaanag ..........................................................35 How the Anishinaabe Got Fire ..............................................................................39 Reflection on How the Anishinaabe Got Fire ........................................................41 Ojibwa Environmental Ethics ................................................................................54 Anishinaabek Worldview as a View for Peace ......................................................54 Conclusion .............................................................................................................56 CHAPTER THREE: METHODOLOGY .....................................................................57 Indigenizing a Hermeneutic Phenomenology ........................................................62 Data Gathering Methods ........................................................................................63 Growth and Awareness in Data Collection ............................................................71 Foreshadowed Tensions .........................................................................................73 Explicitation of the Data ........................................................................................75 Trustworthiness: Coding and Memoing.................................................................79 Ethical Considerations ...........................................................................................83 Conclusion .............................................................................................................84 v CHAPTER FOUR: EXPLICITATION (ANALYSIS) OF THE EXPERIENCES OF THE ELDERS ..................................................................................................................85 Elders’ Experiences ...............................................................................................85 Mskokii Kwe: Red Earth Woman ...........................................................................86 Adik Giigik: Caribou Sky .....................................................................................103 Makade Nimkii: Black Thunderbird.....................................................................118 Aandek: Crow.......................................................................................................131 Summary ..............................................................................................................147 CHAPTER FIVE: DISCUSSION AND REFLECTIONS .........................................148 Interpretation, Discussion, and Reflections .........................................................149 Research Themes .................................................................................................150 Personal Reflections.............................................................................................174 Implications for Practice and Theory ...................................................................180 Implications for Further Research .......................................................................182 Study Limitations .................................................................................................183 Concluding Reflections ........................................................................................184 References .......................................................................................................................185 Appendices ......................................................................................................................195 Appendix A: English Translations of Anishinaabemowin Terms .......................195 Appendix B: Demographic Questionnaire ...........................................................199
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