Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Faculty of Humanities, Department of Linguistics and Faculty of Education, Indigenous Education Art Napoleon, 2014 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental Member iii ABstract Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental MemBer Through a review of literature and a qualitative inquiry of Cree language practitioners and knowledge keepers, this study explores traditional concepts related to Cree worldview specifically through the lens of nîhiyawîwin, the Cree language. Avoiding standard dictionary approaches to translations, it provides inside views and perspectives to provide broader translations of key terms related to Cree values and principles, Cree philosophy, Cree cosmology, Cree spirituality, and Cree ceremonialism. It argues the importance of providing connotative, denotative, implied meanings and etymology of key terms to broaden the understanding of nîhiyaw tâpisinowin and the need for an encyclopaedic approach to understanding these key terms. It explores the interrelatedness of nîhiyawîwin with nîhiyaw tâpisinowin and the need to recognize them both as part of a Cree holistic paradigm. iv Table of Contents Supervisory Committee.......................................................................................................................... ii Abstract.........................................................................................................................................................iii Table of Contents...................................................................................................................................... iv Nanâskomowin: Acknowledgments................................................................................................. vi A Nîhiyaw Way of Learning................................................................................................................... 1 Background ............................................................................................................................................. 1 The Lifestyle............................................................................................................................................ 5 Traditional Education......................................................................................................................... 7 Formal Schooling................................................................................................................................13 The Community Now ........................................................................................................................14 CHAPTER ONE: Mâcihtâwin (Introduction) ................................................................................17 Background on Nîhiyawîwin .........................................................................................................17 Complexities of Writing in Nîhiyawîwin ..................................................................................18 Terms and Concepts as Mirrors ...................................................................................................20 Organization .........................................................................................................................................25 Purpose...................................................................................................................................................26 CHAPTER TWO: A Nîhiyaw Tâpisinowin Literature Review ...............................................29 Issues with Translating Nîhiyawîwin into English ..............................................................31 Some Structural Issues.....................................................................................................................42 Early Writings on Nîhiyaw Tâpwihtamowina (Beliefs).....................................................45 A Holistic Paradigm ...........................................................................................................................48 The Spiritual Nature of Nîhiyawîwin .........................................................................................52 CHAPTER THREE: Nisihcikîwina (Methodology)......................................................................58 Limitations and Strengths of the Questionnaire...................................................................64 The Participants..................................................................................................................................67 CHAPTER FOUR: Voices From the Mîkowahp ............................................................................70 What The Research Taught Me.....................................................................................................72 Insights on Nîhiyawîwin Structure.............................................................................................73 Nîhiyaw Perspectives in Translations.......................................................................................77 The Overlapping Trails to Nîhiyaw Tâpisinowin..................................................................79 Key Nîhiyaw Values and Principles ............................................................................................81 Dances with Cosmology...................................................................................................................87 Varied Meanings of Cosmological Concepts............................................................................90 Kâkîsimowin: The Spirit of Nîhiyaw Prayers .........................................................................95 Miyopimâtisowin Teachings..........................................................................................................99 Protection of Ceremonial Terms...............................................................................................100 Words Less Spoken.........................................................................................................................101 Questions About Specific Sacred Terms ................................................................................103 CHAPTER FIVE: Kîsihtâwina (Conclusion and Recommendations)...............................108 Considerations For Resource Developers.............................................................................109 Nîhiyaw Principles Today............................................................................................................113 Recommendations ..........................................................................................................................114 Kihtwâm Sihcikîwina (Next Steps) ..........................................................................................116 v In Closing.............................................................................................................................................118 Bibliography ...........................................................................................................................................120 Appendix A GLOSSARY OF KEY TERMS.....................................................................................123 Appendix B Questionnaire for Cree Language Practitioners & Elders..........................131 vi Nanâskomowin: Acknowledgments Thanks to: Dr. Leslie Saxon for her patient, helpful and supportive approach and for always being available despite a busy life. Dr. Peter Jacobs for his insights and humour. Dr. John Borrows for agreeing to join the process on such short notice. Renée McBeth and Alan Hoover for their valuable support and editorial assistance. I am also grateful to the research participants Mary Cardinal-Collins, Wayne Jackson, Billy Joe Laboucan, Reuben Quinn, Solomon Ratt, Leslie Skinner, Dorothy Thunder, Rose Wabasca and Arok Wolvengrey for the valuable information they so generously provided. Ann Shouting and Dr. Earl Waugh for the personal correspondence. Elders from outside of my community who impacted my life: Rose Auger, Morris Crow, Albert Lightning, Cecil Nepoose, Peter Ochiese, Oliver Shouting and Mary Thomas. Elders from my territory that I have counted on for advice: Suzette Napoleon, Fred Napoleon, Max Desjarlais, Molly Desjarlais, George Gauthier, Oliver Gauthier, Alice Auger, Josephine Walker, John Dokkie, Albert Davis, Madeline ‘Grandma’ Davis, Virginia Lalonde, Helen Paquette, Fred Courtorielle, May Apsassin and many others. I also wish to thank Julian Napoleon, Val Napoleon, Della Owens, and Naomi Owens for paving the way to post secondary studies; Audrey Norris and the Saulteau First Nation for their support; Dr. Lorna Williams and the rest of my Indigenous Language Revitalization instructors and cohort at UVIC. Mitoni kinanâskomitinâwâw kahkiyaw nitôtîmak. A Nîhiyaw Way of Learning To provide some context for the rest of this