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Anishinaabe Learning Places: Teaching and Learning through Gift, Relational, Movement and Spirit Pedagogies

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dc.contributor.advisorDion, Susan D.
dc.contributor.authorHupfield, John Robert
dc.date.accessioned2023-10-03T20:07:21Z
dc.date.available2023-10-03T20:07:21Z
dc.date.issued2023-10-03
dc.date.updated2023-10-03T20:07:21Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractPowwows have always been a place of dynamic colours, beadwork, a celebration of life on the land, a site for Anishinaabeg to ‘dance, sing, and pray, the Anishinaabe way.’ Anishinaabe pedagogy and powwow as place: Teaching and Learning through Gift, Relational, Movement and Spirit Pedagogies is a project that examines the ways in which powwow as place can provide spaces for teaching and learning within powwow families. As a grass dancer themselves, the author centres relationship with three other powwow families through a methodology rooted in Anishinaabewin (Indigenous knowledge systems), dibaajimowinan (storysharing), and nbwaachewin (visiting). Through a series of ZOOM sessions, stories were shared and knowledge co-constructed about Anishinaabe pedagogy through processes of reciprocity and relationality. The stories shared by families were oft-framed by colonization, naming its impacts on family structures and Anishinaabe identity - the dismantling of kinship systems. Powwow as place was described as a space that not only provides respite from ongoing forms of colonization, but fosters kin-making, wholistic wellbeing, and the learning of Anishinaabewin through coming to understand teachings about kinship through roles and responsibilities. Powwow families expressed the need to nurture the ‘spirit’ of the learner, a notion rooted in wholism that they felt is oft-lacking in zhaagnosh (non-Anishinaabe) learning settings. These findings indicate a need for powwows to be reframed from cultural gatherings and celebrations, to critical places of learning/teaching for Anishinaabeg. The focus on gifts of learners, reframing relationships between teacher and learner relationships, and a call for the hosting of more Anishinaabeg places of learning such as powwow, are all aspects that non-Indigenous educational contexts can learn from.
dc.identifier.urihttps://hdl.handle.net/10315/41452
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectEducation
dc.subjectNative American studies
dc.subjectPedagogy
dc.subject.keywordsAnishinaabe
dc.subject.keywordsAnishinaabeg
dc.subject.keywordsEducation
dc.subject.keywordsFirst Nations
dc.subject.keywordsDecolonization
dc.subject.keywordsAnishinawbe
dc.subject.keywordsLife stages
dc.subject.keywordsPedagogy
dc.subject.keywordsMino-bimaadiziwin
dc.subject.keywordsSpirit
dc.subject.keywordsMovement
dc.subject.keywordsDance
dc.subject.keywordsPowwow
dc.subject.keywordsPow wow
dc.subject.keywordsDibaajimowinan
dc.subject.keywordsIndigenous
dc.titleAnishinaabe Learning Places: Teaching and Learning through Gift, Relational, Movement and Spirit Pedagogies
dc.typeElectronic Thesis or Dissertation

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