Browsing by Author "Starlight, Teena Marie"

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    Ethical Relationality in Land-based Practices: Braiding Stories, Land, and Spirit
    (2024-05-15) Starlight, Teena Marie; Friesen, Sharon; Mistaken Chief, Duane; Sengupta, Pratim; Scott, David; Donald, Dwayne
    Abstract The purpose of this study is to find ways to sustain, validate and legitimize Tsuut’ina ninisha (way of life), and restore land-based practices that are critical for identity and survival within Tsuut’ina Nation schools. The research question guiding this study is: What is required to sustain, validate, and legitimize Tsuut’ina ninisha uwa gunaha and restore land-based practices to revive a diminishing way of life crucial for identity and survival, within Tsuut’ina Nation schools, as perceived and advocated by Tsuut’ina Elders? Indigenous Métissage is used as a research praxis in this study to braid and weave my personal story, Tsuut’ina Elder’s stories and stories of Western attempts of boundary crossing and funds of knowledge as a means to understand the ethical space and ethical relationality needed to create land-based curriculum for Tsuut’ina students that is respectful, reciprocal, relevant, relational, and responsible to Tsuut’ina peoples. Becoming familiar with theories of boundary crossing and funds of knowledge, teachers could have a better understanding of the importance of implementing Tsuut’ina ninisha into their daily teaching practices. Results from the study indicate that fostering community, facilitating experiential learning, nurturing care, and providing spiritual guidance are imperative for sustaining, validating, and legitimizing Tsuut’ina ninisha and revitalizing land-based practices crucial for Tsuut’ina children and youth within Tsuut’ina schools. Furthermore, the study illuminates how the concept of boundary crossing takes on profound significance when imbued with the teachings and wisdom of Tsuut’ina Elders. This enriched understanding of boundary crossing, infused with spiritual essence, encompasses the essential elements required for harmonious coexistence of Alberta Programs of Study and Tsuut’ina teachings within Tsuut’ina schools. These findings carry significant implications for systemic reforms in education, particularly for Indigenous students in reserve schools. Keywords: Indigenous Métissage, Ethical Space, Ethical Relationality, Funds of Knowledge (FoK), Boundary Crossing, Tsuut’ina ninisha (way of life)