Anishinaabe Pedagogy

Abstract

In attempts to define Aboriginal education, there has been little attention paid to thedistinction between the pedagogy of local First Nations' cultures and the institution­alized field of Aboriginal education. As a resident of south-central Manitoba, I turn tothe local Anishinaabe culture to examine what has been extracted from the life-waysof this cultural community that contributes to what is perceived and being taught asAboriginal education in Winnipeg schools.My intention is to contribute to an understanding of how local and distinct cul­tures contribute to Aboriginal education as a conceptually growing phenomenon inthe Canadian education system. This purpose is to illuminate Anishinaabe pedagogy,to illustrate its benefits for learners, and provide possibilities for further implementa­tion within educational contexts.An Indigenous storywork methodology (Archibald, 2008; Kovach, 2009) is usedto identify those critical moments that shaped my understanding, appreciation, andarticulation of Anishinaabe pedagogy. Indigenous storytelling creates a context or awindow into the life-ways and life-experiences of particular peoples. It builds on livedexperience and allows the teller and listener to draw meaning from the story throughone's critically reflective centre. For me, this is a personal and professionally reflectivemoment that aims to share my school and work experience.I focus first on that which overshadows our existence as Anishinaabe people andthen share four stories that illuminate Anishinaabe pedagogy. My discussion includesa personal analysis, identifying what I have gained from these stories, and which con­tinues to impact my work today as an Aboriginal education consultant. I then giveexamples of how I use the teachings and pedagogical tools from my school experienceto support my work as an Aboriginal education consultant.In conclusion, I recommend a place-conscious lens to support the developmentand implementation of Aboriginal education. This ensures the integrity and authen­ticity of Aboriginal education initiatives, by allowing Aboriginal peoples to be thetellers of their history, culture, and perspective.