Rooted in Ancestral Lands: Sharing the Knowledge Through Indigenous Storywork

• In Event: Cross-Cultural Storying of Early Childhood Place Pedagogies for World Sustenance

Abstract

In this paper, we explore Indigenous Storywork (Archibald, 2008) and its significance in creating connections and relationships through reciprocal sharing and storytelling on ancestral lands of First Nation and Metis communities in Northern Ontario, Canada. Storytelling is highlighted as a way of constructing knowledge and understanding our reality in present times, as well as re-imagining Indigenous pedagogies in early childhood education. Storywork as data is a means of deriving meaning from our experiential and ancestral knowledge. It involves sharing cultural and ancestral knowledge connected to places to promote decolonization and transformative action in Anishinaabe early childhood education programs and curricula. Indigenous Storywork methodologies are relational and reciprocal, emphasizing sharing new knowledge and stories throughout one's lifetime.

As authors and activists, we are dedicated to integrating land-based teachings into early childhood education, advocating for experiential and intergenerational learning that enhances the well-being of children and families within their communities. Indigenous educators play a crucial role in discussing the relationship between education and place. Indigenous pedagogies emphasize the importance of experiential learning and storytelling. Knowledge can be acquired through observation, land-based learning, and non-interference pedagogy involving oral traditions and practical skills. Indigenous knowledge is a way of life gained through direct experience and immersion in one's environment.

According to Kovach (2010), "Indigenous knowledges can never be standardized for they are in relation to place and person" (p. 54), signifying that learning involves acquiring knowledge and building relationships with people, places, and the natural world. Hare (2012) explained early childhood Indigenous pedagogies as "learning processes that are social, intergenerational, holistic, oral- and narrative-based, and experiential" (p. 39).

The stories highlight the significance of preserving cultural traditions, passing on Indigenous knowledge to younger generations, and strengthening community relationships. Indigenous storytelling often emphasizes the respect for ancestors and elders as holders of wisdom and keepers of cultural knowledge. Indigenous storywork underlines the importance of listening and learning from the experiences and teachings of those who came before (Archibald, 2008). These narratives also stress the role of education, including formal and experiential education, in promoting cultural identity, instilling values, and fostering pride in Indigenous heritage.

By recognizing and embracing the rich diversity of Indigenous early childhood education practices worldwide, we can cultivate a deeper understanding of the intricate tapestry of human and more-than-human experiences that compose our shared world. Through this mutual appreciation and collaboration, we can collectively shape a better future for the forthcoming generations, grounded in the wisdom of ancestral lands and nourished by the ongoing exchange of Indigenous knowledge and stories.

Author

• Lori Ellen Huston, University of British Columbia