Local‐to‐Global Indigenous Health in Service‐Learning

Spence, Elder “Grandmother” Doreen; Tagupa, Kupuna “Aunty” Francine Dudoit; Kennedy, Andrea Puamakamae‘okawēkiu; Semple, Lisa; Cardinal, Samantha; Jones, Rachael; Scott, Michelle

doi:10.1002/9781119144397.ch6

Cited by 3 publications

(6 citation statements)

References 10 publications

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“…Study findings call for positive change to reimagine and reorient Indigenous service-learning while challenging theoretical work that was originally published by research team members (Spence et al, 2018). In this previous work, research team member Kennedy, supported by Elders Grandmother Doreen and Kupuna Francine, focused on the positive experiences of learning with Indigenous communities and did not critically examine the entrenched colonialism of Indigenous service-learning.…”

Section: Discussionmentioning

confidence: 73%

“…Understanding leads to opportunity for decolonizing servicelearning that disrupts colonial dominance with actions grounded in respect, relevance, reciprocity, and responsibility (Kirkness & Barnhardt, 2001). This creates space for learning with "love as a radical grounding force" (Boveda & Bhattacharya, 2019, p. 4) that is aligned with traditional Indigenous teachings (Spence et al, 2018). From this decolonizing stance, we are better suited to critically understand how to engage in reconciliation as learners with Indigenous communities.…”

Section: Decolonizing Service-learningmentioning

confidence: 99%

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Relational Learning With Indigenous Communities: Elders’ and Students’ Perspectives on Reconciling Indigenous Service-Learning

Kennedy

McGowan

Lindstrom

et al. 2020

International Journal of Research on Service-Learning and Community Engagement

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This study counterbalances Western-derived evidence by describing Elders' and students' perspectives of Indigenous service-learning through Indigenous research methodology. Data collection took place in a midsize Canadian university after an Indigenous service-learning public networking forum. The purposive sample consisted of three Indigenous elders and five Indigenous students. Immediately following the event, Elders participated in a focus group, and then students completed a survey. Qualitative themes were interpreted using conversational method and relational analysis. Elders called for the replacement of the term service-learning, re-rooting of the term Indigenous, and respect for the Elders' roles and knowledges. Interconnected themes by Elders and students signalled a necessary shift from service-learning to relational learning. Such connections reveal the core purpose of relational learning with Indigenous communities as maintaining good relations through humility, respect, honesty, and reciprocity while responding to the interconnected priorities of the land, traditional ways, Elders, and common language. Findings signal decolonizing opportunities for relational learning with Indigenous communities.

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Section: Discussionmentioning

confidence: 73%

Section: Decolonizing Service-learningmentioning

confidence: 99%

Relational Learning With Indigenous Communities: Elders’ and Students’ Perspectives on Reconciling Indigenous Service-Learning

Kennedy

McGowan

Lindstrom

et al. 2020

International Journal of Research on Service-Learning and Community Engagement

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“…This co-learning process helps mentees to navigate the Western academy while integrating Indigenous ways of knowing in a way that respects relationality with Indigenous communities (Kennedy et al, 2021) and supports integration of heart and minds (Gehl, 2012). Intergenerational mentorship supports critical learning skills that provide opportunity for growth (Livstrom et al, 2020, p. 13); this also highlights the importance of Elders to support the mentees' learning journey (Kennedy et al, 2020;Spence et al, 2018). We extend this understanding of two-eyed seeing through transformative learning theory based on deep self-reflection to guide intentional action and critical evaluation of the co-learning process (Mezirow, 1997).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Mentees' evolving understanding of Indigenous service-learning shifted to relational learning with Indigenous communities; we maintained good relations with the land, the traditions, and the People by practicing "…humility, respect, honesty, and reciprocity…" (Kennedy et al, 2021, p. 1). Community partner relationships were developed over many years with Aunty Fran and mentor Andrea Kennedy through local-to-global nursing field schools (Spence et al, 2018). Honoured partners with the AIM-HI field school project include Waikiki Health (Aunty Fran, Director Native Hawaiian Healing), Prince Jonah Kuhio Elementary School (Lynn Kobayashi, Principal), Ho'oulu 'Āina-Kokua Kalihi Valley Comprehensive Family Services (Anakala/Uncle Scotty Garlough, Youth Coordinator), Lunalilo Care Home (Mike Warren, Director of Nursing), and the University of Hawai'i at Mānoa (Dr. Mapuana Antonio, Assistant Professor-Native Hawaiian & Indigenous Health Specialization Head).…”

Section: Relational Learning With Indigenous Communitiesmentioning

confidence: 99%

Indigenous Students’ Storywork: Local-to-Global Transformative Learning and Growth

Cardinal¹,

Woycheshin²,

Galway³

et al. 2021

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

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Storywork by four Indigenous post-secondary student mentees from Canada highlights their transformative co-learning experiences with community through a local-to-global field school. This program was funded by the Alberta Indigenous Mentorship in Health Innovation (AIM-HI) Network as a foundation for students to succeed in Indigenous health and community-based research. Mentees are undergraduate students from different post-secondary institutions/programs and various Indigenous communities including Cree, Dene and Métis. Mentors included 2 Elders (Blackfoot and Hawaiian) and professors (1 nursing and 2 medicine) from Métis, Blackfoot and hanai Hawaiian families. With respect for Indigenous oral tradition, mentees share their transformative experiences through digital storytelling. With the metaphor of plants, mentees describe their individual and collective growth from seed, to blooming and taking root with their identity. Opening hearts and minds to Indigenous ways of knowing inspired a strong cultural connection for engaging in academic studies and relational co-learning with Indigenous communities. Mentees learned relevant skills to support selfawareness/knowledge development, caregiving/self-care, compassion/selfcompassion, and cultural growth through common humanity; these skills support their roles as resilient strong helpers, who are well-positioned to respectfully advance Indigenous ways of knowing in research to promote health with Indigenous Peoples. With an evolving impact beyond the duration of the field school, mentees share their learning journey and calls to action as emerging Indigenous Health Researchers.

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Section: Literature Reviewmentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

2021

IICE Official Conference Proceedings

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Use of online learning opportunities among language teachers and learners has become one of the commonly utilized tools as they provide effective means (convenient, accessible, authentic and sometimes free) to learn a foreign language. Research shows that online learning opportunities, particularly YouTube -a popular video sharing and viewing platform creates more meaningful and independent learning environment (e.g. Alhamami, 2013; Benson, 2015; Lacy, 2008), compared to other conventional way of learning a foreign language. This research reports on how two English language lecturers at a Mongolian University used stories available free of charge on YouTube to help students improve their listening and transfer of skills such as pronunciation, reading comprehension, note taking and speaking. This research project was initiated because of an increased interest to utilize YouTube in learning English from students studying at the University. The two lecturers took the students' desire on board and developed learning tasks for students to do independently outside the classroom (hereinafter self-independent work) using stories on YouTube. The fact that students were already using YouTube to learn English outside the curriculum was a positive start to the research project. The research project was implemented for a period of one year among first year English as a foreign language (EFL) students. The study results show that when learning content is easily accessible (ability to listen outside the classroom, on their phones, when travelling and walking etc.) and when there is a genuine desire to listen to an interesting story of their choice, students are more likely to effectively work on the learning tasks associated with the stories which in turn helped them to develop their language skills efficiently. However, limited access to WiFi or Internet, not seeking available support to execute the task were issues to develop the skills and independent learning style, despite a strong desire to learn English using YouTube.

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Local‐to‐Global Indigenous Health in Service‐Learning

Cited by 3 publications

References 10 publications

Relational Learning With Indigenous Communities: Elders’ and Students’ Perspectives on Reconciling Indigenous Service-Learning

Relational Learning With Indigenous Communities: Elders’ and Students’ Perspectives on Reconciling Indigenous Service-Learning

Indigenous Students’ Storywork: Local-to-Global Transformative Learning and Growth

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

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