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

Abstract

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.

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

“…Learning together was also inclusive of mentors' families and community partners. A significant part of developing mentorship relationships was respecting and honouring the vital role Elders have in guiding community engagement in relational learning (Kennedy et al, 2021). Honouring cultural protocols allowed us to foster humility, engage in transformative learning, and obtain holistic professional development.…”

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

“…While co-authorship of this paper is attributed to the mentees and primary faculty mentors, the contribution of Elders is recognized well beyond authorship. The importance of formally acknowledging Elders' wisdom in the academy needs to be honoured with humility and respect to local Indigenous protocol, including consultation with the Elders on how they wish to be acknowledged (Kennedy et al, 2021).…”

“…We understand this relationality of mentees and knowledge development based on Mi'kmaw Elder Albert Marshall's teachings of Etuaptmumk/two-eyed seeing teaching which encourages respectful engagement with Western and Indigenous teachings as distinct systems (Marshall, Marshall & Bartlett, 2015;Marshall, 2018). 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).…”

“…Learning together was also inclusive of mentors' families and community partners. A significant part of developing mentorship relationships was respecting and honouring the vital role Elders have in guiding community engagement in relational learning (Kennedy et al, 2021).…”

“…To mobilize relationality, connection, and community, it is prudent to passionately learn, honour, and respect all parts of our selves and acknowledge the co-learning responsibility of two-eyed seeing (Marshall, 2018). Just as we brought together our different lessons, we must bring together our different ways of knowing into action in harmony with Indigenous and non-Indigenous Peoples as a decolonial effort for the good of all people (Kennedy et al, 2021). All my relations.…”