{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/20257"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/20257","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Ędwadewáyęsta Ohwęjádeh: We Learn from the Earth","abstract":"Earth-based education is an Ǫgwehǫ:weh (Original People) approach to seeding Hodinohsó:ni’ (People of the Longhouse) cultural knowledge and it is the knowledge that will catalyze stronger Ǫgwehǫ:weh communities. To regain alignment with Hodinohsó:ni’ ways, a Hodinohsó:ni’ Waldorf-inspired School was constructed. This is the first Hodinohsó:ni’ Waldorf-inspired School of its kind. There was no preliminary understanding of how a Hodinohsó:ni’ Waldorf-inspired education may revitalize Hodinohsó:ni’ culture and language. Using the Hodinohsó:ni’ Kuswenta/Guswenta (Mohawk/Cayuga word) or the Two Row Wampum, whereby Ǫgwehǫ:weh and non-Ǫgwehǫ:weh ways of knowing are parallel but do not interfere with one another, One Row included a qualitative arts-based and an influenced narrative inquiry research design and the other Row, a Hodinohosó:ni’ Tree framework. Through the stories of six adults and eight children’s artwork at the Six Nation Hodinohsó:ni’ Waldorf-inspired School, they shared historical, cultural, and educational knowledge – both traditional and contemporary – and articulated the paradigm shift of a culturally based, strong Ǫgwehǫ:weh education structure. One main finding is the community’s strength, resilience, and connection to nature. This finding is illustrated in the children’s drawings and supported by adult stories and conversations. Four themes emerged which included “Precursory Decision-Making Narratives,” “Significance of Culture,” “Growing the Hodinohsó:ni’ Tree,” and “Nourishing the Whole Self.” The findings support the vision and commitment of the Hodinohsó:ni’ Waldorf-inspired School and frame how Hodinohsó:ni’ people are reclaiming their relational Ǫgwehǫ:weh ways of knowing through an Earth-based education which analogously promotes strengthening Hodinohsó:ni’ language and planting and nourishing seeds of Ǫgwehǫ:weh knowledge.","abstract_html":"Earth-based education is an Ǫgwehǫ:weh (Original People) approach to seeding Hodinohsó:ni’ (People of the Longhouse) cultural knowledge and it is the knowledge that will catalyze stronger Ǫgwehǫ:weh communities. To regain alignment with Hodinohsó:ni’ ways, a Hodinohsó:ni’ Waldorf-inspired School was constructed. This is the first Hodinohsó:ni’ Waldorf-inspired School of its kind. There was no preliminary understanding of how a Hodinohsó:ni’ Waldorf-inspired education may revitalize Hodinohsó:ni’ culture and language. Using the Hodinohsó:ni’ Kuswenta/Guswenta (Mohawk/Cayuga word) or the Two Row Wampum, whereby Ǫgwehǫ:weh and non-Ǫgwehǫ:weh ways of knowing are parallel but do not interfere with one another, One Row included a qualitative arts-based and an influenced narrative inquiry research design and the other Row, a Hodinohosó:ni’ Tree framework. Through the stories of six adults and eight children’s artwork at the Six Nation Hodinohsó:ni’ Waldorf-inspired School, they shared historical, cultural, and educational knowledge – both traditional and contemporary – and articulated the paradigm shift of a culturally based, strong Ǫgwehǫ:weh education structure. One main finding is the community’s strength, resilience, and connection to nature. This finding is illustrated in the children’s drawings and supported by adult stories and conversations. Four themes emerged which included “Precursory Decision-Making Narratives,” “Significance of Culture,” “Growing the Hodinohsó:ni’ Tree,” and “Nourishing the Whole Self.” The findings support the vision and commitment of the Hodinohsó:ni’ Waldorf-inspired School and frame how Hodinohsó:ni’ people are reclaiming their relational Ǫgwehǫ:weh ways of knowing through an Earth-based education which analogously promotes strengthening Hodinohsó:ni’ language and planting and nourishing seeds of Ǫgwehǫ:weh knowledge.","abstract_has_math":false,"creators":["Bomberry, Michelle J."],"institution":"Brock University","degree_name":"Ph.D. Educational Studies","degree_level":"Doctoral","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T01:23:02Z","subjects":["Earth-based education","Waldorf-inspired School"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10464/20257","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Bomberry, Michelle J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-04-22T18:46:25Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Brock University"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. Educational Studies"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Earth-based education","Waldorf-inspired School"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10464/20257"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Earth-based education is an Ǫgwehǫ:weh (Original People) approach to seeding Hodinohsó:ni’ (People of the Longhouse) cultural knowledge and it is the knowledge that will catalyze stronger Ǫgwehǫ:weh communities. To regain alignment with Hodinohsó:ni’ ways, a Hodinohsó:ni’ Waldorf-inspired School was constructed. This is the first Hodinohsó:ni’ Waldorf-inspired School of its kind. There was no preliminary understanding of how a Hodinohsó:ni’ Waldorf-inspired education may revitalize Hodinohsó:ni’ culture and language. Using the Hodinohsó:ni’ Kuswenta/Guswenta (Mohawk/Cayuga word) or the Two Row Wampum, whereby Ǫgwehǫ:weh and non-Ǫgwehǫ:weh ways of knowing are parallel but do not interfere with one another, One Row included a qualitative arts-based and an influenced narrative inquiry research design and the other Row, a Hodinohosó:ni’ Tree framework. Through the stories of six adults and eight children’s artwork at the Six Nation Hodinohsó:ni’ Waldorf-inspired School, they shared historical, cultural, and educational knowledge – both traditional and contemporary – and articulated the paradigm shift of a culturally based, strong Ǫgwehǫ:weh education structure. One main finding is the community’s strength, resilience, and connection to nature. This finding is illustrated in the children’s drawings and supported by adult stories and conversations. Four themes emerged which included “Precursory Decision-Making Narratives,” “Significance of Culture,” “Growing the Hodinohsó:ni’ Tree,” and “Nourishing the Whole Self.” The findings support the vision and commitment of the Hodinohsó:ni’ Waldorf-inspired School and frame how Hodinohsó:ni’ people are reclaiming their relational Ǫgwehǫ:weh ways of knowing through an Earth-based education which analogously promotes strengthening Hodinohsó:ni’ language and planting and nourishing seeds of Ǫgwehǫ:weh knowledge."]},{"key":"dc:title","label":"Title","values":["Ędwadewáyęsta Ohwęjádeh: We Learn from the Earth"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Bomberry, Michelle J."],"dc:date.accessioned":["2026-04-22T18:46:25Z"],"dc:date.issued":["2025"],"dc:description.abstract":["Earth-based education is an Ǫgwehǫ:weh (Original People) approach to seeding Hodinohsó:ni’ (People of the Longhouse) cultural knowledge and it is the knowledge that will catalyze stronger Ǫgwehǫ:weh communities. To regain alignment with Hodinohsó:ni’ ways, a Hodinohsó:ni’ Waldorf-inspired School was constructed. This is the first Hodinohsó:ni’ Waldorf-inspired School of its kind. There was no preliminary understanding of how a Hodinohsó:ni’ Waldorf-inspired education may revitalize Hodinohsó:ni’ culture and language. Using the Hodinohsó:ni’ Kuswenta/Guswenta (Mohawk/Cayuga word) or the Two Row Wampum, whereby Ǫgwehǫ:weh and non-Ǫgwehǫ:weh ways of knowing are parallel but do not interfere with one another, One Row included a qualitative arts-based and an influenced narrative inquiry research design and the other Row, a Hodinohosó:ni’ Tree framework. Through the stories of six adults and eight children’s artwork at the Six Nation Hodinohsó:ni’ Waldorf-inspired School, they shared historical, cultural, and educational knowledge – both traditional and contemporary – and articulated the paradigm shift of a culturally based, strong Ǫgwehǫ:weh education structure. One main finding is the community’s strength, resilience, and connection to nature. This finding is illustrated in the children’s drawings and supported by adult stories and conversations. Four themes emerged which included “Precursory Decision-Making Narratives,” “Significance of Culture,” “Growing the Hodinohsó:ni’ Tree,” and “Nourishing the Whole Self.” The findings support the vision and commitment of the Hodinohsó:ni’ Waldorf-inspired School and frame how Hodinohsó:ni’ people are reclaiming their relational Ǫgwehǫ:weh ways of knowing through an Earth-based education which analogously promotes strengthening Hodinohsó:ni’ language and planting and nourishing seeds of Ǫgwehǫ:weh knowledge."],"dc:identifier.uri":["https://hdl.handle.net/10464/20257"],"dc:language.iso":["eng"],"dc:publisher":["Brock University"],"dc:subject":["Earth-based education","Waldorf-inspired School"],"dc:title":["Ędwadewáyęsta Ohwęjádeh: We Learn from the Earth"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph.D. Educational Studies"]},"updated_at":"2026-07-24T01:23:02Z"}