Ethical Relationality in Land-based Practices: Braiding Stories, Land, and Spirit

Abstract The purpose of this study is to find ways to sustain, validate and legitimize Tsuut’ina ninisha (way of life), and restore land-based practices that are critical for identity and survival within Tsuut’ina Nation schools. The research question guiding this study is: What is required to sustain, validate, and legitimize Tsuut’ina ninisha uwa gunaha and restore land-based practices to revive a diminishing way of life crucial for identity and survival, within Tsuut’ina Nation schools, as perceived and advocated by Tsuut’ina Elders? Indigenous Métissage is used as a research praxis in this study to braid and weave my personal story, Tsuut’ina Elder’s stories and stories of Western attempts of boundary crossing and funds of knowledge as a means to understand the ethical space and ethical relationality needed to create land-based curriculum for Tsuut’ina students that is respectful, reciprocal, relevant, relational, and responsible to Tsuut’ina peoples. Becoming familiar with theories of boundary crossing and funds of knowledge, teachers could have a better understanding of the importance of implementing Tsuut’ina ninisha into their daily teaching practices. Results from the study indicate that fostering community, facilitating experiential learning, nurturing care, and providing spiritual guidance are imperative for sustaining, validating, and legitimizing Tsuut’ina ninisha and revitalizing land-based practices crucial for Tsuut’ina children and youth within Tsuut’ina schools. Furthermore, the study illuminates how the concept of boundary crossing takes on profound significance when imbued with the teachings and wisdom of Tsuut’ina Elders. This enriched understanding of boundary crossing, infused with spiritual essence, encompasses the essential elements required for harmonious coexistence of Alberta Programs of Study and Tsuut’ina teachings within Tsuut’ina schools. These findings carry significant implications for systemic reforms in education, particularly for Indigenous students in reserve schools. Keywords: Indigenous Métissage, Ethical Space, Ethical Relationality, Funds of Knowledge (FoK), Boundary Crossing, Tsuut’ina ninisha (way of life)

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Education Graduate Program – Educational Research

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2024

Author dc:creator

• Starlight, Teena Marie

Advisor dc:contributor.advisor

• Friesen, Sharon

Committee members dc:contributor.committeemember

• Mistaken Chief, Duane
• Sengupta, Pratim
• Scott, David
• Donald, Dwayne

• Indigenous Education

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

en

DOI

https://doi.org/10.11575/PRISM/46402

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:1880/118805