Words from Elders in the Academic Context: Explorations of Learning
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| Title: | Words from Elders in the Academic Context: Explorations of Learning |
|---|---|
| Language: | English |
| Authors: | Margaret Kress, Miigam’agan, Sophie M. Lavoie |
| Source: | Brock Education: A Journal of Educational Research and Practice. 2026 34(3):5-26. |
| Availability: | Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Indigenous Knowledge, Place Based Education, Case Studies, American Indians, Canada Natives, Tribally Controlled Education, Racial Relations, Older Adults, Intergenerational Programs, Higher Education |
| Geographic Terms: | Canada |
| ISSN: | 1183-1189 |
| Abstract: | In discourses of allyship and treaty responsibility in higher education, "Etuaptmumk" or "Two-Eyed Seeing," the process of collaboration by Mi'kmaw Elder Albert Marshall, is often transmuted into a principle of cooperation and goodwill among those engaged in treaty education advancement, allied service delivery, and decolonization. Marshall's conceptualization inherently assumes that Etuaptmumk is only available for those who are knowledgeable about Indigenous ways of knowing, often Elders from Indigenous communities. This article explores the possibilities and limits of learning and exchange through the example of a case study of a land-based, academic initiative held in Mi'kma'ki. Central to the discussion is the inherent friction between the Western-based academic system and the community-based oral nature of the Elders' knowledge and sharing. This article examines the complexity of how one comes to be educated about Indigenous ways of knowing, as well as how to ensure there is a protected space for Indigenous peoples to gain this knowledge, and for settlers and newcomers to also have a space and suitable access, if they are willing to learn. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497171 |
| Database: | ERIC |
| Abstract: | In discourses of allyship and treaty responsibility in higher education, "Etuaptmumk" or "Two-Eyed Seeing," the process of collaboration by Mi'kmaw Elder Albert Marshall, is often transmuted into a principle of cooperation and goodwill among those engaged in treaty education advancement, allied service delivery, and decolonization. Marshall's conceptualization inherently assumes that Etuaptmumk is only available for those who are knowledgeable about Indigenous ways of knowing, often Elders from Indigenous communities. This article explores the possibilities and limits of learning and exchange through the example of a case study of a land-based, academic initiative held in Mi'kma'ki. Central to the discussion is the inherent friction between the Western-based academic system and the community-based oral nature of the Elders' knowledge and sharing. This article examines the complexity of how one comes to be educated about Indigenous ways of knowing, as well as how to ensure there is a protected space for Indigenous peoples to gain this knowledge, and for settlers and newcomers to also have a space and suitable access, if they are willing to learn. |
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| ISSN: | 1183-1189 |
