Hello Dear Reader and Thoughtful Educator,
Today’s blog is a bit of a leap
into academic and jargon filled
writing. Let me explain why. I have been immersed over the last six weeks
in completing an on-line course offered by UBC –Reconciliation through
Education- designed by Jan Hare and a brilliant cast of thousands.
Following the readings and viewings of presentations by Elders, educators and
other knowledge keepers from B.C. and around the world, we were asked to
respond to the weekly topic theme. This blog entry is my response to the prompt
from Week Four: Share an Indigenous Storytelling resource.
This
is what I submitted-I hope you find it useful.
You are Asked to Witness: The Sto:lo in Canada’s
Pacific Coast History,
Edited by Keith Thor Carlson.
Chapter Eleven “ Oral Narratives”
of the Sto:lo People.
The above reference is, in my opinion,
essential reading for anyone wanting to understand the complexity and
brilliance of indigenous oral narratives. Understanding oral narratives as a
form of unique expression demands we abandon the familiar European genres such
as myth, legend or folk-lore because they simply do not apply.
“
…There is no line drawn between mythical/supernatural/spiritual and the
natural/ordinary that cannot be bent.
Even the inferred difference between the past and the present, or a
supernatural, verses a natural experience can be blurred. Page 193.”
The point is to appreciate these stories as
a unique style of literature which offers the opportunity to share experiences
between the reader and in this case,the Sto:lo First Nation. When the cultural
context is fully embraced, oral literature, (oral narratives) can transcend
ethnic and cultural barriers and touch all generations.
The oral traditions are clearly a central
facet of the culture. Sharing stories allows the speaker and the audience to
experience the communally held histories, beliefs and philosophies of the
people. “Spoken literature” embodies the important cultural knowledge of “how
to live”-information that is extremely important to pass on “properly” in an
oral society. Page 196.
In 2012, I met with respected Sto’lo
speaker, Gwen Point, who is referenced in
Chapter 11 - ( beautiful photograph of Gwen on page 190).
She confirmed the many layers woven throughout oral narratives that promise
to reveal treasured windows into the history and culture. She encouraged me to continue learning from
Stz’uminus Elder Mabel Mitchell and supported my efforts to bring our local
oral narratives to all students in
British Columbia.
Although my interaction with Gwen Point was
brief, it provided a powerful motivator to encourage schools to use and embrace
the four oral narratives and two personal narratives put together by Elder and
Educator Pearl Harris and myself. . (An
Integrated Inquiry Based Unit of Study using Oral Narratives and Elders’
Personal Stories, available through Pearl Harris at Stz’uminus Secondary. The Teacher Resource containing lesson
sequences and teaching strategies with BLM to support all the six books, is currently
available through dklockars@shaw.ca.
It has occurred to me throughout the rich
viewings, conversations and references that we have been presented with over
the four weeks of this fabulous course that I have been enjoying that there is
no better way to acknowledge the traditional territory we stand, learn and work on, than acting on, and committing to,
the presentation of the authentic
narratives from our Coast Salish territory. These resources can be presented across the
curriculum and are organized to meet the learning needs of Grades 2-12. They also serve to meet and address the new
B.C. Ministry guidelines requiring educators at all levels to bring Aboriginal
perspectives into the daily curriculum.
I
believe these materials will move us in the process of “decolonizing” and engage
in new and real conversations about the true history of our land.
The team behind these resources have provided current and thoughtful
lesson sequences that serve to show-case relevant indigenous content. I raise
my hands in appreciation to the Elders; Mabel Mitchell, Edward Seymour, and
Pearl Harris and the many knowledge
keepers who generously contributed to the development of this resource.
In friendship,
Donna Klockars
(Literacy Resource Support)
