Gekinoo'amaagejig Owiidookawaawaan Abinoojiinyan (Teachers Are Helping Children)

Abstract

This study placed at its center the knowledge and teachings of the Anishinaabe people and the elders who are the keepers and teachers. A phenomenological research design was adopted, informed by indigenous research methodology. Three Elders and three teachers from the Lac Courte Oreilles school in northern Wisconsin participated in the study. These Ojibwe Elders and teachers were experienced in working together in early childhood classrooms teaching young Ojibwe children about being Anishinaabe. The study sought to describe the shared vision of the Elders and teachers of Elders engaging young children about being Anishinaabe in the early childhood setting. Four themes emerged that formed their shared vision. Participants prioritized their young learners coming to know about themselves as Anishinaabe. They especially believed it essential for elders to be in classrooms guiding that learning. The teaching of respect was described as the primary teaching necessary for young Ojibwe children to learn. Respect was understood as the primary teaching in Anishinaabe belief and vital for young children to learn as all other teachings flow from respect. Honoring and valuing the language was also emphasized. While the Elders and teachers’ fluency and experience of the language varied among them, all were avid about the importance of young children hearing the language spoken and experiencing it with the Elders. The teachers, in particular, emphasized young children learning to respect and understanding the essential role elders have in Anishinaabe life. Lastly, the relationship between the Elder and teacher was important.