Integrating traditional educational practices of the Siksikaitsitapi (Blackfoot confederacy) into a post-secondary context

The colonisation of the Indigenous Peoples of Canada, has led to the subjugation of Indigenous knowledges and the structuring of an education system that excludes the use of Indigenous ways of knowing, being, and doing. This paper makes space for and privileges Siksikaitsitapi (Blackfoot Confederacy) human development theory and articulates the four stages of human development (knowledge of tribal and cosmic responsibilities; experiential knowledge of tribal alliances; embodiment of knowledge and skills acquired for the wellbeing of a cosmic universe, and; transfer of knowledge and skills to the next generation) through the words of Blackfoot scholars. Six Blackfoot pedagogical methods of teaching and learning (experience; language; transfer; grandparents; stories, and; place) are shared and their utilisation is illustrated in each different stage of development. I do this by describing how I apply these Blackfoot teachings into my teaching philosophy and practices to achieve two-eyed seeing

Archaeology · Context (archaeology · Epistemology · Experiential learning · Grandparent · Indigenous · Pedagogy · Sociology · Traditional knowledge · African cultural and philosophical studies · History · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights · Psychology · Ecology

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