2)+Respect+for+the+Land+and+Its+People

=** RESPECT FOR THE LAND AND ITS PEOPLE **=


 * //Aboriginal perspectives are based on the distinct world view of the Aboriginal cultures. This world view has humans living in a universe made by the Creator and needing to live in harmony with nature, one another and oneself. Each Aboriginal culture expresses this same world view in a different way with different practices, stories, and cultural products. (Manitoba Education, Training and Youth. p. 1)//**


 * //The relationship Aboriginal peoples have with the Land is as varied and diverse as the Aboriginal population. One aspect that remains constant is that the Land is the giver of life and law and must be respected about all else. (p. 8)//**

Historically, Aboriginal knowledge has been dismissed as "simple, primitive, or naive" and has therefore been marginalized and viewed as insignificant. "...[A]boriginal contributions are rarely found in environmental initiatives, which tend to be driven by the politics of formal science." (Beckford, Jacob, Williams, & Nahdee, 2010, p. 240) Traditionally, Aboriginal peoples have a high level of respect for the land and its inhabitants, and understand their relationships and interconnections. School curriculum needs to begin to reflect Aboriginal knowledge in order to allow that knowledge to be viewed in a new light and to become established as credible, worthwhile, and valued. Today, society as a whole is becoming more aware of the fragile state of our environment. Aboriginal epistemology provides an innate sense of respect for the environment and "can provide a framework for engendering an ethic of stewardship and sustainability" toward the environment and all it includes (Beckford et al., 2010, p. 241). In curriculum, Aboriginal knowledge should be used to compliment rather than conflict with Western ways of knowing.

As is the Aboriginal way, knowledge is shared through demonstration by parents, community and Elders as in the following video from Elder Walter LaVallee of Piapot First Nation in Saskatchewan:

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Elders are very often more than willing to visit classrooms and share their traditional local cultural knowledge. Aboriginal cultures each have specific protocols for inviting Elders into the classroom or school. If you are concerned about protocols, don't be afraid to ask. He or she will be happy to explain their expectations. For more information contact your school division/district's Aboriginal advisor or coordinator.

**References**

Beckford, C., Jacobs, C., Williams, N., & Nahdee, R.. (2010) Aboriginal environmental wisdom, stewardship, and sustainability: Lessons from the Walpole Island First Nations, Ontario, Canada. //The Journal of Environmental Education,// 41(4), 239-248. Retrieved October 13, 2011, from ProQuest Education Journals. (Document ID: 2111084051).

Manitoba Education, Training and Youth. (2003). //Integrating Aboriginal perspectives into curricula: a resource for curriculum developers, teachers and administrators.// Winnipeg: Crown in Right of Manitoba.

__DISCUSSION QUESTION__ - How could you instill a respect for Mother Nature and promote sustainability in your teaching? Use examples from your current curriculum if applicable.