http://concordia.ab.

ca

Faculty of Arts
Department of Social Science
http://concordia.ab.ca/

Indigenous Ways of Knowing

INDG 290B
Winter 2022

Course description: This course introduces students to Indigenous ways of knowing including, but not
limited to beliefs, customs, and worldviews. Students will seek to understand their differences and
similarities between Indigenous Nations as well as tensions between Indigenous and Western knowledge
including epistemology, and methodologies. Emphasis will be placed on research and writing skills
necessary in an academic environment.

Prerequisites: Indigenous Studies 111 and 2nd year standing required

Co-requisites: None.
Credit Restrictions: None.
Hours: (2 - 1s - 0 - 0 - 0): 39 Instruction hours.
Credit value: 3

Instructor(s):
Ingrid Tenkate, MA & Sheila Carr-Stewart, PhD

Office: IKRC
Phone: 780-721-0959
Email: Ingrid.tenkate@concordia.ab.ca or Sheila.carr-stewart@concordia.ab.ca
Office Hours: Mondays, Wednesdays & Fridays 1:00-2:00 pm or after 3:30 pm Mondays

Lecture/seminar/lab times: Lectures:

Room: TBA. on Monday @ (12:00 - 12:50), Wednesday @ (12:00 - 12:50), Friday @ (12:00 - 12:50).

Required resources:
• Moodle (CCMS) access. Students should check their course Moodle site.
• When stated as eBook this means that access is available online through the CUE Library.
Please use your CUE login to access the materials.

Course learning outcomes:

1. To engage in discussions relating to how Indigenous peoples come to know;
2. To experience Indigenous worldviews and perspectives;
3. To discuss the importance of Indigenous perspectives on identity, ontology, methodologies, and
epistemologies that differ from western techniques and approaches;

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4. To allow Indigenous and non-Indigenous students to engage in healthy and meaningful interactions as
we focus on Canadian society.
5. To understand and appreciate that Indigenous peoples’ concept of development is defined by their
common respect for the land and the right to self-determination and self-governance.

Lecture topics:

Week 1 – January 19 & 21: Tensions between Indigenous Knowledge and Western “Research”

Lecture Focus: This class focuses on the impacts on Indigenous ways of being, the stereotypical
constructions held in academia, and the problem with “research” for Indigenous communities.

Readings:
Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. London: Zed.
Introduction and Chapter 1, pp. 1-41. Mandatory.

Bartlett, C., Marshall, M., & Marshall, A. (2012). Two-Eyed Seeing and other lessons learned within a co-
learning journey of bringing together Indigenous and mainstream knowledge and ways of
knowing. Journal of Environmental Studies and Sciences, 2(4), pp. 331-340.

Kovach, M. (2015). Emerging from the margins: Indigenous methodologies. In Strega, S. & Brown, L.
(Eds.) Research as Resistance, 2nd Edition: Revisiting Critical, Indigenous, and Anti-Oppressive
Approaches (43-64). Toronto, ON: Canadian Scholars' Press. eBook.

Week 2 – January 24, & 26 & 28: “Thinking in Indian” – Indigenous Mindset of the Haudenosaunee

Lecture Focus: The worldviews of the Haudenosaunee that forward the narratives of the people through
their teachings and language.

Readings:
Hill, S. M. (2017). The clay we are made of: Haudenosaunee land tenure on the Grand River. Winnipeg,
Manitoba, Canada, University of Manitoba Press. Chapter 1 and 2, pp. 13-76. eBook.

Watch:
PBS. “Haudenosaunee’s Legendary Founding.” https://www.youtube.com/watch?v=D0elAQYLdfc

Week 3 – January 31 & February 2 & 4: Relational Accountability to One Another

Lecture Focus: Accountability is an important aspect of Indigenous relationships and continuity for
working together. This week focuses on the roles of individuals within the community and
researchers from outside the community.

Readings:
Castleden, H., Morgan, V. S., & Lamb, C. (2012). “I spent the first-year drinking tea”: Exploring Canadian
university researchers’ perspectives on community‐based participatory research involving
Indigenous peoples. The Canadian Geographer/Le Géographe canadien, 56(2), 160-179.

INDG 290B Winter 2022 Pg. 1

Moreton-Robinson, Aileen. (2017). “Relationality: A key presupposition of an Indigenous social research
paradigm.” In Sources and Methods in Indigenous Studies. Edited by C. Andersen and J.M.
O'Brien, pp. 69-77. Abingdon, Oxon: Routledge.

Tuck, E., & Yang, K. W. (2014). “Unbecoming claims: Pedagogies of refusal in qualitative research.” In
Qualitative Inquiry, 20(6), pp. 811-818.

Week 4 – February 7 & 9 & 11: Meaningful Relationships for Liberation Narratives

Lecture Focus: Relationships hold the basis of interaction for many Indigenous communities, focusing on
the creation of meaningful relationships, we navigate from early colonial interactions to the
present to see how researchers’ roles can impact a community and how we work forward to do
research in a good way. Research is a dirty word as noted by renowned Maori scholar Linda
Tuhiwai Te Rina Smith, but these new narratives allow Indigenous peoples to liberate
themselves.

Readings:
Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. London: Zed. Chapter
2-3, pp. 58-77. Mandatory.

Davis, J. (2014). “Towards a Further Understanding of What Indigenous Peoples have always known:
Storytelling as the Basis of Good Pedagogy.” First Nations Perspectives 6 (1), pp. 83-96.

Week 5 – February 14, & 16 & 18: Nêhiyaw Worldview and Perception: The Role of Kêhtê-ayak

Lecture Focus: This week focuses on how knowledge is transferred and shared in the Cree culture
through examining the role of Elders and concepts of Treaty.

Readings:
Buck Wilfred. (2009). “Atchakosuk: Ininewuk Stories of the Stars.” First Nations Perspectives Journal, Vol.
2, No. 1, pp. 71-83.

Wheeler, W. (2010). “Cree Intellectual Traditions in History.” In The West and Beyond: New Perspectives
on an Imagined Region. Edited by Alvin Finkle, Sarah Carter, and Peter Fortna, pp. 47-61.
Edmonton, Alberta: Athabasca University Press.

Venne, Sharon H. "Understanding Treaty 6: An Indigenous Perspective." Aboriginal and Treaty Rights in
Canada. Ed. Asch, Michael. Vancouver: UBC Press, 1998.

Watch:
“Protocol and Smudging.” https://www.youtube.com/watch?v=00Bb1xGqO20

Week 6 – February 23 & 25: Oral Narratives and Story Medicine

Lecture Focus: Drawing from week five, this week examines the role of oral narratives and storytelling
for Indigenous peoples from a Cree perspective.

INDG 290B Winter 2022 Pg. 1

Readings:
Wheeler, W. (2005). “Reflections on the Social Relations of Indigenous Oral Histories.” In Walking a
Tightrope: Aboriginal People and their Representation. Edited by Ute Lische and David T. McNab,
Chapter 8, pp. 189-213. Waterloo, Ontario: Wilfrid Laurier University Press. eBook

Michell, H. (2015). “Bush Cree Storytelling Methodology: Northern Stories That Teach, Heal, and
Transform.” IN Education: Exploring our connective educational landscape, Vol 21 (5).
https://journals.uregina.ca/ineducation/article/view/213/815

Watch:
NCSA. “Creation Story.” https://www.youtube.com/watch?v=I6c7USFunns

Week 7 – February 28 & March 2 & 4: Cultural Protocol and Ethics

Lecture Focus: Understanding the political, economic, and social contexts that research operates within
is as important as understanding the research process itself. What are some ethical
considerations that arise during the research process? How do family, clan and community
protocols get put into practice in research projects? When does research become cultural
appropriation?

Reading:
Brascoupé, S. and Mann, H. (2001). A Community Guide to Protecting Indigenous Knowledge. Ottawa:
Department of Indian Affairs and Northern Development.

Week 8 – March 7 & 9 & 11: Indigenous Epistemologies & Pedagogies

Lecture Focus: How does Indigenous knowledge come to be in communities and how does this justify
cultural beliefs and views. We examine epistemologies in Indigenous communities as we learn
the theory behind Indigenous knowledge.
Epistemology: how knowledge can be known
Pedagogy: how knowledge should be taught

Readings:
Ermine, W. (2005). Aboriginal Epistemology. In Marie Battiste & Jean Barmand (Eds.), First Nations
Education in Canada: The Circle Unfolds, pp. 101-112. University of British Columbia Press.

Herman, RDK. (2015). “Approaching Research in Indigenous Settings: Nine Guidelines.” Toolbox of
Research Principles in an Aboriginal Context.

Michell, H. et al. (2008). Learning Indigenous Science from Place: Research Study Examining Indigenous-
Based Science Perspectives in Saskatchewan First Nations and Métis Community Contexts. Read
2.3 & 2.4 – pp. 26-43.

Week 9 – March 14, & 16, & 18: The Land holds Memory including Trauma and Resilience

Lecture Focus: The first teachers and elders of Indigenous communities were the natural environments
and the land, together they hold the collective memory of the people including the hardships,

INDG 290B Winter 2022 Pg. 1

 trauma, and changes but importantly, they breathe new life into the resurgence of Indigenous
peoples through their language, culture, and songs. Often this memory will be re-shared through
dreams and premonitions as we focus on the metaphysical realities of existence for Indigenous
peoples.

Readings:
Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. London: Zed. Chapter
4, pp. 78-94. Mandatory.

McGuire, P. D. (2010). “Exploring Resilience and Indigenous ways of knowing.” In Pimatisiwin: A Journal
of Aboriginal and Indigenous Community Health, Vol. 8, No. 2, pp. 117-131.

Reo, N. J. (2011). “The Importance of Belief Systems in Traditional Ecological Knowledge Initiatives.” The
International Indigenous Policy Journal, 2(4), http://ir.lib.uwo.ca/cgi/viewcontent.cgi?
article=1043&context=iipj

Simpson, L. (2014). “Land as pedagogy: Nishnaabeg intelligence and rebellious transformation.” In

Decolonization: Indigeneity, Education and Society, Vol. 3, No. 3, pp. 1-25.
https://jps.library.utoronto.ca/index.php/des/article/view/22170/17985.

Week 10 – March 21 & 23 & 25: Intellectual Property and Ownership

Lecture Focus: Who owns Indigenous knowledge? The stories, the beliefs, the culture? Here we examine
intellectual property and ownership amongst Indigenous Nations to better understand the
complexities of ownership and “property.”

Readings:
Bell, C. (2011). “Intellectual Property & Indigenous Cultural Heritage: Ongoing Research and Issues of
Reform.” Working Paper Series. York Centre for Public Policy & Law (YCPPL), pp. 1-11.

OCAP Resources: Ownership, Control, Access, and Possession (OCAPTM): The Path to First Nations
Information Governance https://fnigc.ca/ocap

Week 11 – March 28 & 30, & April 1: Anishinaabe World Views and Belonging

Lecture Focus: The Anishinaabe view the world through the teachings of being brought into the physical
world, the Seven Grandfather teachings, and the Seven Fires Teaching. Learning from the
Midewiwin people, we can come to know how they view the world and express their knowledge
through various forms.

Readings:
Fiola, C. (2015). Rekindling the sacred fire: Métis ancestry and Anishinaabe spirituality. Winnipeg,
Manitoba: University of Manitoba Press. Chapter 1, pp. 1-12.

Stark, H. Kiiwetinepinesiik. (2017). “Stories as law: A method to live by.” In Sources and Methods in
Indigenous Studies. Edited by C. Andersen and J.M. O'Brien, pp. 249-256. Abingdon, Oxon:
Routledge.

INDG 290B Winter 2022 Pg. 1

Watch:
“When a child is given an Anishinaabe name.” https://www.youtube.com/watch?v=OJPk1i37QKk

“Gifts of the Seven Grandfathers.” https://www.youtube.com/watch?v=stQAPEEhFHI

“7 Teachings.” https://www.youtube.com/watch?v=ZGh1BXrf_Os

Week 12 – April 4, 6 & 8: Community-Centered Research Presentations

Participation is mandatory for all students during this week.

How we come to know and what we will be: Indigenous Research

Lecture Focus: Where do go forward given the implications of research and study on Indigenous peoples
and how do we bring out the beauty, depth, and intricate mindsets of Indigenous peoples?

Readings:
Tobias, J. K., Richmond, C. A., & Luginaah, I. (2013). Community-based participatory research (CBPR) with
Indigenous communities: Producing respectful and reciprocal research. Journal of Empirical
Research on Human Research Ethics, 8(2), 129-14.

Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. London: Zed. Chapter
8, pp. 142-162. Mandatory.

Evaluation:
Assignment Due Date Brief Description Weight
Book (Chapter) Review February 18 Choose one of the identified books 25%
and write a review about entire
book or a few chapters of interest.
See selection below. Should you
choose another book to review,
please seek prior approval from an
instructor.
Paper March 18 Understanding accountability in 25%
Indigenous Research or The value
of Elders in Oral Societies or who
owns Indigenous History?
Analysis of Research March 30 Locate an example of research 25%
Article completed on Indigenous peoples
and discuss any problematic or
ethical issues that arose in your
reading. Relate to the ideas
discussed in class such as
worldview and epistemology.
Research April 1 - 8 Based on the importance of ethics 25%
Proposal/Presentation within Indigenous communities,
you will present a hypothetical
research topic to the class that

INDG 290B Winter 2022 Pg. 1

 follows closely to Indigenous
traditions and worldviews. The
research topic will focus on how
Indigenous peoples interact with
research and how we as scholars
should resect these worldviews.

Details about each assignment, including the aim of the assignment, what is expected in the
assignment, and how the assignment will be evaluated, will be provided in the related
weeks. Assignments are to be submitted in the “Assignments” area on Moodle using the add
attachment button.  Please ensure your name is on the assignment and that you submit the
assignment by the deadline date.  

Book Review Selection:

Please select one publication and review entire book or a few chapters of interest

Anderson, Kim. (2011). Life Stages and Native Women: Memory, Teachings, and Story Medicine. Win-
nipeg, Manitoba: University of Manitoba Press. 
 
Basśo, K. H. (2010). Wisdom Sits in Places: Landscape and Language among the Western Apache. Al-
buquerque, New Mexico: University of New Mexico Press. 
 
Bastien, B. (2004). Blackfoot Ways of Knowing, The Worldview of the Siksikaitsitapi. Calgary, Alberta:
University of Calgary Press.

Brown, L. & Strega, S. (2015). Research as Resistance: Revisiting Critical, Indigenous, and Anti-Oppressive
Approaches. Toronto, Ontario: Canadian Scholars’ Press.

Innes, R. A. (2013). Elder brother and the law of the people: Contemporary kinship and Cowessess First
Nation. Winnipeg, Manitoba: University of Manitoba Press.

Kimmerer, R.W. (2013). Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teach-
ings of Plants. Minneapolis, Minnesota: Milkweed Editions.

Kovach, M. (2009). Indigenous Methodologies: Characteristics, Conversations and Contexts. Toronto,

Ontario: University of Toronto Press.

Monchalin, L. (2016). The Colonial Problem: An Indigenous Perspective on Crime and Injustice in
Canada. Toronto, Ontario: University of Toronto Press.

Oster, B. (2021). Stories of Metis Women: Tales My Kookum Told Me. Calgary, Alberta: UpRoute Imprint
of Durvile Publications Ltd.

Ross, R. (2014). Indigenous Healing: Exploring Traditional Paths. Toronto, Ontario: Penguin Canada
Books Inc.

Vowel, C. (2016) Indigenous Writes: A Guide to First Nations, Metis, and Inuit Issues in Canada. Win-
nipeg, Manitoba: Highwater Press.

INDG 290B Winter 2022 Pg. 1

Wilson, S. (2009). Research Is Ceremony: Indigenous Research Methods. Black Point, Nova Scotia: Fern-
wood Publishing.

See Concordia’s Extended Description of Grade Levels (Section 9.3.2 of the Calendar) for further
information on grading.

Course policies:
• Classroom
• A peace and friendship agreement will be established during the first class.
• Concordia provides learning accommodation services for students with disabilities.
Please refer to Section 8.3.1 of the Calendar for more details.
• Recording of classes is permitted only if recording is part of an approved accommodation
plan or with prior written consent of the instructor. Please refer to Section 9.2.2 of the
Calendar for more details.
• Please refer to Section 9.2.4 of the Calendar for details regarding Educational Decorum.
It is the responsibility of both students and instructors to facilitate the educational process.
• At Concordia, Faculty Advising allows students to build a relationship with faculty
members so they can plan their university education and access appropriate resources and
services. To make use of faculty advising, please talk to your instructor or program
coordinator for input or referral.

• Exam procedures – No exam for this course

• Assignments
• There will be a 5% per day penalty for late submissions of assignments.
• Academic Honesty: Academic honesty is fundamental to the academic enterprise.
Students are urged to familiarize themselves with Section 9.2.5 of the Calendar and to take
note that cases of academic dishonesty (e.g., cheating, plagiarism, collusion, unauthorized
submission for credit of previously graded work, and misrepresentation) are serious
offenses. Penalties for academic dishonesty range from a grade of zero on the work in
question to expulsion.
• Appeals: refer to section 9.2.5 of the Calendar (Section G)

Additional contacts and services:

• Academic Administration
• Dean of Faculty of Arts
Name: Conrad Van Dyk, PhD
Office: HA224
Email: dean.arts@concordia.ab.ca
Telephone: +1 780 378 8462
• Department of Social Science
Department Chair
Name: Oliver Franke, MA
Office: G403

INDG 290B Winter 2022 Pg. 1

 Email: oliver.franke@concordia.ab.ca
Telephone: +1 780 378 8435
• Program Coordinator / Director as needed
• Registrar’s Office (HA120, registrar@concordia.ab.ca, +1 780 479 9250)

• Academic Support
• Vice President of Student Life and Learning (TBA)
• Student Life and Learning (
•
• studentlife@ HYPERLINK mailto:studentlife@concordia.ab.ca"concordia.ab.ca , +1 780 479 9241,
Student Success Centre)
• Manager, Indigenous Knowledge and Research Centre (Danielle Powder,
danielle.powder@concordia.ab.ca, +1 780 479 9394, AW124)

• Writing Centre
• The Writing Centre (located in the Student Success Centre across from the bookstore) is a free
service that provides support for teaching and learning through writing for students, staff, and faculty
• Throughout the academic year, one-on-one consultations are offered (book
online at: http://studyspaces.concordia.ab.ca).

• Accrediting body (if appropriate)

Concordia Calendar Table 9.3.2: Extended Description of Grade Levels

Grade Point
Value
Grade Description Letter Grade
Outstanding performance, demonstrating complete and comprehensive
understanding of the subject matter; full mastery of concepts and skills; exceptional
interpretive and analytical ability; originality in the use of concepts and skills;
Outstanding achievement of all major and minor objectives of the course. A+ 4.0

Excellent performance, indicating superior grasp of subject matter and

concepts; development of relevant skills to a high level; a high level of A 4.0
interpretive and analytical ability; originality or intellectual initiative;
Excellent achievement of all major and minor objectives of the course.
A- 3.7
Very good to good performance, indicating thorough understanding of subject
matter and concepts; development of relevant skills to a fairly high level; good
Very Good B+ 3.3
interpretive and analytical ability; evidence of intellectual initiative;
achievement of major and minor objectives of the course. B 3.0

Good
B- 2.7

Intellectually adequate performance, of fair but not good quality, demonstrating an

acceptable understanding of the subject matter and concepts; development of skills C+ 2.3
to a satisfactory level; adequate interpretive and analytical ability; achievement of
major objectives of the course; some minor objectives may not be achieved.
The bottom of this range (C-) is the minimum satisfactory standard of achievement in
a course. C 2.0

In courses graded CR or NC, CR denotes that the student has attained at least the C-
level.
Satisfactory

INDG 290B Winter 2022 Pg. 1

 C- 1.7

Minimally acceptable performance, demonstrating some understanding of basic

Poor subject matter and concepts and partial development of relevant skills, with some
evidence of interpretive or analytical ability; achievement of most but not all major
objectives of the course; failure to achieve several minor objectives. D+ 1.3

The bottom of this range (D) indicates that the student has achieved a marginal level
of performance which may not be sufficient background for success at the next level
in the discipline.
Minimal Pass

D 1.0

Unsatisfactory performance, demonstrating an inadequate understanding of the

basic subject matter; failure to develop relevant skills; insufficient evidence of
interpretive and analytical ability; and failure to achieve major and minor
Failure objectives of the course. F 0

INDG 290B Winter 2022 Pg. 1