This qualitative study investigates how wampum theories inform Rotinonhsón:ni Land-based immersion schools and Indigenous research methodologies. Colonization has caused significant loss of Rotinonhsón:ni language and wampum knowledge, marginalizing our ways of knowing compared to Eurocentric education. This study uses an Indigenous research framework based on the Kentyohkwahnhákstha circle wampum. The methodology mirrors the Rotinonhsón:ni Grand Council deliberation process. Longhouse elders from Kahnawàke and Tyendinaga were interviewed to gain insight on wampum reclamation. Through reflexive thematic analysis, four themes were generated: Relationship with wampum; Applying wampum; Creating new and replica wampum; and the Significance of wampum. These themes demonstrate that reclaiming ancestral wisdom supports bringing back our ways, keeps us connected and is a source of enlightenment. The implication of these findings indicates that Rotinonhsón:ni Land-based immersion schools serve a as a holistically empowering model of education by centering Indigenous ways of knowing. These schools’ posses the unique capacity to contribute to language revitalization, cultural knowledge, and land-based practices which constructively elevates, restores and preserves the Rotinonhsón:ni worldview.
Join Dr. Gabrielle Doreen (University of Saskatchewan) on Tuesday, April 14 from 10:00 a.m. to 11:30 a.m. in Kingston Hall 213 (Reflection Room) to learn more.