Review the First People’s Principles of Learning and discuss how these statements connect Eurocentric ways of knowing with Indigenous Ways of Knowing: Knowledge is power or Power is Knowledge?

The Eurocentric knowledge system focuses primarily or exclusively on the European knowledge system and is advanced through ontological and epistemological disregard of other knowledge systems such as Indigenous knowledge systems. Eurocentric ways of knowing emphasize power, whereas Indigenous teachings emphasize knowledge. The First People’s Principles of Learning seem to have the right formula where knowledge is much more than power; it is key to a better life well-lived. Knowledge, not power, involves understanding, comprehension, growing, sharing, and applying. Indigenous knowledge is part of the collective genius of humanity, representing accumulated experience, wisdom, and know-how unique to nations, societies, and communities of people around the world (Battiste & Henderson, 2008).

            A lot of knowledge is a wonderful thing. To me, it seems the Indigenous ways of knowing where power is knowledge follows the belief of (Palmer 2017, p. 1) that “we teach who we are.” It is challenging to teach with so many irreconcilable differences between western Eurocentric ways of teaching and indigenous worldview ways of teaching (Bear, 2000). When discussing the critical importance of education and knowledge itself, one’s potential to pursue one’s objectives will undoubtedly increase. Power is knowledge; knowledge is liberating; knowledge is enriching. Knowledge is what truly drives you to do what is right and to make the right decisions.  

            When teaching, I must bring my complex settler Canadian identity into the classroom. The last thing I want is to continually move the colonial wheel, further perpetuating oppression through my narrow views and perceived perceptions of the Indigenous peoples (Absolon & Willett, 2005). Knowledge creation needs to be a continual process that happens by weaving learning into each day.

            I now have a much softer view of where I can see a more ‘power is knowledge’ approach in future classes and a greater appreciation for First Peoples principles of learning.

References

Absolon, K. & Willett, C. (2005). Putting ourselves forward: Location in aboriginal research. In L. Brown & S. Strega (Eds.), Research as resistance: Critical, Indigenous, and anti-oppressive approaches      (p. 97-126). Canadian Scholar’s Press.

Battiste, M. & Henderson, J. (2008). Naturalizing Indigenous knowledge in education: A synthesis paper. [Unpublished manuscript], Aboriginal Learning Knowledge Centre, University of Saskatchewan.    https://www.afn.ca/uploads/files/education/21._2009_july_ccl-   alkc_leroy_littlebear_naturalizing_indigenous_knowledge-report.pdf

Little Bear, L., (2009). Naturalizing Indigenous Knowledge in education: A synthesis paper. [Unpublished manuscript], Aboriginal Learning Knowledge Centre, University of Saskatchewan.  https://www.afn.ca/uploads/files/education/21._2009_july_ccl-   alkc_leroy_littlebear_naturalizing_indigenous_knowledge-report.pdf      

Palmer, P.J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (20th anniversary ed.). Jossey-Bass.