Indigenous Pedagogy in the Classroom: A Service Learning Model for Discussion

摘要: Scholars of Indigenous religious traditions are keenly aware how difficult it is to lead our students into the fluid dynamics oral religions within conventional structures text-based academic inquiry and classroom learning. This pedagogical struggle surely related search for words nimble enough interpret in a scholarly interpretive idiom that more properly belongs study "religions" and/or "cultures." As Ines Talamantez has put various public contexts, "Native communities have their own theories culture," sovereign ways knowing, teaching, learning traditions, scholars seen increasingly as task indigenize language studies brings Native lifeways. Still, this not problem vocabulary alone; elementally, I submit, structural one, presenting pedagogy scholarship alike. What makes culture distinctive part they less matter theory than process, thus we cannot just enumerate content effectively; must engage dynamism creative ways. In my reflections here wish wrestle with challenges possibilities recognizing seeking close gap between discourse about peoples modes cultural teaching First, will identify some contours Anishinaabe Ojibwe approaches transmission. Second, reflect on experience incorporating service-learning classes traditions. approach, want suggest, can modestly incorporate becomes, result, solid because