The Summer Gathering is a space for individual and community knowledge construction based on Indigenous ways of teaching and learning. The Summer Institute is based on Indigenous pedagogies applied to Indigenizing the health research field. As relationality is the main paradigm adopted, the Summer Gathering will offer respectful spaces for participants to share, live, learn, and create routes of knowledge that are ethically founded on Indigenous worldviews. It is expected that each experience offers innovative ways to connect both scientific and Indigenous knowledge from different commonalities of the Indigenous communities focusing on historical, current, and future Indigenous communities’ challenges.
Learning is promoted from individual and systemic knowledge construction, which involves each learner’s personal levels (cognition, emotion, identity) community and nature levels, and knowledge building and ceremony. Knowledge starts from inside the person and evolves in personal routes or rhizomes following personal growing directions, connected with Indigenous worldviews. It is expected that participants will have the opportunity to participate in this process and discover the journey of commonalities of scientific health research and health research based on Indigenous worldviews. Participants will be provided with routes of growing and knowledge construction as always learning is a personal intimate process which relates with community.
The Summer Gathering will provide a place for knowledge to be composed by Elders, local Indigenous community members, Indigenous health scholars, local Indigenous agencies, government agencies, and graduate students. In a non-hierarchic and dynamic structure, all participants will share, build, and revisit knowledge around the main topics proposed in three phases. In the phase one, participants will receive, in advance by email, articles or other texts about the topics that will be discussed in the Summer Gathering. In phase two, knowledge construction will be focused on the experience and topics of health research from Indigenous worldviews that connects highly academic research experiences and community-based practice.
Learning is considered as an individual journey, where the individual is connected with Indigenous community, participants in a personal Journal to record their knowledge development and will allow the participants to have notes for sharing (when and where applicable). Participants will also be encouraged at various times to use their ‘creative side’; some traditional activities (beading, tobacco tying, braiding sweetgrass, or creating word or fine art) will be available for participants to chronicle the knowledge they have acquired, synthesized, or intend to build upon.
The third phase of the Institute is focused on collaboration and community building. It will start after the face to face phase is finished, by using the online community website participants will be able to give feedback, access additional information, and share with the community new developments on their projects and research. It is also a way to share what we learn from the Summer Institute and explore possibilities for future developments.
Potential Elders: Madeleine Dion-Stout (former nurse); Ernie Sandy; Marlene Brant Castellano; Cat Criger; Jacqui Lavalley; Pauline Shirt.