Indigenous Genealogies of Relational Knowledge: Cedar Tree and Gray Squirrel as Important Relatives and Teachers

Abstract

Indigenous peoples have education systems thousands of years old that have sustained our peoples in respectful relation with place. The backbone of our education systems is our stories and storytelling traditions. Beyond mere intellectual or analytical “texts” or “literature”, our stories place us in webs of relationships with sacred responsibilities. In this article, we discuss the importance of Indigenous genealogies of knowledge from both personal expertise and Indigenous Studies scholarship. We then describe a project on Yakama homelands in which Sahaptin storytelling is honored as a knowledge system that guides leaders and educators in their work. This project demonstrates the important role Indigenous stories can play in fostering more respectful and responsive systems. We argue that if educational programs or institutions wish to develop and remain in respectful relationships with Indigenous peoples and place, leaders and educators must learn to value, learn from, and lead with Indigenous knowledges.

Keywords

• Yakama
• storywork
• Indigenous education
• Indigenous knowledge
• relationality