Running head: VISUAL ESSAY 1

Learning Task #1: Visual Essay

Emma Hoblak

EDUC 530

October 13, 2017

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Learning Task #1: Visual Essay

At the beginning of the course, we were introduced to an Indigenous epistemology and

worldview. Further, we engaged in thorough discussion surrounding the juxtaposition between

Indigenous and Western/Eurocentric worldviews. It is this contrast of ways of knowing that has

left an imprint on my mind, and I am interested about how two divergent views have formed

about the same world. As a future teacher, I am also curious about how I can include both

Indigenous and Western epistemology within a classroom setting. With these ideas in mind, I

chose these two photos to represent my learning of the similarities and differences between

Indigenous and Eurocentric worldviews.

An individual’s worldview shapes and influences their identity, and how they choose to

live their life (Little Bear, 2000). I think the photo on the left symbolizes my understanding of

Indigenous ways of knowing, by representing how Indigenous people form their identity through

connections and relationships. When Indigenous people reflect on who they are, their knowledge
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of themselves is formed through their connections with their family, elders, nature, and spirit

(Ermine, 1995). Thus, Indigenous people see themselves as a creation or product of all these

meaningful relationships. Further, individuals learn and grow from these connections.

Indigenous people can learn from storytelling and ceremony where they came from, who they

are, and who they will be. Indigenous people have a connection to the land, their spirit and

identity is rooted and dependent on the earth, as everything in existence contains energy,

“If everything is animate, then everything has spirit and knowledge. If everything has spirit and

knowledge, then all are like me. If all are like me, then all are my relations” (Little Bear, 2000, p.

78). Being conscious of these relations leads a person to wholeness, and the acceptance of being

a part of something bigger.

I will admit that when completing the readings such as the ones written by Little Bear

(2000) and Ermine (1995), I had a difficult time grasping and understanding the Indigenous way

of knowing and living. I believe this occurred because it is a much different way of interpreting

the world, than the Western worldview. However, through this course I have come to better

appreciate the balance, harmony, and beauty that the Indigenous culture is centred upon. And

while there is diversity within the Indigenous community, it is the recognition of one’s relations

in which their identity is formed, in order to achieve balance and harmony. I believe this is a key

understanding that I can implement in my classroom. I want my students to be grateful and

appreciate the knowledge that the world can give them. While I know not all my students will

have the view that a rock is animate, I want them to acknowledge what the world can provide

them in terms of learning and who they are. Further, I want my students to welcome knowledge

and perspectives that have been passed on to them, and allow that to shape who they are as a

person.
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The other image I chose to include, contrasts the representation of the Indigenous

worldview. While the Indigenous culture focuses on wholeness and connections, Western

worldview is centred on individualism. This photo symbolizes how a Eurocentric interpretation

of the world, helps shape an individual’s identity. Western society is based on individual

accomplishments and achievements, and putting oneself before others (e.g. power). Thus, a

person forms their identity on the basis on what they themselves have done. For that reason, their

reflection is not comprised of a spider-web of relations (Little Bear, 2000), but rather the

individual’s own perspective and knowledge. I believe that individuals should take pride in their

own successes, however it becomes a problem when individuals’ put their own worth ahead of

others, which can lead to greed, egotism, and competition. I am willing to admit that this

Western worldview, has at points in my life, influenced how I view myself. In fact, I think it is

hard not to when most of Canadian society views themselves in this way too. We are trying to

earn the best marks, to get the best job, to make the most money, because that is what the

Western worldview dictates. Thus, I have often seen my identity not as in relation but in

isolation.

There is a clear divide between the Indigenous and Western worldview, and how these

interpretations of the world influence one’s identity. As a pre-service teacher I am interested in

how I can link together these ways of knowing and ultimately help my students reach their

potential. Indigenous epistemology can be developed in the classroom through learning circles,

songs, symbols, and stories as knowledge is passed through all of these. As I discussed

previously, I also want students to recognize and appreciate that everything contains knowledge,

and connections with the world will help them grow as a person. Through these experiences, I

also want students to be proud of their work and their successes, and strive to reach their goals.
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However, I believe it is important to instil the understanding in my students, that they are a part

of something bigger. Hopefully by bridging these worldviews, I can demonstrate to my students

that no one culture is superior to another, and that individuals can form their identity through the

integration of multiple worldviews. Consequently, tragedies that occurred in the past due to

dominance and oppression, will not repeat themselves in the future.

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References

Ermine, W. (1995). Aboriginal epistemology. In J. Barman & M. Battiste (Eds.), First nations

education in Canada: The circle unfolds. (pp. 101-112). Vancouver, BC: UBC Press.

Retrieved from https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-

ebooks/detail.action?docID=3412224

Little Bear, L. (2000). Jagged worldviews colliding. In M. Battiste (Eds.), Reclaiming indigenous

voice and vision (pp. 77-85). Vancouver, BC: UBC Press. Retrieved from

http://blogs.sd62.bc.ca/danddtech/wp-content/blogs.dir/24/files/2014/02/LittleBear1.pdf