Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning https://esj.usask.ca/index.php/esj University of Saskatchewan en-US Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2369-1190 <p>Authors who publish with this journal agree to the following terms:</p> <ol> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/">Creative Commons Attribution License </a><a href="https://creativecommons.org/licenses/by/4.0/">CC BY 4.0</a> &nbsp;that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li class="show">Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li class="show">Authors are permitted to post their work online (e.g., in an institutional repository or on their website) after the publication of their work in the Engaged Scholar Journal.</li> <li class="show">Please note that while every opportunity will be taken to ensure author participation in the editing process, due to time constraints final copyediting changes may be made before publication to ensure APA adherence throughout all submissions.</li> </ol> <p>&nbsp;</p> Contributors https://esj.usask.ca/index.php/esj/article/view/70773 Engaged Scholar Journal Copyright (c) 2021 Engaged Scholar Journal https://creativecommons.org/licenses/by/4.0 2021-06-02 2021-06-02 7 1 249 252 10.15402/esj.v7i1.70773 Editor’s Reflection on the Indigenous and Trans-Systemic Knowledge Systems https://esj.usask.ca/index.php/esj/article/view/70772 Lori Bradford Copyright (c) 2021 Lori Bradford https://creativecommons.org/licenses/by/4.0 2021-06-02 2021-06-02 7 1 243 246 10.15402/esj.v7i1.70772 Mi’kmaq / Non-Mi’kmaq Conversational Turn-Taking https://esj.usask.ca/index.php/esj/article/view/69552 <p>Turn-taking during verbal interactions is a linguistic and cultural pattern that regulates who is to speak during a conversation and when. Conversational turn-taking includes the length of time that occurs after the speaker says something and before the person spoken to responds (Ryan &amp; Forrest, 2019). Within the academy at this current time of 2020, diverse knowledge holders, both Indigenous and Non-Indigenous, are actively trying to share and merge knowledge epistemologies across culture and across language. Though sharing is now actively taking place much more frequently between these two groups of scholars within Canadian universities, full comprehension of what is being communicated is not always realized by both parties. This is not due to any fault on the researchers’ part, but because many times two turn-taking paradigms are being used in a conversation instead of one.<span class="Apple-converted-space">&nbsp;</span></p> Stephanie Inglis Copyright (c) 2021 Stephanie Inglis https://creativecommons.org/licenses/by/4.0 2021-06-02 2021-06-02 7 1 230 234 10.15402/esj.v7i1.69552 Generative Learning and the Making of Ethical Space: Indigenizing Forest School Teacher Training in Wabanakik https://esj.usask.ca/index.php/esj/article/view/70065 <p>&nbsp;</p> <p><span class="Apple-converted-space">&nbsp;</span>This reflection on community-driven research in process is written from the perspective of graduate student co-researchers collaborating with Wabanaki community co-researchers on a pilot project involving a Wabanaki and a non-Indigenous organization. Three Nations Education Group Inc. (TNEGI) represents three Wabanaki schools and communities in Northeast Turtle Island. The Child and Nature Alliance of Canada (CNAC) offers a Forest and Nature School Practitioner Course (FNSPC) for educators seeking to operate forest schools. These diverse organizations have developed a pilot FNSPC training for a group of TNEGI educators, with the purpose of Indigenizing the FNSPC. This is necessary to address the Eurocentric forest and nature school practices in Canada, which often fail to recognize the herstories, presence, rights, and diversity of Indigenous Peoples and places. TNEGI educators envision a land-based pedagogy that centers Wabanaki perspectives and merges Indigenous and Western knowledges. In the FNSPC pilot, the co-researchers generated course changes as they progressed through the pilot, decolonizing the content and format as they went. Developing this Indigenized version of the FNSPC will have far-reaching implications for the CNAC Forest School ethos and teacher training delivery. This essay maps our collaborative efforts thus far in creating an ethical research space within this Indigenous/non-Indigenous research initiative and lays out intentions for the road ahead.<span class="Apple-converted-space">&nbsp;</span></p> Katalin Eve Koller Kay Rasmussen Copyright (c) 2021 Katalin Eve Koller, Kay Rasmussen https://creativecommons.org/licenses/by/4.0 2021-06-02 2021-06-02 7 1 219 229 10.15402/esj.v7i1.70065 Ethical Indigenous Economies https://esj.usask.ca/index.php/esj/article/view/70010 <p>In this article, the authors argue that trans-systemic knowledge system analysis of Indigenous-to-Indigenous economics enables generative thinking toward Indigenous futures of economic freedom. The authors apply a trans-systemic lens to critically analyze persistent development philosophy that acts as a barrier to the advancement of Indigenous economic development thinking. By exploring ways in which colonial discourse entraps Indigenous nations within circular logic in service of a normative centre the need for new economic logic is apparent. Shifting to trans-systemic knowledge systems analysis to include diverse insights from Māori and other Indigenous economic philosophy, the authors show that it is not profit and financial growth that matters in and of itself. Rather, according to Indigenous definitions of wealth, economic freedom and development are constituted by value creation that aligns with Indigenous worldviews and principles. Indigenous economic knowledge centred on relationship, reciprocity and interconnectedness fosters Indigenous economic freedom.</p> Dara Kelly Christine Woods Copyright (c) 2021 Dara Kelly, Christine Woods https://creativecommons.org/licenses/by/4.0 2021-06-02 2021-06-02 7 1 140 158 10.15402/esj.v7i1.70010