Worldviews

Terry decides to put an advertisement in the local newspaper or on a classified ads website asking for a local Elder to visit the class.

The ad goes up right away. After a few days Terry gets a call from a young woman. She is very polite when she says that this method of requesting the wisdom of an Elder is not appropriate in traditional cultures.

Terry calls the number on the business card. The person who answers explains that she is an accomplished Aboriginal storyteller but not an Elder. Terry is a little confused about the difference and asks about it. She suggests meeting for tea to talk in more detail.

Terry calls the district’s First Nations, Métis and Inuit consultant, explaining the desire to have an Elder from the local community come to the school to talk to the Grade 5 Science class about wetlands.

The consultant talks in general about the protocol that should be followed. The consultant suggests Terry meet with an Aboriginal liaison worker in the area who has strong ties to the local community.

Terry contacts the nearest Native Friendship Centre. The Friendship Centre representative explains that there is protocol to follow and invites Terry to a face-to-face meeting, which Terry attends. During the meeting, the worker suggests four ways Terry can connect with the local Aboriginal community.

Terry is disappointed because there's still no one to come speak to the class. At first Terry thinks that it is too difficult to contact an Elder and thinks about going to the library and looking for a book or video. Deep down, Terry knows that having the students connect with someone in the community is important. A book or video is not a substitute for meeting someone and hearing their perspectives. Terry decides to try again.

Terry explains the plan to have an Elder speak to the Grade 5 Science class about wetlands. Terry asks the young woman about her background. She explains that she is a Cree artist. She understands Terry’s lack of experience in contacting an appropriate Elder and suggests a face-to-face meeting for tea to talk some more. Terry agrees.

Terry has tea with her the next day and learns more about protocol and later invites her to class to do an art project. She accepts the invitation.

Terry would still like an Elder to share a First Nation, Métis and Inuit perspective on wetlands. The Cree artist explains the importance of having someone “broker” or facilitate an introductory first meeting with an Elder. Now that she has met Terry, she offers to provide an introduction to a local Elder who is knowledgeable about wetlands.

Terry thanks her for her time and ends the call. Unfortunately, Terry missed out on an opportunity. This invitation to tea was an important opportunity because meeting face-to-face is a vital part of building a relationship in Aboriginal culture and communities. Terry still doesn't have an Elder to come speak to the class about wetlands.

At first Terry thinks that it is too difficult to contact an Elder and thinks about going to the library and looking for a book or video. Deep down, Terry knows that having the students connect with someone in the community is important. A book or video is not a substitute for meeting someone and hearing their perspectives.

Terry decides to try again.

Terry agrees to meet the next day for tea. The storyteller explains the importance of face-to-face meeting and building a relationship in Aboriginal culture and communities. Terry asks if she could come talk about local First Nations, Métis or Inuit communities. She explains that although she is an accomplished storyteller, she is Mohawk and is only able to speak on behalf of her own culture and beliefs, not those of First Nation, Métis and Inuit communities in Alberta.

Terry has an idea and invites her to class to share a story and talk about traditional territories or oral tradition from her Mohawk perspective. She is comfortable with this.

Terry asks her if she has contact information for a local Elder. The storyteller explains the importance of having someone “broker” or facilitate an introductory first meeting. Now that she’s met Terry, she volunteers to provide an introduction to a local Elder, who may help locate an Elder who has knowledge about local wetlands.

Terry goes to the meeting with the First Nations, Métis and Inuit consultant and explains the desire to invite an Elder to speak to the Grade 5 Science class about wetlands.

The First Nations, Métis and Inuit consultant explains the importance of having someone "broker" or facilitate an introductory first meeting. She also explains that face-to-face meetings are very important to building relationships in Aboriginal culture and communities. She can think of an Elder who might be able to talk to Terry’s class about wetlands. She offers to set up a meeting.

Terry goes to the meeting with the colleague and explains the desire to invite an Elder to speak to the Grade 5 Science class about wetlands.

Terry’s colleague explains the importance of having someone "broker" or facilitate an introductory first meeting. He also explains that face-to-face meetings are very important to building relationships in Aboriginal culture and communities. He can think of an Elder who might be willing to talk to Terry’s class about wetlands. He offers to set up a meeting.

Terry goes to the meeting with the Aboriginal liaison worker and explains the desire to invite an Elder to speak to the Grade 5 Science class about wetlands.

The liaison worker explains the importance of having someone "broker" or facilitate an introductory first meeting. She also explains that face-to-face meetings are very important to building relationships in Aboriginal culture and communities. She can think of an Elder who might be willing and able to talk to Terry’s class about wetlands. She offers to set up a meeting.

Terry is introduced to the Elder and thanks the Elder for agreeing to meet. Terry presents the appropriate gift. Over tea Terry visits with the Elder and when asked, explains what the class will be learning about in the wetlands unit and how the Elder might contribute.

The meeting goes very well and the Elder agrees to come to Terry's classroom to share their personal First Nations, Métis and Inuit perspective of the local wetlands with the students.

Good work!