Relational Learning with Indigenous Communities: Elders' and Students' Perspectives on Reconciling Indigenous Service-Learning

Abstract

This study counterbalances Western-derived evidence by describing Elders' and students' perspectives of Indigenous service-learning through Indigenous research methodology. Data collection took place in a midsize Canadian university after an Indigenous service-learning public networking forum. The purposive sample consisted of three Indigenous elders and five Indigenous students. Immediately following the event, Elders participated in a focus group, and then students completed a survey. Qualitative themes were interpreted using conversational method and relational analysis. Elders called for the replacement of the term service-learning, re-rooting of the term Indigenous, and respect for the Elders' roles and knowledges. Interconnected themes by Elders and students signalled a necessary shift from service-learning to relational learning. Such connections reveal the core purpose of relational learning with Indigenous communities as maintaining good relations through humility, respect, honesty, and reciprocity while responding to the interconnected priorities of the land, traditional ways, Elders, and common language. Findings signal decolonizing opportunities for relational learning with Indigenous communities.