Dr. Melanie Griffith Brice

Indigenous education tends to focus on pan-Indigenous ideologies. Métis knowledges and perspectives are often left on the fringes or completely forgotten. Even amongst many Canadians, knowledge about Métis culture, language and traditions is limited. For example, due to the ethnogenesis of the Métis from European and First Nations intermarriage, many people view Métis as anyone with mixed European and Indigenous ancestry. This interpretation needs to be disrupted as it is problematic. First, it diminishes the distinct and unique culture of the Métis. Second, it allows anyone with any Indigenous ancestor to falsely claim a Métis identity. Clearly articulating Métis ways of knowing and learning will increase the understanding of Métis as a separate Indigenous nation with a distinct culture, traditions, perspective and language. The ultimate goal of this proposed project was to add to the field of Indigenous education research the theoretical and methodological knowledge about Métis ways of knowing and learning. During this project, Métis-specific research methodologies, wahkootowin (relating; Macdougal, 2010, 2017) and kiyokewin (visiting; Falminio et al., 2020) were used while visiting with Métis lii vyeu (Old Ones/Elders) from three different Métis communities to hear their stories of learning in the home and community. 

This research projected was supported by the Social Sciences and Humanities Council.

The Michif language is an endangered Indigenous language with a very small group of speakers left in Western Canada, who are predominantly Lii Vyeu (Old Ones). Statistics Canada (2017) reported that “in 2016, 9710 Métis, or 1.7% of the Métis population, reported being able to conduct a conversation in an Aboriginal language.” The 2016 Census also reported that more than 70 Aboriginal languages were spoken across Canada by 260,550 Aboriginal language speakers, and only 1,170 of these spoke Michif. The goal of this project was to transmit Michif language using video-conferencing in a Mentor-Apprentice Program (MAP) model, which pairs fluent language speakers with adult learners in an immersion context (Hinton, 2001). The research participants worked on Michif language transmission for approximately 300 hours over one year. A fluent Michif speaker in the role of Mentor and one adult language learner as an Apprentice used video conferencing to engage in conversations while using the Michif language, as well as acquire Michif vocabulary through various second language learning methods. 

In collaboration with the Saskatchewan Urban Native Teacher Education Program (SUNTEP)-Regina, this project explored the experiences of adult language learners during a three-week Michif Language Immersion Camp that is part of the SUNTEP course complement. SUNTEP is a Bachelor of Education program offered by Gabriel Dumont Institute (GDI) as an affiliate of the University of Regina. The adult learners are SUNTEP-Regina students, and during the language immersion camp they engaged in activities alongside fluent Michif speakers. Dr. Griffith Brice and co-investigator, Russ Fayant, used Indigenous research methods that included Kawashakawpinawn or kitchen table conversations to learn about the experiences of the language learners and fluent language speakers. Sherry Farrell-Racette (2019) used “kitchen table theory” to describe the traditional practice of transferring knowledge,