PMAL103: Turtle Island, Canada, and the World (23F-O-1T)

LA2: Reflective Journal #1

When I finished reading the short story Skraeling by Rachel and Sean Qitsualik-
Tinsley (2010), I was taken aback by the author's description of the Arctic's natural
grandeur at the opening of the narrative. The majesty of the Arctic's unchanging
landscape is described by the author, but the people who live there have changed
since the story's freshly arrived Inuit. The action of the story occurs in the Arctic,
more precisely on the eastern shore of Baffin Island. The context refers to the
period between 800 and 1200 AD.

The Indigenous methods of knowing are highlighted throughout the book through
a variety of topics, such as interdependence with the environment, connections
with animals, and intergenerational cultural transmission. These modes of
knowing, which show the Indigenous worldview, are engraved in the lives of the
characters of the story.

Relationship with the land: The Indigenous people in the story have a strong bond
with the land. They understand that they depend on the environment for survival
and consider it as a living being.

For instance, in the story, Kannujaq is a dogsledder who depends on the land for
both transportation and food. They are given a supply of food, shelter, and tool-
making materials from the land. The characters in the story display a deep respect
for the environment and its resources and are aware of the value of sustainable
decisions regarding their lives and try to live in harmony with nature.

Interconnections with animals: The Indigenous people in the story have a close
relationship with animals and understand how much they are interconnected.
Animals are regarded more highly than mere resources; they are recognized as
spiritual beings and co-survivors.

Siku, the angakoq (shaman) in the tale, communicates with animals to find their
direction. The characters in the story are aware of the value of maintaining a
positive connection with animals, respecting their habitats, and valuing their
contribution to the ecosystem. The Indigenous belief in the interdependence of all
living things is reflected in their connection with animals.

Inter-generational transmission of culture: Transmission of culture between

generations: The Indigenous people in the book set great importance on the
passing on of cultural information from one generation to the next. They
understand just how important it is to keep their traditions, legends, and practices
alive. Siku's assistant is crucial in the story's development in guiding Kannujaq and
passing down cultural knowledge. To preserve their cultural history, the characters
in the novel actively participate in ceremonies, rituals, and storytelling. The
community's sense of self-importance and belonging is strengthened by this
generation-to-generation transfer of culture.

One significant distinction between Indigenous and Western ways, as I compare

them, is how they view their relationship to the earth. Indigenous ways of knowing
put a strong emphasis on a mutually beneficial relationship with the earth, where
humans are considered as a vital element of nature rather than as something
separate from it. This contrasts with Western ideas for understanding, which often
give importance to human control over nature and the extraction of resources.

The interactions with animals are another point of difference. Animals are seen as
equals and partners in the ecosystem by indigenous ways of knowing, which also
respect their spiritual and ecological importance. Western ways of thinking, on the
other hand, frequently prioritize human interests first and see animals primarily as
tools for human use.

Finally, Indigenous ways of knowing place a high value on transferring cultural

information through oral traditions, storytelling, and direct experience from one
generation to the next. For example, the stories told by their elders supply the
book's characters with information about their history, cultural customs, and
morals. This indigenous style of knowing emphasizes the significance of stories and
the need for safeguarding cultural heritage. Knowledge is passed on in Western
cultures mostly through written texts and formal educational systems.

I'm from outside, and I'm determined to pursue my profession working with
Indigenous people. I can therefore incorporate Indigenous viewpoints and
understandings into my professional development for the sake of my professional
progress and I can also inform my colleagues about Indigenous cultures, histories,
and ways of knowing. Taking into consideration the particular requirements and
viewpoints of Indigenous people and communities, I may also make sure that my
professional practices and policies are fair and culturally sensitive.

References

Qitsualik-Tinsley, R. (2010). Skraeling. In King, T., & Cardinal, T. (Eds.), Our story: Aboriginal voices
on Canada's past. Canada: Anchor