Abstract
In Ontario, Early Childhood Education has embraced the question “how does learning happen” to guide pedagogical practices within the early years resulting in an emergent curriculum. This chapter examines “how learning happens” from an Ojibwe-Anishinaabe perspective which begins with Doodoom Aki (Mother Earth). Indigenous pedagogical practices center relationships to Mother Earth, resulting in a curriculum emerging from the Land. A critical starting place for considering an “emergent curriculum” from an Indigenous perspective is expressing gratitude for Doodoom Aki. Learning from a relational and wholistic approach weaves together relationships between humans and the more-than-human beings on Mother Earth. A Mother Earth-based pedagogy embraces natural cycles to deepen relational learning. A curriculum emerges based on teachings of reciprocity, gratitude, and generosity. Mino Bimaadiziwin (Good Life Way) supports Ojibwe-Anishinaabe educators in walking gently and kindly with children on Aki. Walking gently on Mother Earth with children is an everyday practice that supports the development of relationships, which are the foundation of Mother Earth-based curriculum and pedagogy.
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Simon, MR., Martin, H. (2023). Mother Earth as Emergent Curriculum. In: Trifonas, P.P., Jagger, S. (eds) Handbook of Curriculum Theory and Research. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-82976-6_43-1
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DOI: https://doi.org/10.1007/978-3-030-82976-6_43-1
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