Incorporating Cultural Knowledge and Omushkegomowin into Community School Education: Perspectives from Cultural Educators

The purpose of this study was to explore the perspectives of three Omushkegowuk (Swampy Cree) cultural educators to honourable incorporation of cultural knowledge and Omushkegomowin (the name of the language spoken) in the local context of their community school education. Scholars argued that the prescribed provincial curricula, of which where many Inninuwuk (Indigenous) communities are automatically subjected to, operates as another colonial tool that separates and eliminates meaningful participation from Inninuwuk communities and members. The goal of this study was to understand Omushkegowuk cultural educators’ perspectives to how education could become adequately inclusive of Inninuwuk worldview(s). Although this study is locally contextualized to one Omushkegowuk community, broad implications are discussed from the study. Utilizing a qualitative research design approach, purposeful and convenience sampling was carried out to recruit interviewees for the study. The findings from this study highlight the necessary equal and equitable involvement and partnerships, teachings, and mentorships from Elders, cultural educators, and the grassroots Inninuwuk (Indigenous) communities for deep, and adequate incorporation of cultural knowledge and Omushkegomowin in education