Two-eyed Seeing and Food Sovereignty
Albert and Murdena talk about how traditional indigenous knowledge and western science can no longer be seen as competing and separate views, but as two ways of seeing the same concept from different perspectives. This is beautifully related to the ideas of ‘upskilling’ Indigenous food practices. It is bringing two vast knowledge bases together to create innovative solutions to extremely complete problems.
Deer and Falkenburg’s chapter talks about their research that:
“explored the ways in which urban communities and organizations can ‘upskill’ Indigenous food practices such as food growing, harvesting, and production to diminish food insecurity and promote principles of Indigenous Food Sovereignty (IFS) within an urban context”
In the past, I’ve explored interconnectedness in the natural world, even using a garden as an example with young students. Something I have not explored is the interconnectedness of knowledge from a social perspective and I would like to explore this further.
Something that I take away from Deer and Falkenburg’s research is that idea of Food Sovereignty. This is a new term for me and I am in love with it. The notion of sovereignty is a huge part of relations between indigenous and non-indigenous peoples with food sovereignty as a facet of it. This really made me reflect on my own community and how food security affects it.
Exploring Interconnectedness for Food Security
One of the ways that really stuck out to me from the research was sharing “food as ceremony.” It’s about respect – especially the respect - and respect of the growth. It’s another life that you’re bringing and growing, and you’re harvesting that life form in a respectful way and putting it in your body. There’s that circle of life happening. This is something I would like to explore further in my classroom. I would love to help teach kids to respect how their food got to them.
We’ve started plants in our classroom a few weeks ago and helped our custodians get the flower beds ready but today was the first day that the grade 1s got to get into the food gardens. We picked weeds and dug around for thirty minutes today and I wish I had recorded their conversations. Worms, centipedes, flowers, stems, Rabbit POOP!, and stems were all part of the conversation. The student’s may not know it, but they are more affluent in nature than they were before.
O’Brien, C. (2016). Education for sustainable happiness and well-being. Basingstoke: Taylor & Francis Ltd.
Deer, F., & Falkenberg, T. (Editors). (2017). Indigenous perspectives on education for well-being in Canada. Winnipeg: Education for Sustainable Well-Being Press.
Two-Eyed Seeing (2013, July 12). Retrieved May 23, 2017, from
The hidden beauty of pollination (2011, May 09). Retrieved May 23, 2017, from https://www.youtube.com/watch?v=eqsXc_aefKI
Williams, D., & Brown, J. (2013). Learning Gardens and Sustainability Education: Bringing Life to Schools and Schools to Life. Florence: Taylor and Francis.