Stories play an important role in Indigenous oral histories about human, plant and animal interaction, and how humans are part of the Land. Alaska Native children spend time learning about the Land from their Elders, families, and peers. This article provides insights into how Southeast Alaskan Indigenous children are taught to revere and respect the Land through harvesting medicinal plants. This foundational knowledge is threatened by Western influence, climate change's impact on coastal Alaska Native communities, and lack of access to traditional harvest areas.
This study engaged 17 5-to 6-year-old children in a participatory approach using sensory wearable cameras to capture their lived experiences when engaged in harvesting wa'ums, a plant known for its medicinal properties. Researchers also used iPads to take pictures and videos to supplement the sensory footage. Parents were also invited to complete a survey that rated their participation in 14 activities such as fishing and hunting which yielded a subsistence participation score.
The videos and pictures revealed that the children received support and guidance from their parents and teachers, often through modelling appropriate behaviors, which is essential to how children understand their place. The teachers introduced children to traditional ecological knowledge about wa'ums and its medicinal properties as well as harvesting, a practice which helps instill cultural values and tradition. Children also shared with each other the skills they had mastered and knowledge they had learned. Storytelling plays a role in how these interactions occur and helps the children relate to the Land. The experiences on the Land using senses and observational skills helped the children develop their cultural values and learn to respect the Land.
Indigenous educational approaches highlight subtle ways that knowledge can be transmitted to young children by directly engaging them in activities which contribute to their sense of self and relationship with the Land. The researchers note that additional research from other Indigenous groups would be beneficial and contribute to understanding how cultural identity is developed.
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