Spirit in Education: Relational pedagogy as process

How does understanding an Indigenous epistemology, axiology, and ontology that honours a more-than-human relationality shift pedagogical practices? Indigenous sentient relational worldview as an educational paradigm centres relationship at its core. Everything as alive and with a spirit informs an Indigenous oneness ontology (Wilson, 2008; Poelina et al., 2022; Bawaka Country et al., 2015; Arnold, 2021) and considers a relational space. Interconnectedness as pedagogy permeates holistic learning, storywork, and place-based education (Battiste, 2013). How educators utilize Indigenous ways of being to develop classrooms that are responsive, relational, and respectful is revealed. This research explores an Indigenous relational worldview which in turn supports the use of Indigenous methodology (Absolon, 2004; Martinez, 2023). Using Indigenous theorizing and storytelling, keeps this qualitative investigation responsive to community, infused with ceremony, and accountable to all relations. In turn, Indigenous worldview and methodology provide the context and process for investigating and understanding educator's engagement and experience with sentience through the interview questions. Building understanding of an Indigenous oneness ontology with educators shifts pedagogy, impacts students, and develops responsibility to the land and waters. Research findings reflect that relationship often begins with connections to the land and leads to positive self-attributions. Educators noted students gained empathy, pride, respect, and confidence. In consequence, students started caring more for themselves, others, and the natural world. Shifting educators to incorporate an Indigenous relational epistemology ensures representational accuracy and understanding of Indigenous Peoples.