[Witness spoke in Mohawk]
[English]
I am Chief Jessica Lazare from the Mohawk Council of Kahnawake. I would like to thank the committee for the opportunity to participate in such an important and interesting study. I am not someone who studies or has studied science. However, today I will be speaking from my lived experiences and the teachings that have been passed on to me from elders, colleagues and knowledge-keepers. The key messages I would like to pass on to you today are rooted in these teachings.
I presume that the work you are doing in this study is to take a deeper look at two very different world views in an attempt to resolve conflicts between these two knowledge systems. Often, confliction can arise when focus is on the differences. It is important to also see the similarities to realize that there are different perspectives and approaches to reach common goals. These two knowledge systems can complement each other and aid each other in the full understanding of sciences.
Our knowledge system, the Kahnawake knowledge system, stems from our language. The language is intrinsic to our world view. It is based in verbs and it is based in actions and what we see, what we hear and what we observe. It holds teachings about science and demonstrates that my people have understood the science of the natural world, the relationships therein and the necessity of the balance with all living beings. To be honest, it will be very difficult to explain this in ways for you to fully appreciate this within five minutes and without the people who hold a very high proficiency in the Kanien’kehá:ka, or Mohawk, language.
Land is also an important factor when studying indigenous knowledge systems. When you are indigenous to the land, you possess an understanding of the natural system that is taught through generations of coexisting with the land. It is taught through a language that is older than your family generations who have been settled here. When settlers initially arrived here, the environment was not kind. The types of sustenance available here were not kind. This land and its elements were completely too foreign for the European biology. However, first nations taught settlers how to coexist with the land and taught them the medicines that helped them survive the ailments that were foreign to these newcomers.
There is also a need for discussions on how western academic education systems have sought to discredit indigenous knowledge systems simply because they were different. It is evident in the history of residential schools. This can be examined as an example of the systemic barriers that first nations have faced.
Moving forward, policy must acknowledge indigenous knowledge as equal to western knowledge. We can collaborate to better understand the ever-changing world around us and use our respective knowledge systems to achieve common goals. We may come from different lands and speak different languages, but we can find a common ground to communicate in. Through your study, I hope you will find a way to do that through policy development.
If there is one thing to remember about this speech, it is that in order to resolve conflicts, we must have an open mind to understand the different perspectives. I ask that you listen to understand, not to respond, as you ask me your questions.
Niiowén:nake.