In First Nations communities, cultural teachings are more than knowledge—they are sacred understandings that guide us in how we live, relate to one another, and care for the land and our people. These teachings are deeply rooted in specific Nations, places, languages, and Elders. They are not meant to be taken out of context, generalized, or used for personal or professional gain.
As Indigenous knowledge continues to gain recognition in mainstream spaces, we’re seeing a rise in individuals, both Indigenous and non-Indigenous, who share teachings with good intentions, but without proper permission or attribution. However, we also occasionally see those with misguided intentions, seeking to gain power, clout, and profit. We must remember that true respect means being certain we have permission to share the teaching, honouring where the teaching came from, naming the Elder and Nation, and not reinterpreting sacred knowledge for our own purposes.
Cultural Teachings Guide the Way We Live
In our communities, teachings are not written down in textbooks or owned by institutions. They are shared orally, passed from Elders to learners, often through ceremony, story, and relational experience. These teachings shape everything from wellness practices to governance, and they often carry protocols about how and when they can be shared.
What’s more, many teachings are place-based—they come from the land and are intimately tied to the histories, languages, and worldview of a particular Nation. A teaching that comes through a Cree Elder in Treaty 6 territory may not be appropriate for a different Nation to use without relationship and permission. The integrity of a teaching depends on its context.
When Good Intentions Lead to Misappropriation
Even with the best of intentions, sharing teachings without understanding their origin or protocol can cause real harm. This includes instances where other Indigenous Peoples, such as Métis individuals or members of a different Nation, or non-Indigenous allies, use teachings in professional settings without naming the Elder or community they came from.
One example that illustrates this is the frequent misuse of the concept of Two-Eyed Seeing. This teaching was first shared by Mi’kmaw Elder Albert Marshall of the Eskasoni First Nation in Nova Scotia. Two-Eyed Seeing refers to learning to see from one eye with the strengths of Indigenous knowledges, and from the other with the strengths of Western knowledges and using both together. It emerged through Elder Marshall’s community, language, and cultural experience.
However, in recent years, this teaching has been widely quoted, often without acknowledging Elder Marshall by name, without context, or worse, repurposed to support academic or professional agendas that contradict the original meaning. In some cases, the concept is taken entirely out of its ceremonial and cultural roots, reduced to a metaphor in PowerPoint presentations, research frameworks, or wellness workshops led by individuals with no direct connection to the community from which it originated.
This kind of misappropriation erases the cultural, spiritual, and community foundations of the knowledge and silences the voices of the very people it came from.
How to Share Teachings Responsibly
The act of sharing knowledge comes with responsibility. Whether you are a learner, an educator, or an organization, here are some respectful guidelines for engaging with Indigenous teachings:
- Ask for permission before sharing. Not all teachings are meant to be shared publicly. For example, ask if there is a time when it is appropriate to share, if there is an offering required to share, or if the teaching is meant only to be shared during ceremony.
- Always name the Elder and the Nation from which the teaching came. This honours the relationship and prevents erasure.
- Don’t adapt or generalize teachings to fit new purposes. What holds true in one Nation may not apply in another.
- Share the context of the teaching. When, where, and why was it shared? What ceremony or moment gave rise to it?
- Support and cite the original source. If you are referencing teachings in writing or presentations, use proper citation and seek guidance if needed.
Reconciliation Requires Cultural Integrity
In this time of truth-telling and reconciliation, it’s not enough to simply include Indigenous perspectives because it must be done with cultural integrity. Misusing teachings, even unintentionally, can harm relationships and undermine the very knowledge systems non-Indigenous people say they want to uplift.
True allyship and ethical research practice mean listening more than speaking, respecting more than repeating, and always ensuring that the people behind the knowledge are acknowledged and honoured.
Each teaching shared by an Elder is a gift. And like all gifts, it should be treated with gratitude, humility, and care. As we move forward in our collective efforts toward Indigenous sovereignty and resurgence, remember that knowledge is not something to be taken lightly. It is earned through relationship, trust, and responsibility.