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Indigenizing Citations at Camosun

Decolonizing Citations – MLA 9th edition

Indigenizing Elder & Knowledge Keeper Citations

These guidelines are an adaptation of the MLA Style Center recommended guidance for citing Indigenous oral teachings and have been developed in consultation with local Elders, Indigenous educators, and ally educators. They have been created to respect and reflect local practices, and may change over time as consultation continues. 

Out of respect for the significance of knowledge shared by Indigenous Elders and Knowledge Keepers, the Camosun Library recommends students follow the templates on this page to cite Indigenous Elders and Knowledge Keepers. This means:

  • including knowledge about the Elder/Knowledge Keeper's title, community, and Territory in your citation.
  • including both the topic of knowledge communicated as well as the method in which it was communicated in your citation.
  • presenting the reference in both your in-text citations and in you works cited list.

FORMAT (WORKS CITED LIST)

Elder/Knowledge Keeper's LastName, FirstName (Elder/Knowledge Keeper, Nation/Traditional Territory). Where they live if applicable. Title or description of teaching. Time honoured knowledge sharing, Name of Knowledge Keeper who passed on the teaching to the author (if applicable), Date Month Year, Location where teaching was given.

EXAMPLES (WORKS CITED LIST)

Chipps, Henry (Elder, Scia’new/Ka:'yu:'k't'h’). Coast Salish seasonal round and cedar bark harvesting. Oral teachings, 18 November 2022, SELE₭TEȽ (Goldstream) in W̱SÁNEĆ & lək̓ʷəŋən Territories.

Parrish, Natasha (Elder, Kyaanuuslii Haida/English settler). Lives in lək̓ʷəŋən Territory. Indigenous education in Haida Gwaii. Time honoured knowledge sharing, 17 November 2022, Na'tsa'maht, Camosun College. 

Parrish, Natasha (Knowledge Keeper, Kyaanuuslii Haida/English settler). Lives in W̱SÁNEĆ Territory. Oral teaching, 29 September 2022.

FORMAT (IN-TEXT)

(Elder/Knowledge Keeper's LastName)

EXAMPLES (IN-TEXT)
(Chipps)

(Parrish)

(Parrish)

NOTES

  • Keep in mind this template is flexible:
    • In MLA style, if a source does not have a title that your instructor can easily locate (for example an in-class lecture or a college-wide event with a title provided on a web-page or poster), you should provide a description of the topic communicated. Examples of knowledge-sharing from Elders or Knowledge Keepers with no provided title may include some live-events, land-based teaching, or out-of-class communications. If you are unsure about how to describe a knowledge-sharing event without a title, seek guidance from the Elder or Knowledge Keeper who is sharing the knowledge. Please note, in MLA style, you italicize a title. If you are providing a description of the knowledge shared (rather than a findable title), you do not need to italicize it.
    • You can describe the type of teaching that best fits the experience. For example, you may use descriptors such as Time honoured knowledge sharing, Oral teaching, Traditional knowledge sharing, Storytelling, Dance, etc.
    • Information should be left out if requested by the Elder/Knowledge Keeper. For instance, if they do not want to share their English or Indigenous name, where they are currently living, etc.
    • Information related to topic/subject can be used for further description when needed. For example, you could note stories or teachings which are shared only with specific people or at certain times of year.
    • Information marked "if applicable" is optional and can be used if relevant.
       
  • The words "Elder" and "Knowledge Keeper" have been capitalized in the citation format as a sign of respect for the roles. For more information, see the Indigenous Style Elements tab.
     
  • Ask the Elder or Knowledge Keeper how they would like to be known in a citation. For example, their Indigenous name, English name, community, etc.
     
  • Ask what information is okay to be shared in your assignment. Be clear about who may see the assignment (e.g., instructor, classmates, members of the public).
     
  • It is wise practice to ask the Elder or Knowledge Keeper if they would like to see your assignment before you submit it and to provide them with a copy of your final assignment

Should I approach an Elder or Knowledge Keeper?

It may or may not be appropriate for you to consult with an Elder or Knowledge Keeper for teachings to include in a course assignment. Speak with your instructor about your ideas before approaching a potential interviewee.

If you have listened to or watched an Elder or Knowledge Keeper speak in a public situation (workshop, lecture, conference), it is respectful to ask them if you can cite them in your assignment.

What protocols should I follow?

Pulling Together: A Guide for Curriculum Developers, by Asma-na-hi Antoine, Rachel Mason, Roberta Mason, Sophia Palahicky, and Carmen Rodriguez de France explains, "The term protocol includes many things, but overall it refers to ways of interacting with Indigenous people in a manner that respects traditional ways of being. Protocols are not just “manners” or “rules” – they are a representation of a culture’s deeply held ethical system. They also have highly practical applications that may have arisen in a pre-contact context but still apply today. Protocols differ vastly from one Indigenous culture or community to another, and they can be highly complex and multi-layered."

If you have questions about what the appropriate protocols may be, speak to your instructor or ask for help at Eyēʔ Sqȃ’lewen. If you have been given instructor approval to speak with an Elder or Knowledge Keeper and are unsure what their protocol is, ask them before you meet.

Eyēʔ Sqȃ’lewen Elders' Initiative

The Elders' Initiative at Eyēʔ Sqȃ’lewen ensures that Indigenous students and the college community can benefit from the knowledge and guidance of these important community members. To find out more about who can request a meeting with an Elder, and related protocols, visit the Eyēʔ Sqȃ’lewen Request an Elder webpage.