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Faculty of Graduate Studies

Danielle Alphonse

  • BCYC (University of Victoria, 2008)
Notice of the Final Oral Examination for the Degree of Doctor of Philosophy

Topic

XE' XE: Sacred Indigenous Spiritual Connection in Early Childhood Education and Care

Interdisciplinary Studies

Date & location

  • Monday, September 8, 2025
  • 1:00 P.M.
  • Virtual Defence

Examining Committee

Supervisory Committee

  • Dr. Sandrina Carere, School of Child and Youth Care, University of Victoria (Supervisor)
  • Dr. Jean-Paul Restoule, Department of Indigenous Education, UVic (Co-Supervisor)
  • Dr. Enid Elliot, School of Health Sciences and Human Services, Camosun College, UVic (Outside Member)

External Examiner

  • Dr. Jan Hare, Department of Language and Literacy Education, University of British Columbia

Chair of Oral Examination

  • Dr. Leanne Kelly, School of Nursing, UVic

Abstract

Western early childhood developmental milestones focus on young children’s physical, emotional, and social development, but there is a dearth of research addressing young children’s spiritual development, and even less about spiritual connection. In my work as an Indigenous researcher and early childhood educator, I have observed that spiritual connection is often missing or minimized in both curriculum and guidance in Indigenous early childhood programs. Therefore, this research explored how early childhood educators can enhance children’s spiritual connections in early childhood settings in Indigenous communities. Rather than seeking to intervene in a scholarly debate about spiritual connection for Indigenous children and communities, the project foregrounded community knowledge and Indigenous ways of knowing and being.

The research was guided by an Elders’ advisory from my First Nation, Quw'utsun. The Elders advised early in the process that using the concept of spiritual development was not aligned to Quw'utsun worldview and suggested to change the wording to XE' XE (sacred) spiritual connection. The Elders advisory recognized the importance of aligning in words with an Indigenous worldview, as spiritual connection is innate in us as Quw'utsun people. Drawing on visits and interviews with Quw'utsun Elders and educators, the research was guided by the following question: “How can early childhood settings enhance Indigenous children’s spiritual connection through curriculum and guidance in early learning environments?” Knowledge gathered in community emphasized how Elders and early childhood educators’ stories inform our Quw'utsun community in how to support spiritual connection with language revitalization, teachings, stories, and connection to the land.

Insights shared by Elders and early childhood educators highlighted central themes from a Quw'utsun perspective, including the following: the family is acknowledged as the child’s first teacher; spirituality is woven through ancestral lines within each family; connection to spiritual ways is enacted in thoughts, prayers, practices, and teachings that are understood by the community; Quw'utsun worldview and spirituality are not separate from daily life but are understood as fundamental ways of being; and finally, traditional Indigenous knowledge is key to healing the Quw'utsun people based on ancestral teachings and stories shared by Elders.

The research brings to light that historical and intergenerational trauma significantly impact the ability of families to uphold and transmit traditional spiritual teachings during the early years and that intergenerational transmission of spiritual knowledge within families is essential, with early childhood education programs serving a foundational role in supporting language resurgence and safeguarding spiritual connections to the land and ancestors. When the significance of land-based learning, language revitalization, cultural practices, and teachings are recognized, spiritual connection in the early years can be meaningfully supported and sustained for generations. Child development policies at both national and international levels encourage a pathway for Nations to initiate and develop themselves to support spiritual connection within early childhood education and curriculum development. Thus, while this study focused on the early years, it has implications for promoting positive spiritual connection for Indigenous learners across their educational journey.

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