The role of the midwife was very respected and prominent within Aboriginal societies (Carroll & Benoit 2004). This was considered a “sacred duty as a deliverer of new life”; a calling; the Creator’s work (Skye 2010; Carroll & Benoit 2004). And although ‘midwife’ may not be a recognizable term in many Aboriginal communities, linguistic translations have been provided based on a description of her role and responsibility, including (Carroll & Benoit 2004):

 

she can do everything --- Nuu-chah-nulth (BC)

to watch / to care --- Coast Salish

woman’s helper ---Chilcotin

 

Midwives provided a regular and holistic approach to childbirth, investing significant amounts of attention and time to each woman during the pregnancy, birth, and postpartum periods (Carroll & Benoit 2004). This times was used to counsel the women on how to properly care for both the baby and themselves, in addition to learning how to be a mother following the birth. Not only did this allow the midwife to foster meaningful relationships with those involved in the birth event, but also helped her ensure that birth, like many generations before, was still experienced “close to land” (Royal Commission on Aboriginal Peoples 4:2, 1996). And like other older women and elders in the community, midwives were “keepers of the culture”, deeply involved in the passing on of traditional values across generations (Terry & Calm Wind 1994; Skye 2010; Carroll & Benoit 2004).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1. Aboriginal art work by Luther Brigman. Retrieved at http://www.perinatalservicesbc.ca/health-professionals/professional-resources/aboriginal-resources/doula-services

 

As stated previously, the work of midwives involved pre/ante/post-natal care of the mother and child (Skye 2010). This was to ensure that the mother maintained an appropriate diet, physical fitness, and usage of medicines if needed (Skye 2010). As such, midwives cultivated a very rich and diverse practice, which was seen through the many roles she was required to perform. These included, but are not limited to:

 

Herbalist - Instructed since youth, midwives were skilled in utilizing natural medicines for all times of the pregnancy, labour and postpartum. She understood the laws of nature, and how plants were supplied by the Creator for her use (Terry & Calm Wind 1994; Skye 2010).

 

Dietician - As plants were given by the Creator, so were animals. However, pregnancy often involved considering certain animals as taboo, and were encouraged to be avoided during pregnancy (for example, moose fat) or postpartum due to breastfeeding (Terry & Calm Wind 1994). Midwives also had extensive knowledge on how to employ Mother Earth’s gifts to help enhance certain things such as baby development, milk flow, and restoration of the mother to full health following delivery or miscarriage (Terry & Calm Wind 1994).

 

Teacher - This could be performed in a variety of ways, involving anything from customs and values surrounding birth, to the history and beliefs around the traditions as well (Terry & Calm Wind 1994). In addition to the mother and infant, midwives also instructed family and community members on how to maintain balance, and ultimately, good health in their lives. For example, all children were instructed to respect the “laws of nature”, including the mysteries surrounding conception and birth. It was also common for young girls to attend multiple births within their community in order to develop their “local knowledge” of pregnancy and birth (Carroll & Benoit 2004). Midwives were also involved in training apprentices, who were not acknowledged within the community as a provider until extensive instruction by a respected midwife (Carroll & Benoit 2004). This would typically begin while the apprentice was still at a young age. Training would involve a combination of oral communication and demonstration, allowing the pupil to learn by listening, watching, and doing (Terry & Calm Wind 1994). For example, apprentices could be trained to recognize “birth energy” - the special communication between labouring woman and child - so as to help avoid trauma during the delivery (Carroll & Benoit 2004). Other areas of instruction included human anatomy, physiology, delivery techniques, herbal medicine preparation and administration and, depending on the traditions of the tribe, a score of other skills as detailed in this section (Carroll & Benoit 2004):

 

Deliverer - The most basic and significant role of the midwife was this - to promote a safe delivery of the child (Terry & Calm Wind 1994). This required her full involvement in care throughout the pregnancy, delivery, and the postpartum period. Midwives developed skills in interpreting the patterns of birth, and were a strong support to the woman throughout the event (Terry & Calm Wind 1994). Importantly though, even with much knowledge at her disposal, her most useful tools were still her hands.

 

Caregiver - The role as caregiver could vary greatly depending on the woman and the needs of her and her family. This invariably included the midwife acting as mother, housekeeper, babysitter, wet-nurse - essentially whatever was needed by the family until the mother was able to resume her normal responsibilities (Terry & Calm Wind 1994).

 

Nurturer - As a midwife, women needed to be nurturers of both the mind and spirit. This meant investing the time to provide support and guidance throughout the entire pregnancy and the postpartum period to the woman and her family (Terry & Calm Wind 1994). For example, should a woman become distressed during labour, medicine might not be required, but simply a soft song to her for comfort and reassurance.

 

Do-dis-seem - This is the unique and significant relationship developed between the newborn and the midwife, and is one that extends from the moment the umbilical cord is cut onwards (Terry & Calm Wind 1994). Considered to be a special type of kinship (integral relation that extends beyond the immediate family), the Do-Dis-Seem relationship resulted in the midwife becoming an intimate part of the newborn’s family and life (Terry & Calm Wind 1994; Carroll & Benoit 2004). Through this life-long relationship, the midwife continued to play a role in the child's development and maturity into adulthood, much like the child's own parents.  

 

Ultimately, midwives utilized this wide variety of skills with a holistic goal in mind: to ensure the physical, emotional, mental, and spiritual well being of the child, mother, family, and community (Terry & Calm Wind 1994). Drawing  on her innate spiritual and cultural understanding of her community’s place within creation, she was able to uphold and share the fundamental value systems of the people (Terry & Calm Wind 1994).

 

 

References

 

Carroll, D. & Benoit, C. (2004). Aboriginal Midwifery in Canada. In I.L. Bourgeault, C. Benoit, & R. Davis-Floyd (Eds.), Reconceiving Midwifery. (pp. 263-286). Montreal & Kingston: McGill-Queen’s University Press.

 

Royal Commission on Aboriginal Peoples. (1996). Women’s Perspectives [Chapter 2]. Report of the Royal Commission on Aboriginal Peoples: Volume 4 Perspectives and Realities. Retrieved from http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.ainc inac.gc.ca/ch/rcap/sg/sgmm_e.html

 

Skye, A.D. (2010) Aboriginal Midwifery: A Model for Change. Journal of Aboriginal Health, 6(1), 28-37.

Terry, C., & Calm Wind, L. (1994). Do-Dis-Seem. Canadian Women Studies/Les cahiers de la femme, 14(3), 77-82.