Learning From Place

List some of the ways that you see re-inhabitation and decolonization happening throughout the narrative.

Throughout the narrative, one can see ways where re-inhabitation is established. One example includes how the Mushkegowuk people brought generations of community members onto the land to advance the communities recognition and reclamation of their knowledge and culture. In the research project, there was an audio documentary that was created about relations to the river and engagement in trips along the river. This was a decolonizing process by remembering and for younger generations who were re-introduced to traditional ways of knowing. It was important for the community in the re-inhabitation process to bring together Elders and youth to learn from each other about the meaning of the land. During the research process, a constant theme of exploring what the role of the land/territory was, and what strategies are Mushkegowuk people developing to maintain their way of life, in face of pressures from capitalism perspectives. The exploration of these ideas help break down ways of thinking that were injuring the Mushkegowuk way of life. Additionally, in the re-inhabitation process, Cree words and concepts were inserted into project activities and documents to help youth familiarize themselves with Cree words that may have been lost due to the lack of fluent speakers in the community which is a direct result of Residential Schools.

How might you adapt these ideas/consider place in your own subject areas and teaching?

As a future educator in the science and math fields, it was really encouraging to see specific examples in this article of how scientific concepts can be achieved through hands on learning in an non-traditional learning setting. Concepts that could be included into high schools science fields includes allowing students to submit their data, knowledge or research in different methods other than just the typical European style of hand written submissions. Another strategy includes bringing in people of other generations/specialities/backgrounds to come into the classroom and share their knowledge about the topic being discussed. This brings a sense of community into the classroom and broadens the boarders of how this high school science knowledge is traditional confined to. Just like science and math have their own language and we use English to help explain the scientific and mathematic language, I think when possible, we should use Indigenous words/phrases that can explain and represent scientific concepts. Incorporation of other languages other than English can provide a broader perspective into the meaning and a richer explanation of concepts. One of the best ways to incorporate these concepts in science classrooms would be to allow students to do research related to science on their own time but able to submit products from this research for marks. This allows learning beyond the classroom and allows flexibility in what students are learning and how they get to learn it.

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