Learning from the land: Indigenous land-based pedagogy and devolonization

Learning from the land: Indigenous land based pedagogy and decolonization

To understand how learning from land has been impacted by colonialism we must first be explicit in our definition of colonization. “Colonization is fundamentally about dispossessing Indigenous peoples from their land. Decolonization must involve forms of education that reconnect indigenous peoples to land and the social relations, knowledges and languages that arise from the land” (Wildcat, McDnonald, Irlbacher-Fox, & Coulthard, 2014). Therefore, Indigenous people are intrinsically intertwined with the land they live on.

The importance of learning history in general is very important, however learning our Canadian history has a sense of greater meaning to us as Canadians. As Canadians, we must not be ignorant or turn a blind eye towards the atrocities committed by previous individuals and government. It is our duty to be aware of our past history and determine what is the best course of action to learn through land-based education.

The introduction of a curriculum specifically dedicated to incorporating indigenous land-based education can benefit both students and teachers. Students will understand that Canada, unfortunately, did some malevolent actions, and it is our responsibility to reconcile and undo the injustice that has occurred. Through the truth and reconciliation commission, we will be able to guide ourselves and rectify the situation Indigenous individuals face on a national view and day-to-day perspective (Truth and Reconciliation Canada). Also, I do consider the preservation of land to be a vital component in education. Investment in the preservation and the vitality of Indigenous land-based education and culture would be not only beneficial to Indigenous students, but to non-Indigenous students as well.

The decolonizing of education epistemologies and strategies are necessary to make education respectful, relevant and meaningful to students. One aspect that I truly resonate with, is stated by McGregor, “the importance of parents, Elders and a commitment to community in building educational capacity.” These are some of the values that are very important in order to create an environment that has freedom to learn for young learner in land-based education systems. Through community learning and working with all sections can we appropriately introduce Indigenous knowledge. In future classrooms, I will implement ‘reciprocal learning’ practices. This is only possible in a respectful and open-discussion classroom environment. As teachers, we strive to build our students to be accountable, and active lifelong learners.

The challenge for us as teachers will be meeting the curriculum expectations, but also incorporating Indigenous land-based education and knowledge in an authentic and eloquent manner. I would also encompass the key findings from the journal article by Belczewski, which is to honour Indigenous ways of coming to know, understand how educational practices are influenced by colonialism, incorporate aboriginal culture and epistemology and utilize a decolonizing curriculum and pedagogy (Belczewski, 2009). Some of the challenges that exist, when taking up decolonizing pedagogies in public education, are the lack of support, time, access and strategies to implement these changes. McGregor states that, “the process of decolonizing schools is not achieved solely through the integration of Indigenous content, but through examining the power relationships that determine questions (and answers) regarding school structures, policy and decision-making, curriculum and pedagogy, teacher-student-community relationships, access to and assessment of student success.” Not only must teachers, as a whole, be self-reflexive about their positions as educators, but without the help from government and administration, land-based education will not be pushed through public education.

References

Belczewski, A. (2009). Decolonizing science education and the science teacher: A white

teacher's perspective. Canadian Journal of Science, Mathematics and Technology Education, 9(3), 191-202.

McGregor, E. H., (2012). Decolonizing Pedagogies Teacher Reference Booklet. Service Project

for: Aboriginal Focus School, Vancouver School Board, 1-15.

Truth and Reconciliation Canada. National Centre of Truth and Reconciliation. Retrieved Nov 

16, 2017. http://nctr.ca/reports.php

Wildcat, M., McDonald, M., Irlbacher-Fox, S., & Coulthard, G. (2014). Learning from the land:

Indigenous land based pedagogy and decolonization. Decolonization: Indigeneity,

Education & Society, 3(3), 1-15.