The article suggests that a “critical pedagogy of place” aims to:
(a) identify, recover, and create material spaces and places that teach us how to live well in our total environments (reinhabitation); and (b) identify and change ways of thinking that injure and exploit other people and places (decolonization) (p.74)
1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
2. How might you adapt these ideas to considering place in your own subject areas and teaching?
- Bringing youth and elders together
- Audio Documentary Project
- Choosing the Kistachowan (Albony) River as a theme
- Not using western ways of documenting through data, but instead through Indigenous ways of knowing
- Outdoor excursions
- Naming places in the Inninowuk language to bring back original names
- Using Cree words and concepts
2. I believe that the first step to integrating these ideas into my classroom would be by introducing the treaty map of Canada that was shown in lecture. It is important for students to understand how Canada’s ‘place’ looked like prior to colonization. I love the idea of telling stories through audio documenting. I think that this is a strong movement towards understanding why First Nations people choose to share their knowledge through story telling.
I also think it is extremely important for us as teachers to begin teaching our lessons outdoors. Western ways of knowing has constricted us into spending the majority of our days locked in a building for far too long. When we think of school as a place, you think of a building with dividing rooms, with chairs and desks, and only a few windows to view the outdoors. We are situated in one of the most beautiful countries, yet we rarely allow ourselves to spend time outside. I believe that it is time that we use the lands given to us to give our students the opportunity to utilize and love the land we have been given.