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)
- List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
- using the precise words of their language to reference their specific land
- realizing and acting on children not using those specific words
- the continuation and emphasis on elders passing stories onto the young
- strong desire to maintain decolonized. Stating that land is greater than money
- desire to be studied in order to get their message out there
2. How might you adapt these ideas to considering place in your own subject areas and teaching?
Centering Indigenous voices in the classroom by:
- Having students know and acknowledge the treaty area of the school and participate in Indigenous focused events
- Involving voices of the Indigenous community. Ex: invite an elder in to do an intro to a unit
- Centre Indigenous authors, musicians and artists in appropriate classes
- Acknowledge and make effort to introduce Indigenous language. Ex: Teach “hello”, “bonjour” and “tanisi” and have these words and others visible in the classroom.
- Have Indigenous letters and numerals or posters visible in the classroom. Support Indigenous groups and artists when purchasing these items.
- Bring in Indigenous leaders to lead students in Indigenous art such as beading, creating art using Bob Boyer strategies, etc.
- When listening to background music in the classroom, choose Indigenous musicians
- Create opportunities to try Indigenous foods and make efforts to have these available in school canteens. Pizza and perogies are there – why not bannock burgers at the canteen?
- When teaching units focused on Treaty Ed, have Knowledge Keepers visit the classroom to share