Indigenous Stories of Place/Land/Water: Relations in Education

Session Type: Symposium

Abstract

A story-sharing approach to learning and integrating stories within educational practices aids in understanding our relationships to place/land/water and provide a guide for educators who are open to Indigenous approaches to teaching about our places in the world. Together we share Indigenous approaches that are grounded in localized, Indigenous knowledge that can be utilized, shared and engaged in self-determined educational contexts for the benefit of students, educators, and cultural knowledge rejuvenation and revitalization. Indigenous stories demonstrate and document the importance of interconnectedness and learning within relationships, recognizing accumulated knowledge in cultural teachings, and a relational approach where we learn from the wisdom of Indigenous traditions and knowledge.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 5: Place and Praxis (The Places of Curriculum)

Chair

• Leisa Anne Desmoulins, Lakehead University

Papers

• Transdisciplinary Pedagogical Approaches to Regulatory Oversight in the Canadian Context: Advancing Multiple Epistemologies in an Age of Reconciliation - Tracy L. Friedel, The University of British Columbia

• Mi'kmaw and Inuit Storytelling as Pedagogy and Curriculum in Land-Based Learning - Sylvia Moore, Memorial University of Newfoundland

• Building Qajaqs, Building Relationships - Leisa Anne Desmoulins, Lakehead University; Glen William Brocklebank, Victor Sammurtok School

• Words to Action: Michif Transformative Stories for the Land - Judy M. Iseke, University of Alberta

Discussant

• Jeremy Garcia, University of Arizona