The article written by Jean P. Restoule, Sheila Gruner, and Edmund Metatawabin titled “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing” speaks of the processes of reinhabitation and decolonization, specifically in the context of land.
Reinhabitation can be known as the process of developing spaces and/or places that inform people about our environments and the meanings associated with living in those areas (Restoule et al. 74). The aim is to teach people how to live well in those environments.
When discussing reinhabitation, Restoule and others describe how “bringing generations of community members together on the land led to reclamation of culture and Indigenous knowledge and built greater community resistance to external forms of economic exploitation and development” (68)
When discussing decolonization, the authors recognize how “decolonization as an act of resistance must not be limited to rejecting and transforming dominant ideas; it also depends on recovering and renewing traditional, non-commodified cultural patterns such as mentoring and inter-generational relationships” (Restoule et al. 74).
Throughout the narrative, reinhabitation and decolonization can be seen in the form of:
- Community building activities (70),
- Resistance to economic exploitation (70),
- Developing and learning about a connection to nature (70),
- Respecting community concerns (71)
- Involving youth in discussions (71),
- Inter-generational dialogue (73),
- Community research (73),
- Fostering dialogue (74),
- Creating spaces for socializing ideas (74),
- Knowledge sharing (81), and
- Reestablished respect (81)
It is important to consider how these ideas can be incorporated into certain subject areas and into a teacher’s own pedagogy. Considering place provides the opportunity for a deeper understanding of groups, history, and current events.
In the realm of Social Studies, the discussion of place is pertinent to the context of learning. By understanding the important meanings and value associated with land, it will enhance the understanding of how oppressive history has been and how oppressive today’s developments can be. I think it is important to recognize the use of colonization in the works that are being used to teach. By addressing the conflict associated with certain events, students will learn to expand their thinking and consider those outside of the majority. This, in addition to fostering a dialogue and creating an environment that promotes knowledge sharing and socializing ideas will all help to learn about the importance of land and provide a level of respect for beliefs and collaboration. This could include involving representatives of parties experiencing land/environment conflicts, or going to visit locations to witness the land/environment conflict all with the hopes of developing participation and understanding.
By understanding the big-picture, students may have more of the tools to problem solve and think critically about multiple-party involvement and contrasting beliefs and value systems. This will foster respect which will support resistance to exploitation.
Restoule, Jean-Paul, et al. “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing”. Canadian Journal of Education, vol. 36, no. 2, 2013, pp. 68-86.
Learning Liz 