For this blog post, we focus on the reading ‘Learning From Place: A Return to Traditional Mushkegowuk Ways of Knowing’ by Jean-Paul Restoule. In this article young children interview local elders about the relations of the people to their traditional territory. This interaction involved a 10-day river trip with youth, adult and elder participants travelling together on their traditional waters and lands learning about the meaning of traditional territory.
Throughout the reading, it suggests that critical pedagogy of place aims to show reinhabitation and decolonization. They show this throughout the article by introducing traditional and cultural ways to young children, showing them how to reconnect with the land/water, and naming specific spots in traditional language. All of these things that the young children learned on their 10-day river trip is a great way to open their minds up to the idea of place.
Incorporating this idea into my own ways of teaching at the elementary level is introducing Indigenous culture, by opening up their young minds to the idea of traditional territory. I would introduce language, identity, and traditional practices and incorporate a field trip to traditional lands to show how sacred this place is.