A critical and timely collection, Land as Relation introduces readers to an intersectional approach to Indigenous space and land-based education. Indigenous and ally-partnered contributors, from elders to emerging and established scholars, share teachings and scholarship grounded in Indigenous knowledge and philosophy.
These diverse perspectives on Indigenous pedagogies are intersected with content surrounding Indigenous languages, sciences, mathematics, arts, health, and governance. Divided into three parts, this text defines the interrelatedness of global Indigenous land protectors and educators, and the significant impact of Indigenous knowledges, language, and ceremonies on the collective social, spiritual, and physical wellness of all living beings.
Land as Relation demonstrates that Indigenous resistance and renaissance is essential for learners everywhere to understand how a collective notion of land education contributes to walking in harmony and balance, not only for themselves, but for their families, the larger communities that they are a part of, and the world. This collection is an accessible and engaging core resource for undergraduate and graduate students of education, Indigenous studies, geography, and environmental studies.
grounded in Indigenous knowledge systems and provides practical examples of how land-based pedagogies can be applied in different communities and contexts
features contributions from noted and upcoming Indigenous and ally-partnered scholars who have been gifted access to elders and deep cultural and linguistic knowledges of Indigenous nations
includes learning aids such as end-of-chapter discussion questions, maps, photographs, and other visual tools
Acknowledgements Introduction: Land as Relation: Teaching and Learning through Place, People and Practices Margaret Kress and Kahente Horn-Miller
Part I: Embodying Place Chapter 1: Tsi ni sti wen ah: Making it Alive in the Mind (Through a Conversation with Floyd Favel) Kahente Horn-Miller Chapter 2: Finding Sustainability in Indigenous Traditional Wisdom: A Methodology for Architecture and Land Use Planning Douglas Cardinal Chapter 3: Nahayow/Ininew Aski-Nipi Pimatisiwin: Kayask, Anoch, Nikaanote Pimacihowin (Cree Family Stories of Land-Water Life: Past, Present and Future Livelihood) Laara Fitznor, Elsie Fitzner, and Wanda Bateman Chapter 4: To Share is to Live Juan Carlos Palomino Berndt and Barbara Robinson Chapter 5: Izena Badu, Bada – Celebrating Living Memory and Place in Euskal Erria Idoia Arana-Beobide Chapter 6: Lands of the Caribou Peoples Joan Scottie and Margaret Kress Chapter 7: Land, Wind and Sea Stories: Embodying Isthmian Relationalities Isabel Altamirano-Jiménez Chapter 8: Métis Pedagogy in Land-Based Teaching and Learning Yvonne Vizina Chapter 9: Cuzco: The Sacred City of the Incas, its Roads and Festivals Donato Amado Gonzales
Part II: Pedagogies of Land Chapter 10: Listening to the Land: Honouring Ancestors Paulette Steeves Chapter 11: Learning from Aki through Indigenous Activity-Based Practices Leisa Desmoulins, Paul Cormier, and Tyler Armstrong Chapter 12: Honouring Sámi Children’s Agency through Land-Based Education Pigga Keskitalo Chapter 13: A View from the River: the Kanyen’kehá:ka Place Naming Convention Rebekah Ingram Chapter 14: Reclaiming Wolastoqeyik Land-based Pedagogy in Waponahkik: The Intersection of Rights, Relationship, and Reconciliation Katalin Doiron Koller, Darrah Beaver, and Shane Perley-Dutcher Chapter 15: The Pedagogy of Land in the Inuit Bachelor of Education Program Sylvia Moore, Doris Boase, and Jodie Lane Chapter 16: “No, we own the forest like the child owns their mother”: Mathematical Abstraction and Detachment in Land-Based Pedagogies Hilja Huru, Annica Andersson, and David Wagner Chapter 17: Traditional Ecological Knowledge and Scientific Ecological Knowledge: Crossing the Ontological Divide Lee Beavington Chapter 18: Towards Indigenous Place-Based Metaphors for Environmental History Education Kiera Brant-Birioukov, Jackson Pind, Sara Karn, and Heather E. McGregor
Part III: Spirit of the Land: Learning with Our Relations Chapter 19: The Origins, Genealogy, and Meanings of Indigenous Storywork Jo-ann Archibald Q’um Q’um Xiiem Chapter 20: Out on the Land: Reflections Marjorie Beaucage Chapter 21: Telling of Kaniatarowanenneh (St. Lawrence): Storying Akwesasronon Relationship with the River Abraham Francis Chapter 22: Oho Ake Hauiti! /Arise Hauiti!: Participation in the Traditional Arts as a Means of Strengthening Tribal Identity Amohia Boulton, Tanya Allport, and Jordan Waiti Chapter 23: Stories from the Land Joseph Nayhowtow, Anna-Leah King, Dustin Brass, and Patrick Lewis Chapter 24: Reconnecting with Spirit: Teachings from our Relatives and Earth Marlyn Bennett Chapter 25: Ma’jitamek: A Transformative Journey of Ceremony in Wabanaki Territory Margaret Kress, Sophie M. Lavoie, Miigam’agan, Genevieve Melanson, and Evie Plaice
Editor and Contributor Biographies
Dr. Margaret Kress originates from the south grasslands in Treaty Four territory and the Métis homelands. She carries the name Tahkwaki Waapikwani Iskwew (Bear Clan). She is an Adjunct Professor at the University of New Brunswick.
Dr. Kahente Horn-Miller is Akskare:wake (Bear Clan) from the Kanienkehaka community of Kahnawake. She is an Associate Professor in the school of Indigenous and Canadian Studies and holds the inaugural role of Assistant Vice President Indigenous Teaching, Learning and Research at Carleton University.
“Land as Relation is a diverse handbook of stories and research as spoken through the words of Indigenous Peoples. It will be a welcome resource for those seeking to understand land based education, ecological sustainability, and arguments for the creation of land based policy through the lens of Indigenous Peoples.”
—Catherine Longboat, Assistant Professor, Department of Indigenous Educational Studies, Faculty of Education, Brock University
“This is an excellent and timely book. It will offer meaningful learning opportunities for students to learn how to take responsibility for protecting the land and will be an important contribution for understanding and practicing alternative meanings of environmental sustainabilities.”
—Dr. Ranjan Datta, Canada Research Chair Tier II, Community Disaster Research, and Assistant Professor, Indigenous Studies, Department of Humanities, Mount Royal University
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