organized a three-day field experience with 35 pre-service teachers along the Fraser Canyon corridor, home of the Nlaka'pamux and Stó:lō Nations. We asked: How will an educational field experience in this place impact and inform pre-service teachers and researchers' understanding of placebased education (PBE) in their practice? We explore the shift towards Indigenous perspectives that subtly wove its way through the work and how it framed new ways of thinking about place for our participants and new ways of considering decolonizing education for the instructor researchers. We conclude by arguing that PBE is necessitated by active, living relationship in place and provides opportunities for critical pedagogy grounded in Indigeneity. We also suggest that both Indigenous and non-Indigenous educators have a role to play in this work."Is it not time to face place -to confront it, take off its veil and see its full face." (Johnson and Murton, 2007, p. 127).On September 12, 2019, two instructor researchers traveled with 35 pre-service teachers to a place that lived in our minds and hearts: the Fraser Canyon corridor 1 , in what is now British Columbia, Canada. We were seeking to better understand place-based education (PBE), an approach to learning that has gained prominence in the last decade (Lowenstein et al., 2018; 1 The Authors recognize that the name Fraser Canyon is a post contact colonized name. In connecting to Knowledge Keepers in the area, we were hoping to replace this with a term that was more in keeping with this territory and the spirit of this article. We were, however, unable to successfully find an Indigenous place name that referenced the entire canyon or the Fraser River as it crosses through a variety of territories and languages. We mean no disrespect in using this colonized term.
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