Toward <i>Inummarik</i> (well-balanced humans): an investigation of the role of land-based learning programs in public education

Snow, Kathy; Obed, Diane

doi:10.1080/1088937x.2022.2105971

Cited by 6 publications

(6 citation statements)

References 12 publications

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“…A recommendation is to incorporate the implementation of culturally competent programming, that clearly shows a relationship with humanity and all people, to bring balance and harmony to future generations. This mutually respectable environment will create a clear dialogue amongst the collaborators who are promoting cultural awareness and unity, and any challenges can be overcome (Redvers & Blondin, 2020;Snow & Obed, 2022). Creating…”

Section: Combining Modern and Traditional Knowledgementioning

confidence: 99%

“…Culturally based curriculum, land-based education, and most importantly Indigenous pedagogies need to be explored, in order to develop a deeper understanding of cultural practices and how an educational context imbedded with these practices can create an experiential-based approach to successful learning off the land. This innovative approach to learning carries a gift of fully experiencing the richness of one's own understanding and personal connection to their environment and sense of self (Fellner, 2018;Kanu, 2006;Redvers & Blondin, 2020;Snow & Obed, 2022). Curricular initiatives and innovations in this context, are directly related to the incorporation of culturally relevant curriculum that is imbedded in Indigenous pedagogy, that supports and enhances the youths learning.…”

Section: Curricular Initiatives and Innovationsmentioning

confidence: 99%

“…Curricular initiatives and innovations in this context, are directly related to the incorporation of culturally relevant curriculum that is imbedded in Indigenous pedagogy, that supports and enhances the youths learning. The initiatives that are being conducted and deemed successful are using an approach that looks at the communities needs and listens to the voice of the community (Fellner, 2018;Kanu, 2006;Redvers & Blondin, 2020;Snow & Obed, 2022).…”

Section: Curricular Initiatives and Innovationsmentioning

confidence: 99%

“…The goal in this working concept to assist the youth in reclaiming their Anishinaabe knowledge systems, helps the narrative of the community become something tangible for the youth to learn and restore their hands on, oral teachings, ways of knowing and holistic approach to learning. The most successful initiatives that have been innovative so far, have predominantly been designed and implemented with the collaborative partnership with the community itself (Fellner, 2018;Kanu, 2006;Redvers & Blondin, 2020;Snow & Obed, 2022). Curricular initiatives and innovations are directly linked to the community and their pedagogies, protocols, and belief systems.…”

Section: Curricular Initiatives and Innovationsmentioning

confidence: 99%

“…Culturally relevant curriculum needs to be developed, and in order to create and design curriculum, we need to ask for the communities' leadership, knowledge keepers, and elders to help guide the initiatives and innovations. By following the Indigenous protocols and ethics specific to the Anishinaabe territory and people, practices such as talking circles, land-based activities and storytelling, are known successful approaches (Fellner, 2018;Kanu, 2006;Redvers & Blondin, 2020;Snow & Obed, 2022). It would be a wise practice then, to utilize their landbased approach to learning that is experiential based, and includes, language, land based activities, elder youth connection and much more.…”

Section: Curricular Initiatives and Innovationsmentioning

confidence: 99%

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Land as a Teacher: Indigenous Food Knowledges and Perspectives from Long Plain First Nations

Neil

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This study adopts a community-based Indigenous research approach to understanding Indigenous food knowledge and perspectives from Long Plain First Nation, Manitoba. Through in-depth interviews with nine community participants, this study emphasizes that land-based learning is not merely an educational method, but a profound way of life for Anishinaabe people, that sustains cultural continuity and resilience. For Long Plain First Nation, the land serves as an everlasting foundation of knowledge, embodying centuries of knowledge sharing, re-visioning, and reciprocity. Elders and knowledge keepers in their vital role as the bridge between the past and present, ensure that traditional food practices and transfer of knowledge is passed on to future generations. The community participants shared engaging stories on the intricate relationships among plants, animals, other relatives including stars, all living beings, and Anishinaabe stewardship. These stories also offer practical insights into sustainable way of life that are increasingly relevant in a contemporary environmental context. By recognizing the land as a teacher and prioritizing the voices of the Elders and knowledge keepers, Long Plain First Nation is reclaiming its Indigenous food systems and paving the way for future generations. It advocates for a holistic, community-centered approach to learning that respects, and amplifies Indigenous voices, fostering a sustainable future, thinking seven generations ahead.

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Section: Combining Modern and Traditional Knowledgementioning

confidence: 99%