List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
- Acknowledgement of the traditional ways of knowing by the community sharing stories and knowledge through different generations, bringing together elders and youth so they could learn from one another about the role and meaning of the land, culture, life, and social well being
- The involvement of youth discussions on the importance of the land and river
- People outside the community making relationships with people in the community
- The relationships between people and nature
- Residential schools and its impact on the indeginous language, lessen the number of fluent speakers in the community
- The importance of the river and the meaning behind it, physically, emotionally, and spiritually. The personal relationships with the river that connects the community with the land and the connection with one another.
In this list I see ways of reinhabitation and decolonization, as through this project the students were taught how to live together as a community, the importance of their language, and the respect and meaning of the land/environment they live in.
How might you adapt these ideas / consider place in your own subject areas and teaching?
As a future educator I could adapt these ideas and concepts in a few ways. Firstly, through the act of learning through storytelling. I could invite an elder to share their traditional knowledge, wisdom, and stories and to demonstrate traditional crafts and practices with the students. Secondly, by showing the students the importance of our land, it is important to get the students out of their desks, and to be outside the classroom. I was recently at the Royal Saskatchewan Museum for another one of my classes and it has a great amount of information and history on this topic to educate our future students. The museum also offers programs for students which teachers can bring their class to. This great way to learn outside of the classroom and to be hands on.