The article suggests that a “critical pedagogy of place” aims to:
(a) identify, recover, and create material spaces and places that teach us how to live well in our total environments (reinhabitation); and (b) identify and change ways of thinking that injure and exploit other people and places (decolonization) (p.74)
1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
2. How might you adapt these ideas to considering place in your own subject areas and teaching?
Reinhabitation occurred when the First Nation elders went on a 10 day trip with their youth to show the younger generation how they connect with the land and its importance. The elders wanted to teach the youth the importance so they begin to appreciate the lands and bring back old traditions that are slowly disappearing. The elders seem to be afraid of the fact that the next generations may not learn to respect what was given to them. As well the purpose was to bring everyone together to create a new bond.
Decolonization occurs when the elders talk about the issues going on in our generation loss of, language, traditions, beliefs etc.
As a teacher, I would ask the students what are some traditions, backgrounds and such then ask them how may those traditions relate to the land? Then I would talk about the environment and how it is important to us then ask each student why it may be important? I would also incorporate a culture day into one of my lessons so we learn about other people’s culture and why they think certain things are important.