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). List some of the ways that you see reinhabitation and decolonization happening throughout the narrative. How might you adapt these ideas / consider place in your own subject areas and teaching?
This article is an in-depth narrative into a research project that was done in Fort Albany First Nation. Participants included were, youth, adults, and elders, they took a 10-day river trip to discuss reclaiming and understanding the land and how their cultural understandings of land has change due to development and economic exploitation. I see reinhabitation in this article through the reclamation of the land. The passing of knowledge and understandings through generations is important in this scenario because the younger generation of James Bay Cree needs to share the passion and urgency of decolonization and reinhabitation that their parents and elders hold.
As an educator, ways that I can adapt these ideas into my teaching will begin with conversations with communities about what activities can and should be taking place on traditional territory and land. Part of my responsibility as a settler is always attempting to have open lines of communication with my community and asking for help and support when doing anything largely rooted in First Nations culture. In a social studies classroom these ides would be very easily discussed and exercised within the curriculum. But my personal teaching goal is to become a special education and inclusive teacher. I hope to learn more about inclusive education and how to adapt lesson plans to students with exceptionalities.