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.
- Focusing on Cree land and a story of their history
- They heard stories from an elder
- Some of there focuses were relationships, history, and ways of seeing the world
- Goal was to bring together elders to talk about role and meaning of land to social well being
- They focus strongly on the community aspect
- The project renames and reclaims land
- The trip helped members of the community share linguistic, cultural, historical and geographical knowledge
- How might you adapt these ideas to considering place in your own subject areas and teaching?
- Considering that I want to be in elementary level classes to teach I am given lots of opportunities to adapt these ideas into my teaching. For example, the idea of identifying and changing ways of thinking that injure and exploit others can be done in lots of subjects. The first thing I think of when hearing this is the idea presented in the Saskatchewan curriculums of “providing anti-oppressive and developmentally appropriate resources that allow all children and youth to see themselves”. I think the most important thing to take out of these ideas is that as teachers we need to adapt in order to implement every child into learning. This means taking ideas and changing the way they are often seen in order to decolonize. For example, in a social studies lesson, instead of focusing our attention on how the French and English colonized Canada, we can instead focus on learning about aboriginal culture and practices.