It’s not just a place … it’s a home

The concept of decolonization throughout the article is seen in some ways. The act of elders taking students on river voyages to allow traditional ways of knowing. Reconnecting with the land is in a way connecting with a cultures ancestral home. Resistance to any form of common sense and forms of dominant ideas is a form of decolonization in and of itself. All these indicate forms of reinhabitation and decolonization in the article. Aspects important to the Mushkegowuk nation, of northern Ontario, involve community, family and land. Elder to youth lessons are pivotal to a successful connection within the community.

Within science, inclusions of indigenous thought are very uncommon along the indicators. Even in some cases the indicators only account for how to moral dilemmas in acquiring certain rights for minerals and resource extraction off of reserve land. Incorporation of indigenous traditional thought on the use and processes of the land can be included with elders coming into the class to guest speak especially for the earth science curriculum.

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5 thoughts on “It’s not just a place … it’s a home

  1. Hi Brenden!

    I agree that there is not a lot covering Indigenous content in the outcomes and indicators for most science courses. That being said, a lot of the outcomes and indicators talk about the cycles/systems of the earth and how things are interconnected, these might be some spots that lend themselves to incorporated Indigenous knowledge!

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  2. Hi Brendan! I appreciate your insight towards the science curriculum and incorporating Indigenous knowledge into it. After recently reviewing the biology 30 curriculum, I have noticed the lack of Indigenous knowledge spreads among nearly all the science curricula. I hope that as future educators, we can better incorporate these ways of knowing into our classroom. – Natalie

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  3. Hi Brendan, Great Blog! I really like that you recognize all of the Indigenous content and inclusion that can occur in Science course. It really is important to look at all of the indicators and outcomes and try to find ways to properly represent that knowledge.
    You mentioned bringing in elders, are there other ways that you think Indigenous content can be a part of the Science curriculum or taught in your classroom?

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  4. cacyejofox

    I like your title and the reference you made to it at the end of your blog. Environmental education is a huge and strongly controversial topic, I too think it would be beneficial to have an elder present in the classroom to talk about it from their point of view. You also talked about the values of the Mushkegowuk nation of northern Ontario, I wonder if their values would be the same as indigenous nations in Saskatchewan.

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