Project Team
Steffanie Scott, Geography and Environmental Management
Nikola Barsoum, Geography and Environmental Management
byron murray, Guelph Outdoor School
Danielle Gehl, Guelph Outdoor School
Project Summary
By changing the relationship that many non-Indigenous people have with the land, it has the potential to lead to a healthier Earth for all 鈥
This project examines research on Land-based Learning (LBL) and how it is being practiced in post-secondary institutions across Canada. Reported outcomes on students learning will be highlighted, as will approaches that use an Indigenous lens but are aimed at non-Indigenous students. We will develop a framework and set of LBL resources specific to UW to guide interested instructors, to highlight the meaning of a LBL approach, its benefits and learning outcomes, and outline how instructors can integrate LBL into their courses. Finally, the findings will be shared with faculty and grad students through a workshop that offers an opportunity to experience LBL. We strive to plant the seed for LBL as a teaching model at the University of 蓝莓视频 going forward.
References
Bowra A, Mashford鈥怭ringle A, Poland B. (2021). Indigenous learning on Turtle Island: A review of the literature on land鈥恇ased learning. The Canadian Geographer.65(2): 132-140.
Clarke, M. (2015). Indigenizing environmental education: How can land-based practices become an educational journey of reconciliation? Master鈥檚 thesis. Lakehead University.
Canadian Commission for UNESCO. (2021). . CC-UNESCO.
Waddell-Henowitch, C., Gobeil, J.,and Tacan, F. (2022). A Collaborative Multi-Method Approach to Evaluating Indigenous Land-Based Learning with Men. International Journal of Qualitative Methods, 21.
Kimmerer, R.W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Milkweed editions.
Ljubicic, G. J., Mearns, R., Okpakok, S., & Robertson, S. (2021). Learning from the land (Nunami iliharniq): Reflecting on relational accountability in land-based learning and cross-cultural research in Uq拧uqtuuq (Gjoa Haven, Nunavut). Arctic Science, 1-40.
Puttick, Steven. (2022) Geographical Education I: Fields, Interactions and Relationships. Progress in Human Geography, vol. 46, no. 3, pp. 898鈥906.
Scott, Jacqueline L. & Ambika Tenneti. n.d. Race and Nature in the City Engaging Youth of Colour in Nature-Based Activities: A Community-based Needs Assessment for Nature Canada鈥檚 鈥楴atureHood鈥. Nature Canada.
Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: indigeneity, education & society, 3(3).