List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
Basic Information about the Project
- Feature a 10-day river trip with youth, adult, elder’s participants. Travelled on the traditional waters where the Elders would share stories, traditions, government and land issues. Bringing together generations of communities breaking down the pre-conceived notions and teaching correct knowledge and incorporating traditions and activities. A means of reconciliation.
- Connection to land is crucial to all areas of development and the cultural identity to people.
- Audio documentaries about relations to the river and engaging trips along the river was a decolonizing process.
- Younger generations re-introduced to traditional ways of knowing.
- Over two generations they could notice the amount it had deepened understanding in the connection to the land, language, culture, etc.
More in Depth Information
- This research project purpose was to bring back the sense of culture.
- Interviews of community members, etc. Point was to encourage intergenerational relationships. Not “data” a way of bringing together community, fostering dialogue, generating spaces for socialization, perceptions of territory and Mushkegowuk perspectives.
- Excursion- importance of water came out in the Mushkegowuk culture
- Audio Recordings
- Language- mapping out sites and languages of groups- Cree, Inuit, Mushkegowuk along the way
- Every curve in the river had a name
- Cree words and concepts. Inserting them into key project activities and documents
- Paquataskamik is the Cree word used for traditional territory, all of the environment, nature, and everything it contains.
- Language used/Word usage change- impact of intergenerational loss, Residential schools,
- It was the river who bound the community together- the news runner could instantly go to neighbouring communities to tell them the news
- The river trip helped members of the community share linguistic, cultural, historical, and geographical knowledge.
- River trip also identified western notions of boundaries by provincial and federal government
- Project deepened relationships among community members. Learning from the land, etc. rather than an institution with four walls
How might you adapt these ideas to considering place in your own subject areas and teaching?
- I would have several books featuring cultural activities, traditions and First Nations language.
- Posters that shows the same as above
- Depending on the grade a river tour may not be possible however, at any age field trips are possible and bringing in guest speakers from community
- Teach the importance of the land, water, etc.
- Show the similarities and differences from then to now for example- message runners, now we have technology.
- Don’t just focus on the negatives of what happened to a particular group. For example, Residential Schools. Yes, it is important to know but students also need to realize the positive occurrences and influential, powerful leaders of this culture.
- Use the audio recordings made in this project to meet curricular outcomes.
- All-inclusive environment
- Just how they have tried to rehabilitate the First Nations culture through this culture. I believe it is important to incorporate all cultures of students in your class.