Description
Dr. Margaret Kress originates from the south grasslands in Treaty Four territory and the Métis homelands. She carries the name Tahkwaki Waapikwani Iskwew, Bear Clan. Dr. Kahente Horn-Miller is Akskare:wake, Bear Clan, from the Kanienkehaka community of Kahnawake.
A critical and timely collection, Land as Relation introduces readers to an intersectional approach to Indigenous space and land-based education. Indigenous and ally-partnered contributors, from elders to emerging and established scholars, share teachings and scholarship grounded in Indigenous knowledge and philosophy.
These diverse perspectives on Indigenous pedagogies are intersected with content surrounding Indigenous languages, sciences, mathematics, arts, health, and governance. Divided into three parts, this text defines the interrelatedness of global Indigenous land protectors and educators, and the significant impact of Indigenous knowledges, language, and ceremonies on the collective social, spiritual, and physical wellness of all living beings.
Land as Relation demonstrates that Indigenous resistance and renaissance is essential for learners everywhere to understand how a collective notion of land education contributes to walking in harmony and balance, not only for themselves, but for their families, the larger communities that they are a part of, and the world. This collection is an accessible and engaging core resource for undergraduate and graduate students of education, Indigenous studies, geography, and environmental studies.
Content is as follows:
Acknowledgements
Introduction: Land as Relation: Teaching and Learning through Place, People, and Practices
Margaret Kress and Kahente Horn-Miller
Part I: Embodying Place
Chapter 1: Tsi ni tsi wen ah: Making It Alive in the Mind through a Conversation with Floyd Favel
Kahente Horn-Miller
Chapter 2: Finding Sustainability in Indigenous Traditional Wisdom: A Methodology for Architecture and Land Use Planning
Douglas Cardinal
Chapter 3: Nahayow/Ininew Aski-Nipi Pimatisiwin: Kayask, Anoch, Nikaanote Pimacihowin (Cree Family Stories of Land-Water Life: Past, Present, and Future Livelihood)
Laara Fitznor, Elsie Fitzner, and Wanda Bateman
Chapter 4: To Share Is to Live
Juan Carlos Palomino Berndt and Barbara Robinson
Chapter 5: Izena Badu, Bada: Celebrating Living Memory and Place in Euskal Erria
Idoia Arana-Beobide
Chapter 6: Lands of the Caribou Peoples
Joan Scottie and Margaret Kress
Chapter 7: Land, Wind, and Sea Stories: Embodying Isthmian Relationalities
Isabel Altamirano-Jiménez
Chapter 8: Métis Pedagogy in Land-Based Teaching and Learning
Yvonne Vizina
Chapter 9: Cuzco: The Sacred City of the Incas—Its Roads and Festivals
Donato Amado Gonzales
Part II: Pedagogies of Land
Chapter 10: Listening to the Land: Honouring Ancestors
Paulette Steeves
Chapter 11: Learning from Aki through Indigenous Activity-Based Practices
Leisa Desmoulins, Paul Cormier, and Tyler Armstrong
Chapter 12: Honouring Sámi Children’s Agency through Land-Based Education
Pigga Keskitalo
Chapter 13: A View from the River: the Kanyen’kehá:ka Place Naming Convention
Rebekah Ingram
Chapter 14: Reclaiming Wolastoqeyik Land-Based Pedagogy in Waponahkik: The Intersection of Rights, Relationship, and Reconciliation
Katalin Doiron Koller, Darrah Beaver, and Shane Perley-Dutcher
Chapter 15: The Pedagogy of Land in the Inuit Bachelor of Education Program
Sylvia Moore, Doris Boase, and Jodie Lane
Chapter 16: “No, we own the forest like the child owns their mother”: Mathematical Abstraction and Detachment in Land-Based Pedagogies
Hilja Huru, Annica Andersson, and David Wagner
Chapter 17: Traditional Ecological Knowledge and Scientific Ecological Knowledge: Crossing the Ontological Divide
Lee Beavington
Chapter 18: Toward Indigenous Place-Based Metaphors for Environmental History Education
Kiera Brant-Birioukov, Jackson Pind, Sara Karn, and Heather E. McGregor
Part III: Spirit of the Land: Learning with Our Relations
Chapter 19: The Origins, Genealogy, and Meanings of Indigenous Storywork
Jo-ann Archibald Q’um Q’um Xiiem
Chapter 20: Out on the Land: Reflections
Marjorie Beaucage
Chapter 21: Telling of Kaniatarowanenneh (St. Lawrence): Storying Akwesasronon Relationship with the River
Abraham Francis
Chapter 22: Oho Ake Hauiti! /Arise Hauiti!: Participation in the Traditional Arts as a Means of Strengthening Tribal Identity
Amohia Boulton, Tanya Allport, and Jordan Waiti
Chapter 23: Stories from the Land
Joseph Naytowhow, Anna-Leah King, Dustin Brass, and Patrick Lewis
Chapter 24: Reconnecting with Spirit: Teachings from our Relatives and Earth
Marlyn Bennett
Chapter 25: Maji’tam’k: A Transformative Journey of Ceremony in Wabanaki Territory
Margaret Kress, Sophie M. Lavoie, Miigam’agan, Genevieve Melanson, and Evie Plaice
A critical and timely collection, Land as Relation introduces readers to an intersectional approach to Indigenous space and land-based education. Indigenous and ally-partnered contributors, from elders to emerging and established scholars, share teachings and scholarship grounded in Indigenous knowledge and philosophy.
These diverse perspectives on Indigenous pedagogies are intersected with content surrounding Indigenous languages, sciences, mathematics, arts, health, and governance. Divided into three parts, this text defines the interrelatedness of global Indigenous land protectors and educators, and the significant impact of Indigenous knowledges, language, and ceremonies on the collective social, spiritual, and physical wellness of all living beings.
Land as Relation demonstrates that Indigenous resistance and renaissance is essential for learners everywhere to understand how a collective notion of land education contributes to walking in harmony and balance, not only for themselves, but for their families, the larger communities that they are a part of, and the world. This collection is an accessible and engaging core resource for undergraduate and graduate students of education, Indigenous studies, geography, and environmental studies.
Content is as follows:
Acknowledgements
Introduction: Land as Relation: Teaching and Learning through Place, People, and Practices
Margaret Kress and Kahente Horn-Miller
Part I: Embodying Place
Chapter 1: Tsi ni tsi wen ah: Making It Alive in the Mind through a Conversation with Floyd Favel
Kahente Horn-Miller
Chapter 2: Finding Sustainability in Indigenous Traditional Wisdom: A Methodology for Architecture and Land Use Planning
Douglas Cardinal
Chapter 3: Nahayow/Ininew Aski-Nipi Pimatisiwin: Kayask, Anoch, Nikaanote Pimacihowin (Cree Family Stories of Land-Water Life: Past, Present, and Future Livelihood)
Laara Fitznor, Elsie Fitzner, and Wanda Bateman
Chapter 4: To Share Is to Live
Juan Carlos Palomino Berndt and Barbara Robinson
Chapter 5: Izena Badu, Bada: Celebrating Living Memory and Place in Euskal Erria
Idoia Arana-Beobide
Chapter 6: Lands of the Caribou Peoples
Joan Scottie and Margaret Kress
Chapter 7: Land, Wind, and Sea Stories: Embodying Isthmian Relationalities
Isabel Altamirano-Jiménez
Chapter 8: Métis Pedagogy in Land-Based Teaching and Learning
Yvonne Vizina
Chapter 9: Cuzco: The Sacred City of the Incas—Its Roads and Festivals
Donato Amado Gonzales
Part II: Pedagogies of Land
Chapter 10: Listening to the Land: Honouring Ancestors
Paulette Steeves
Chapter 11: Learning from Aki through Indigenous Activity-Based Practices
Leisa Desmoulins, Paul Cormier, and Tyler Armstrong
Chapter 12: Honouring Sámi Children’s Agency through Land-Based Education
Pigga Keskitalo
Chapter 13: A View from the River: the Kanyen’kehá:ka Place Naming Convention
Rebekah Ingram
Chapter 14: Reclaiming Wolastoqeyik Land-Based Pedagogy in Waponahkik: The Intersection of Rights, Relationship, and Reconciliation
Katalin Doiron Koller, Darrah Beaver, and Shane Perley-Dutcher
Chapter 15: The Pedagogy of Land in the Inuit Bachelor of Education Program
Sylvia Moore, Doris Boase, and Jodie Lane
Chapter 16: “No, we own the forest like the child owns their mother”: Mathematical Abstraction and Detachment in Land-Based Pedagogies
Hilja Huru, Annica Andersson, and David Wagner
Chapter 17: Traditional Ecological Knowledge and Scientific Ecological Knowledge: Crossing the Ontological Divide
Lee Beavington
Chapter 18: Toward Indigenous Place-Based Metaphors for Environmental History Education
Kiera Brant-Birioukov, Jackson Pind, Sara Karn, and Heather E. McGregor
Part III: Spirit of the Land: Learning with Our Relations
Chapter 19: The Origins, Genealogy, and Meanings of Indigenous Storywork
Jo-ann Archibald Q’um Q’um Xiiem
Chapter 20: Out on the Land: Reflections
Marjorie Beaucage
Chapter 21: Telling of Kaniatarowanenneh (St. Lawrence): Storying Akwesasronon Relationship with the River
Abraham Francis
Chapter 22: Oho Ake Hauiti! /Arise Hauiti!: Participation in the Traditional Arts as a Means of Strengthening Tribal Identity
Amohia Boulton, Tanya Allport, and Jordan Waiti
Chapter 23: Stories from the Land
Joseph Naytowhow, Anna-Leah King, Dustin Brass, and Patrick Lewis
Chapter 24: Reconnecting with Spirit: Teachings from our Relatives and Earth
Marlyn Bennett
Chapter 25: Maji’tam’k: A Transformative Journey of Ceremony in Wabanaki Territory
Margaret Kress, Sophie M. Lavoie, Miigam’agan, Genevieve Melanson, and Evie Plaice