- List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
- How might you adapt these ideas to considering place in your own subject areas and teaching?
- Brought together youth, elders, and the generation in-between, sharing their learning about the relations of the people to the lands
- bring generations together to share, use and deepen the knowledge of connecting to the land
- Deeply ingrained relationships among people and also between people and nature
- reinhabitation and decolonization depend on each other
The idea of decolonization and reinhabitation are important in terms of my own teaching and already exist in my own philosophy. However, as future teacher I think the presence of decolonization and reinhabitation is crucial to have in both my subject areas. When in the context of math, I first relate back to my ECS 300 placement. My coop teacher had incorporated the Cree language into his everyday teaching, connecting it throughout courses and I hope to do just that. Specifically in math, I would like to use the Cree numbers in a way that it increases understanding of math and treaty education all at the same time. I also learned the Inuit number system this year, and although it is far from our number system it is also another perspective I would like to try out. This system has different words for the same number depending on the context and it relates back to nature in the same way Reinhabitation was described in our reading. On the other hand, I also think it’s important to incorporate all this information in my PE background as well. Treaty education is an aspect that I have touched based on the most in my PE background and I think it will be the easiest to develop and integrate. With the fact that I can use and outdoor aspect when in PE makes this concept an easy one to hit and is something I look forward to developing in the years to come.