Learning From Place

For the purpose of this blog I will be discussing the concepts of re-inhabitation and decolonization as discussed in the article by Restoule, et al entitled Learning from Place: A return to traditional Mushkegowuk ways of knowing. (2013). Parts of the following text will be copied verbatim from the article.

The process of creating an audio documentary about relations to the river and engaging in trips along the river were part of a decolonizing process of remembering and introducing the younger generation into the traditional ways of knowing. By creating this inter-generational dialogue, elders were given the opportunity to impart knowledge about ways to live off the river and the lands as well as give an account to the key sites located along it’s banks. ie grave locations The river excursion also presented an opportunity to expand the Cree-language terminology of those participating. Something that had been greatly impacted through residential schools and the fact fewer fluent speakers remained within the aboriginal communities. Learning from the land and space beyond institutional walls is a return to traditional Mushkegowuk modes of teaching and learning. The hope is that such meaningful community building experiences can continue to be put in place moving forward.

As a future educator in the field of health education it will be imperative that respect is given for all students. Ensuring students a safe environment to use their native language is to be encouraged and an awareness that not all cultures practice “Medicine” as in the west can become a talking point within a classroom. Allowing students from other cultural backgrounds to share how a western practice may differ from that of their native homeland.

One thought on “Learning From Place

  1. Your comment of learning beyond institutional walls really stands out and I think is a good example of an inclusive statement that describes processes that should take place going forward. I think your inclusion of language is an interesting and relevant factor in relation to land that would contribute to creating a dialogue about deeper meanings in class content.


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