ECS 210

Curriculum As Place

Question: 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?
The following ideas and quotations for examples of reinhabitation and decolonization are taken from the article “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing” written by Restoule, Gruner and Metatawabin (2013).
  • “Skill-building workshops were organized to promote youth, adult, and elder involvement with an audio documentary project about social, cultural and economic perspectives of the Kistachowan (Albany) River” (p.74). The skill-building work shops also assisted with training in research skills.
  • “…Community mapping of key cultural and historical sites…” (p. 76).
  • “…Exploring Cree words and concepts and inserting them into key project, activities and documents.” (p. 77).
  • Living off the land


  • “…A historical relationship to land which encompassed a much larger area than the reserve or family camps. This territory has been regulated, divided, and parceled by non-Inninowuk into Crown land, treaty, and reserve spaces, which has resulted in fractures and alterations to that relationship” (p. 77).
  • “…A loss of important linguistic distinctions…” (p. 78)
  • “Residential schooling and its impact on indigenous language use drastically reduced the number of fluent speakers in the community…” (p. 78).

From these facts in this article, it is important to consider place when I am teaching my subject area. I would adapt these ideas to ensuring that I consider the contexts and setting that my audience is situated in. In many instances, it is possible for some of the students to have more knowledge on a topic that you are teaching on then you do. This also relates back to curriculum as a place.


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