ERIC Number: EJ1459448
Record Type: Journal
Publication Date: 2024-Dec
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0380-2361
EISSN: EISSN-1918-5979
Available Date: N/A
Disrupting Colonial Narratives of Place: The qic?y Slough Yesterday, Today, and Tomorrow Project
Cher Hill; Rick Bailey; Carman McKay
Canadian Journal of Education, v47 n4 p1057-1089 2024
What happens when traces of the past are invited to "haunt" the present, disrupting the colonial narratives inherent in local spaces, and creating openings for new stories and new relationships? Guided by Indigenous and post-human worldviews, this project facilitated community learning about the qic?y Slough, while collectively imagining new futures for this waterway. Elementary students learned from Elders and environmentalists at the Slough, while simultaneously caring for the land. They then made art "with" the land, which, along with Elder stories, guided the creation of a school mural. The teachings of the mural and the children's art continue to reverberate as their stories are shared with post-secondary students and teachers. This research informs how we might engage learners with the complexities and complicities of settler colonialism and provides an example of a local land-centred curriculum that informs how we might all live well together, contributing to real-world change.
Descriptors: Indigenous Knowledge, Indigenous Populations, Art Activities, College Students, Colonialism, Decolonization, Foreign Countries, Natural Resources, Canada Natives, Conservation (Environment), Time, World Views, Elementary School Students
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://cje-rce.ca/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A
Author Affiliations: N/A