Writing Prompt: The article suggests that a “critical pedagogy of place” aims to: (a) identify, recover, and create material spaces and places that teach us how to live well in our total environments (reinhabitation); and (b) identify and change ways of thinking that injure and exploit other people and places (decolonization) (p.74)

  1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
  2. How might you adapt these ideas to considering place in your own subject areas and teaching?

The following are quotes from the article of some of the ways in which I see reinhabitation and decolonization happening. 

  • Reinhabitation
    • “In the early research design stages, it was evident that a community priority was bringing together Elders and youth so they could learn from one another about the role and meaning of the land to social well-being.” (p. 73)
    • “For the Mushkegowuk, the river is a way of life: one that has existed for thousands of years. As such, the river has many significant uses and meanings, physically, emotionally, and spiritually.” (p. 80)
    • “It was the river that bound people and communities together.” (p.81)
    • “Learning from land and place beyond institutional walls is a return to traditional Mushkegowuk modes of teaching and learning.” (p.82)
  • Decolonization
    • “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)
    • “Residential schooling and its impact on indigenous language use drastically reduced the number of fluent speakers in the community according to some interviewed.” (p. 78)
    • “Large-scale extractive capitalism, in particular, has presented new problems and perceived threats to the environment.” (p. 79)

It is important to consider place when teaching mathematics. There are tons of ways to make mathematics a more hands-on learning process including problem solving, open tasks, and being outdoors. Some might find being outdoors for mathematics difficult, but I think with the proper task it could be beneficial. I have been working on an open task where students are to determine the height of one of the trees in the schoolyard. They are to use shadows, mirrors, protractors, or anything else they can think of to solve for the height. I believe being active in learning and being able to learn through hands-on experience is very beneficial. Treaty Ed can also be taught through place in the mathematics classroom through hands-on activities and games that can be played outdoors, such as “Hubbub” or the “stick game”.