Lesson 3 – Recognize the Wisdom of the Land as Teacher and Incorporate Experiential, Land-based Learning

Recognize the wisdom of the land as teacher and incorporate experiential, land-based learning

Land-based education teaches us that land is not a resource to be exploited to serve human wants and needs, rather, in the words of Dr. Amy Parent, of the Nisga’a Nation, the land is considered a “dearly beloved, revered relative” (Canadian Commission for UNESCO, 2021). This reciprocal relationship entails a duty to care for the land and to be accountable for our actions. Land-based learning involves more than simply teaching outdoors, it can involve preserving traditional knowledge, cultures, traditions, and languages, and world views (Canadian Commission for UNESCO, 2021).

Principles of Land-Based Learning

• Learning from the Land
  The land is seen as a teacher, holding knowledge about ecology, history, language, and law.
• Relationality
  Knowledge is built through relationships, with the land, animals, ancestors, and community.
• Responsibility and Reciprocity
  Learners are taught to give back to the land and community, not just take knowledge from it.
• Place-Based
  Education is specific to the local environment and Indigenous Nation, rather than generalized or abstract.
• Cultural Protocols
  Learning is guided by Indigenous protocols, including ceremonies, storytelling, and seasonal cycles.

“Indigenous traditional knowledge offers traditional teachings in order to prepare people to live as good human beings who can coexist respectfully and who have a respectful relationship with their environment” (Wesley-Esquimaux & Calliou, 2010).

What might this look like in practice?

• Fieldwork — Fieldwork allows students to connect their academic learning to practical, hands-on experience, making abstract concepts more concrete and relevant. Fieldwork can develop a range of skills, including observation, data collection, analysis, interpretation, and collaboration.
• Land-based reflection — After spending time learning from Elders and Knowledge Keepers, students might be asked to reflect on how being on the land influenced their understanding of Indigenous worldviews, community, and sustainability.
• Place-based learning journals — Students reflect on their experiences in a specific natural, cultural, or community setting and reflect on how the place itself shapes their understanding of the local environment, culture, economy, history, etc.

Examples

• Forestry Technician — Students engage in Indigenous-led land stewardship projects following the guidance of land guardians to apply sustainable forestry practices.
• Geomatics Technician — Students use drone mapping and GIS software to study local land changes, presenting their findings through interactive geospatial storytelling rather than traditional reports.