Abstracts
Abstract
Through this action research project, we endeavour to reconfigure pedagogical encounters involving children and the natural world to be more reciprocal and respectful, as well as responsive to the ecological crisis. The goal of our research is to advance understandings of how to educate children to become good relatives to all the beings on these Lands. We are guided by the question: How can we educate children to live like Salmon People (those Indigenous to this place), which is the sacred responsibility of all those residing on the Coast Salish territories? Practices that contributed to shifting relationship between people and the Land and moved our community beyond our human-centric engagement were participatory and embodied. They included acts to care for Salmon and other beings as relatives, as well as experiencing Land as agential and existing independently of human desire. We see our research as a site for what Kari Grain calls “critical hope.”
Keywords:
- posthumanism,
- ecological education,
- Indigenous education,
- nonhuman agency,
- caring for Salmon
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Affifi, R. (2017). The metabolic core of environmental education. Studies in Philosophy & Education, 36(3), 315-33. https://doi.org/10.1007/s11217-016-9555-y
- Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
- Bartlett, C., Marshall, M., & Marshall, A. (2012). Two-eyed seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, 2, 331–340. https://link.springer.com/article/10.1007/s13412-012-0086-8
- Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press.
- Beyes, T. & Steyaert, C. (2011). The ontological politics of artistic interventions: Implications for performing action research. Action Research, 9(1), 100–115. http://dx.doi.org/10.1177/1476750310396944
- Blenkinsop, S., & Beeman, C. (2010). The world as co-teacher: Learning to work with a peerless colleague. Trumpeter, 26(3), 27-39. https://trumpeter.athabascau.ca/index.php/trumpet/article/view/1197
- Braidotti, R. (2013). The posthuman. Polity Press.
- Cajete, G. (1994). Look to the mountain: An ecology of Indigenous education. Kivaki Press.
- Cajete, G. (1995). Native science: Natural laws of interdependence. Clearlight Books.
- Cariou, W. (2018). Sweetgrass stories: Listening for animate Land. Cambridge Journal of Postcolonial Literary Inquiry, 5(3), 38–352. https://doi.org/10.1017/pli.2018.10
- Carvalho, I. C. M, Steil, C. A., & Gonzaga, F. A. (2020). Learning from a more-than-human perspective. Plants as teachers. Journal of Environmental Education, 51(2), 144-155. https://doi.org/10.1080/00958964.2020.1726266
- Doiron Koller, K. & Rasmussen, K. (2021). Generative learning and the making of ethical space: Indigenizing forest school teacher training in Wabanakik. Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning, 7(1), 219-229. https://doi.org/10.15402/esj.v7i1.70065
- Datta, R. (2016). How to practice posthumanism in environmental learning: Experiences with North American and South Asian Indigenous communities. IAFOR Journal of Education, 4(1), 52-67. https://doi.org/10.22492/ije.4.1.03
- Government of Canada (2020). 2020 Fraser River Chinook Salmon management measures. https://www.canada.ca/en/fisheries-oceans/news/2020/06/2020-fraser-river-chinookSalmonmanagement-measures.html
- Government of Canada (2019). Species search. https://speciesregistry.canada.ca/indexen.html#/
- Grain, K. (2022). Critical hope: How to grapple with complexity, lead with purpose, and cultivate transformative social change. Penguin Random House Canada.
- Green, B. (2015). Thinking bodies: Practice theory, Deleuze, and professional education. In B. Green & N. Hopwood (Eds.), The body in professional practice, learning and education (pp. 121-136). Springer.
- Haraway, D. (1991). Simians, cyborgs, and women: The reinvention of nature. Routledge.
- Heath Justice, D. (2018). Why Indigenous literatures matter. Wilfrid Laurier University Press.
- Heron, J. & Reason, P. ( 1997). A participatory inquiry paradigm. Qualitative Inquiry, 3(3), 274-294. https://doi.org/10.1177/107780049700300302
- Hill, C., Bailey, R., Power, C., & McKenzie, N. (2021). Supporting communities in caring for Salmon and each other: Creek Restoration as a site for multi-system change and wholistic re/conciliation. Canadian Journal of Action Research (Special Edition - Action Research & Indigenous Ways of Knowing), 21(3), 72-94. https://doi.org/10.33524/cjar.v21i3.479
- Hill, C., Rosehart, P., Roze des Ordons, D., Aileen, K., & Blenkinsop, S. (in progress). Nature-based teacher education as beyond “getting outside:” Relational attunement, attending to the unnoticed, and ethical response-ability.
- Hinch, E., & Martins, S. G., & Patterson, D. A. (2011). Effects of river temperature and climate warming on stock‐specific survival of adult migrating Fraser River sockeye salmon (Oncorhynchus nerka). Global Change Biology, 17(1), 99-14. https://doi-org.cyber.usask.ca/10.1111/j.1365-2486.2010.02241.x
- Ingold, T. (2011). Being alive: Essays on movement, knowledge and description. Routledge.
- Intergovernmental Panel on Climate Change (IPCC). (2022). Climate change 2022: Impacts, adaptation and vulnerability. https://www.ipcc.ch/report/ar6/wg2/
- Johnson, J. (2021). Place-based learning and knowing: Critical pedagogies grounded in Indigeneity. Geojournal, 77(1), 829–836. https://doi.org/10.1007/s10708-010-9379-1
- Kapyrka, J., & Dockstator, M. (2012). Indigenous knowledges and Western knowledges in environmental education: Acknowledging the tensions for the benefits of a “Two-Worlds” approach. Canadian Journal of Environmental Education on Decolonizing +Indigenizing: Moving Environmental Education Towards Reconciliation, 17, 97-112. https://doi.org/10.1007/s13412-012-0086-8
- Kelly, V. (2013). Integrating Indigenous pedagogical practices. One World in Dialogue. Social Studies Council Journal, 2(2), 17-27. https://ssc.teachers.ab.ca/SiteCollectionDocuments/OneWorldInDialogue/OneWorld%20inDialogue2013Vol2No2.pdf
- Kimmerer, R. W. (2014). Braiding sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants. Milkweed.
- Kimmerer, R. W. (2013, Oct. 1). Returning the gift. Humans and nature. https://humansandnature.org/earth-ethic-robin-kimmerer/
- Koller, K. E., & Rasmussen, K. (2021). Generative learning and the making of ethical space: Indigenizing forest school teacher training in Wabanakik. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 7(1), 219-229. https://doi.org/10.15402/esj.v7i1.70065
- Lindgren, N., & Öhman, J. (2019). A posthuman approach to human-animal relationships: Advocating critical pluralism. Environmental Education Research, 25(8), 1200-1215. https://doi.org/10.1080/13504622.2018.1450848
- Lloro-Bidart, T. (2018). A feminist posthumanist ecopedagogy in/for/with animalScapes. Journal of Environmental Education, 49(2), 152-163. https://doi.org/10.1080/13504622.2018.1450848
- Lloro-Bidart, T. (2017). A feminist posthumanist multispecies ethnography for educational studies. Educational Studies, 54(3), 253–270. https://doi.org/10.1080/00131946.2017.1413370
- Lower Fraser Fisheries Alliance (LLFA) (n.d.). Revitalizing Indigenous Law within the Lower Fraser Fisheries Alliance. Legal traditions of the Peoples of the Lower Fraser. Summary Report. https://www.lffa.ca/initiatives/relaw
- MacGregor, D. (2004). Coming full circle: Indigenous knowledge, environment, and our future. American Indian Quarterly, 28(3/4), 385-410. https://doi.org/10.1353/aiq.2004.0101
- Marker, M. (2011). Sacred mountains and ivory towers: Indigenous pedagogies of place and invasions from modernity. Counterpoints: Indigenous Philosophies and Critical Education: A READER, 379, 197-211. https://www.jstor.org/stable/42980896
- McDermott, M., MacDonald, J., Markides, J., & Holden, M. (2021). Uncovering the experiences of engaging Indigenous knowledges in colonial structures of schooling and research. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 7(1), 25-44. https://doi.org/10.15402/esj.v7i1.69957
- Parent, A. (2021). Land as teacher: Understanding Indigenous Land-based education. Canadian Commission for UNESCO. https://en.ccunesco.ca/idealab/indigenous-Land-basededucation
- Piotrowski, M. (2020). “An atmosphere, an air, a life:” Deleuze, elemental media, and more environmental subjectification and education. Environmental Education Research, 26, 1341-1352. https://doi.org/10.1080/13504622.2018.1485134
- Pyyry, N. (2017). Thinking with broken glass: making pedagogical spaces of enchantment in the city. Environmental Education Research, 23(10), 1391–1401. https://doi.org/10.1080/13504622.2017.1325448
- Ream, T., Braxton, J. M., Boyer, E. L, & Moser, D. (2015). Scholarship reconsidered: Priorities of the professoriate. Jossey-Bass.
- Reason, P., & Canney, S. (2015). Action research and ecological practice. In H. Bradbury (Ed.), The SAGE handbook of action research (3rd ed) (pp. 553-563). SAGE.
- Rosiek, J. L., Snyder, J., & Pratt, S. L. (2020). The new materialisms and Indigenous theories of nonhuman agency: Making the case for respectful anti-colonial engagement. Qualitative Inquiry, 26(3-4) 331–346. https://doi.org/10.1177/1077800419830135
- Ross, N. (2020). Anthropocentric tendencies in environmental education: A critical discourse analysis of nature-based learning. Ethics & Education, 15(3) 355-370. https://doi.org/10.1080/17449642.2020.1780550
- Smythe, S., Hill, C., MacDonald, M., Dagenais, D., Sinclair, N., & Toohey. K. (2017). Disrupting boundaries in education and research. Cambridge University Press.
- Strongoli, R. C. (2019). The body and corporeity in the context of environmental education with an ecological orientation. Studi sulla Formazione, 22, 465-479. https://doi.org/10.13128/ssf-10817
- Stables, A. (2020). Environmental ethics and ontologies: Humanist or posthumanist? The case for constrained pluralism. Journal of Philosophy of Education, 54(4), 888-899. https://doi.org/10.1111/1467-9752.12464
- Stagg Peterson, S. Horton, L., & Restoule, J. P. (2016). Toward a shift in expectations and values: What we’ve learned from collaborative action research in Northern Indigenous communities. Canadian Journal of Action Research, 17(2), 19-32. https://doi.org/10.33524/cjar.v17i2.260
- Stanford, K., Williams, L., Hopper, T., & McGregor, C. (2012). Indigenous principles decolonizing teacher education. In Education, 18(2), 18-34. https://doi.org/10.37119/ojs2012.v18i2.61
- Stenhouse, L. (1968). The humanities curriculum project. Journal of Curriculum Studies 1(1), 26–33. https://www.tandfonline.com/doi/abs/10.1080/0022027680010103
- Stuttles, W., & Jenness, D. (1979). Katzie ethnographic notes & the faith of a Coast Salish Indian. Province of British Columbia.
- Styres, S. (2019). Literacies of Land: Decolonizing narratives, storying and literature. In L. Tuhiwai Smith, E. Tuck & K. W. Yang (Eds.), Indigenous and decolonizing studies in Education: Mapping the long view (pp. 24-37). Routledge.
- Todd, Z. (2016). An Indigenous feminist’s take on the ontological turn: ‘Ontology’ is just another word for colonialism. Journal of Historical Sociology, 29(1), 4–22. https://doi.org/10.1111/johs.12124
- Verlie, B. (2020). From action to intra-action? Agency, identity and “goals” in a relational approach to climate change education. Environmental Education Research, 26(9/10), 1266-1280. https://doi.org/10.1080/13504622.2018.1497147
- Wildcat, D., & Deloria, V. (2001). Power and place. Fulcrum.
- Wilson, S. (2008). Research is ceremony: Indigenous research methods. Fernwood Publishing.