Land-Based Learning

Land-based learning acknowledges a connection and a relationship with the natural world.  It embraces the concept that we, as humans, are part of the natural world rather than the natural world serving as a resource for our use. As we interact with the natural world and everything around us, we learn. We are stewards of the land and as such have a responsibility to care for all living things, to respect the land, and protect it.

Land-based learning typically uses an Indigenized and environmentally-focused approach to education by first recognizing the deep, physical, mental, and spiritual connection to the land that is a part of Indigenous cultures. Elders and knowledge keepers pass on their knowledge through storytelling and songs, teaching about ceremonies, traditional medicine, the history of the land, the traditional native languages, and how to be good environmental stewards of the land. (Paragraph: Cherpako, D. and Samuel Centre for Social Connectedness, 2019)

“Although traditional values and systems of belief differ among First Nations, Inuit and Métis, there are many commonalities, including respecting and caring for all living things, valuing traditional knowledge and ensuring that the Land is respected.” (Elementary Teachers' Federation of Ontario, 2020, p. 5)

Kareena Butler, a member of the Anishinaabe Algonquin, describes it as, “Land-based learning is more than just bringing students into the outdoors; it is an opportunity to learn about where they live and delve deeper in understanding the importance of the Land” (Elementary Teachers' Federation of Ontario, 2020, p. 19)

It’s important for Indigenous students (and all students) to connect to the Land. This connection allows Indigenous students and their worldview to make sense in our modern school systems, and demonstrates a respect to Indigenous Peoples’ worldviews and knowledge. Land-based learning would benefit any student and would provide opportunity for them to build a stronger connection to the Land and develop a sense of stewardship and responsibility to all of our relations. (Paragraph: Elementary Teachers' Federation of Ontario, 2020, p. 6)

Where to begin integrating Land- Based Learning

Land-based learning happens everywhere: in urban and rural settings, including inside classrooms:

  • Acknowledge the territory on which you learn to show respect to the land.
  • Connect to your school boards Indigenous Education department or lead person to help connect with local Indigenous Knowledge Keepers and Elders and learn cultural protocols that are region specific and respectful.
  • Contact First Nations, Inuit and Métis provincial organizations for resources to deepen your understanding of Indigenous Land-Based Learning.
  • Reach out and connect with local Indigenous Peoples and communities to bring Indigenous ways of learning into the classroom environment and curriculum.
  • Invite Indigenous knowledge keepers, Elders, and community partners into your classroom to share their stories.
  • Connect with outdoor education centres within your school board and ask for Indigenous land-based learning opportunities with students.
  • Provide students with the opportunity to get out on the land with knowledge keepers. Participate in a local hike or Indigenous land-based learning activity or event that is open to students; invite a knowledge keeper (check your school board protocols) to lead the hike!
  • Connect with stories and picture books by Indigenous authors that convey teachings about Land, culture
  • Take your lessons outside - ask yourself: “What part of this lesson could be done outside”.
  • Teach an attitude of kindness for all living things. Instead of killing an insect indoors, capture it and return it outdoors.
  • Provide students with opportunities to engage in activities that use their 5 senses (for example, learning about the trees, plants and birds in the area using all of their senses).
  • Model using your senses when outdoors to show students how you appreciate and enjoy the outdoors.
  • Incorporate more outdoor education activities into your program to provide students with real-life experiences to build their confidence to engage in outdoor experiences.

(Subsection: Elementary Teachers' Federation of Ontario, 2020)

References

  • Cherpako, D. and Samuel Centre for Social Connectedness. (2019). Making Indigenous-Led Education a Public Priority: the Benefits of Land-Based Education and Programming.
  • Elementary Teachers' Federation of Ontario. (2020). Indigenous Land-Based Learning. p.5, 6, 19.