Curriculum as Place

1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.

Have a look at the article yourselves!

- 10-day river trip with youth, adults, and elders

- Traveled on their traditional waters and lands

- While they traveled they: "shared their learning about the relations of the people to the lands and the related issues of governance and land management" (p.70)

- Bringing generations of communities together to share knowledge and reclaim culture

- Having the children try and connect to nature to enhance their intellectual, emotional, social, physical and spiritual development

- Economic exploitation, accumulation and development

2. How might you adapt these ideas to considering place in your own subject areas and teaching?

I feel that by having not only our youth experience their culture, but by having adults and especially elders also experience their culture in these sorts of group building activities is an amazing way for them to bring back pieces from their culture that may have been lost or to cherish pieces of their culture that may not always be cherished. I feel that in my classroom, I will allow every single one of students to share a piece of their family background/culture to the class and teach us something that we may not know about their culture. By doing this, I think that my students will, hopefully, become comfortable with who they are and be proud of where they come from culturally. Culture should be embraced, every aspect of who my students are and are becoming is something they should be proud of and they should not feel ashamed of it.