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blog post 6

1. List some of the ways that you see re-inhabitation and decolonization happening throughout the narrative.


Some of the ways that I see re-inhabitation and decolonization happening throughout this narrative is that
it is to have the younger generations see how important the river is and through the river, to re-introduce
them to traditional ways of knowing. Through having young people interact with the older generations,
elders can share stories and knowledge thus adding towards decolonization. We also see the impact of
language when it comes to decolonization. Through re-introducing traditional words with deep meaning,
we will be able to decolonize students through that language. Not only will they be practicing traditions
of their culture, but they will be spreading it throughout the rest of their peers eventually making it the
mainstream.

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

Reading the article has made me question what I can do as a teacher to get my students to connect to the
land. Things such as outdoor classes or going on field trips would be very beneficial to my students as it
would help them find a way to connect to the land. Even through my own learning, I found that whenever
we went on field trips I always wished that there would be a greater focus on the land itself. By having
students focus on the land and how indigenous people lived on the land it will be the first step towards
decolonization. Even having the students create art pieces to display the land, most likely through
indigenous art, would be a really good step towards decolonization.

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Blog Post 7

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