In the article, “Learning From Place”, there are various examples of reinhabitation and decolonization. The biggest part of the article that showed this was the connection that the Elders and youth experienced in the project. The youth interviewed the elders to “encourage intergenerational relationships and catalyze knowledge transfer from elder generations to youth” (74). Transferring the knowledge from one generation to another, in a more permanent form than word-by-mouth is a great way to ensure that all people will be able to learn about this culture and history and that it will be etched into history. It also lets the youth, who may not be knowledgeable about the history of their culture, learn about various historical pieces that may have been “lost” over time. Learning about those can bring back these “lost” pieces of culture to be more prominent in their lives.
Another example of reinhabitation and decolonization is how the projects’ goal is to foster development of meaningful space for dialogue and community research. This goal came to be from concerns of when there was a lot of pressure to enter large scale extractive development on the land of the Mushkegowuk people. The project was “[seeking] to identify routes towards decolonization, and shaping adequate responses to problems arising in the face of externally driven development and its implications for life and land in Mushkegowuk territory” (73).
As a secondary math teacher, incorporating these sorts of lessons into my own teaching is something that I struggle with figuring out how to do whenever these sorts of topics come up, especially since even in today’s more progressive education climate, math is still very often taught in the traditional factory setting. A way to approach it would be to use real-life examples from First Nations perspectives, or use First Nations imagery and storytelling to teach math. Incorporating this into my lessons is still something I need to research and work on quite a bit more.