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Article scientifique

Pedagogy of the land: Tensions, challenges, and contradictions. First Nations Perspectives.

In this article, the authors share autobiographical reflections from their journey to the Northern Nishnawbe Aski Territory in Ontario, Canada where they taught several courses in an Aboriginalfocused Bachelor of Education program. Sessions were held at a remote fishing lodge that opened up opportunities for the authors to explore their understanding of Land as first teacher and Land as pedagogy while integrating Indigenous and Western knowledges. They refer to these insights in relation to the tensions, challenges, and contradictions they faced while embedding Land in pedagogy and classroom practices, engaging in relationship-based teaching, resisting relations of power and privilege, and re-conceptualizing authorship. Calling on us to expand understandings of pedagogy within Aboriginal education and resist tendencies to look for universal and prescriptive ways to do Aboriginal Education, the authors present individualized, contextualized, intimate, and iterative pedagogy and classroom practices.