List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
- I can see reinhabitation through the audio documentary that was established to bring youth and elders together to promote youth, adult, and elder involvement. They chose the Albany river as the main theme because it has significant cultural and historical importance (pp. 74). “In the development of the radio documentary, the significance of the river and knowledge of the social, cultural, economic, and spiritual meanings of the river among community members became heightened” (pp. 75).
“… continue to build on a historical identity in a vast area that was never “given up” to European settlers. Historically and currently, people have derived sustenance from the land, are guided by seasons and traditional hunting routes, and consider the land as crucial to healing the Mushkegowuk people from the impacts of colonialism” (pp. 78). I can see decolonization through the way they talk about the land. They recognize the significance that the land holds and use it to heal from the impacts of colonialization. Today’s generation of Mushkegowuk people uses the word “noscheemik” instead of “paquataskamik” when talking about traditional territory. The word “noscheemik” means camp or the bush. The elders are concerned that the original usage of the word was falling into disuse among the younger generations because of intergenerational language loss (pp.78).
How might you adapt these ideas towards considering place in your own subject areas and teaching?
You are going to have diversity in your classrooms as future educators. The goal is to become an anti-bias teacher. Not letting my personal opinions and biases cloud my reality. Like we discussed in seminar, we are engrained with these biases of people from different cultural backgrounds when they have done nothing to us personally for us to have these biases.