Year: 2026
Type: dissertation
Abstract: This thesis explores the intersection of land-based pedagogy and Indigenous cultural resurgence through the lens of personal experience, as shaped by my background rooted in Montreal Lake Cree Nation and the ongoing impacts of colonial violence. Drawing from both academic and cultural sources, it examines the process of reconnecting to nīhithawuk traditions, languages, and practices through land-based learning, in this case, on ancestral lands in Northern Saskatchewan. Through this exploration, I address questions of compatibility between Indigenous ways of knowing and Western academia, focusing on the transmission of knowledge through storytelling, traditional practices, and the active participation of Elders and community members. I also address the challenges of integrating Indigenous methodologies into Western academic frameworks while ensuring the integrity of cultural practices and protocols. The research is grounded in my own lived experience of returning to family traplines and participating in traditional activities. This thesis ultimately aims to contribute to the broader discourse on Indigenous resurgence and the restoration of knowledge systems disrupted by colonial policies. Through this work, I seek to demonstrate how land-based pedagogy serves as a powerful tool for cultural awakening and the forging of stronger connections between Indigenous peoples, their communities, and their ancestral lands.
Author: Godwin, Autumn
Institution: Concordia University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7221502333