[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595034-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595034-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","indigenous-education-land-as-text","Indigenous Education: Land as Text","","Indigenous Education: Land as Text explores how outdoor learning can treat land as an educational medium through STEAM-based activities and project-based scenarios. It examines how Residential Schools and mistreatment of Indigenous students in Western systems created stigma and disrupted Indigenous languages, ceremonies, and knowledge. The paper argues for integrating Elders and Knowledge Keepers to support an Indigenized curriculum and to strengthen learners’ epistemological and ethical relationships with “all our relations.”",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/indigenous-education-land-as-text/595034/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/indigenous-education-land-as-text/595034.png","ImageObject",300,407,{"name":42,"@type":43},"Bulrr","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the article use the outdoor classroom in Indigenous education?","Question",{"text":63,"@type":64},"It describes the outdoor classroom as a space to observe surroundings informally, learn experientially through STEAM activities, and support project-based learning scenarios.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the article link education stigma to Residential Schools?",{"text":68,"@type":64},"It explains that Residential Schools and the mistreatment of Indigenous students in the Western education system created stigma toward education and contributed to the disruption of Indigenous knowledge.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the article say educators should do to support an Indigenized curriculum?",{"text":72,"@type":64},"It argues that teachers should invite Indigenous Elders and Knowledge Keepers and use Indigenous curriculum resources while researching traditional languages and ceremonies.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595034,1792914052,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","REFEREED ARTICLE  \nIndigenous Education: Land as Text  \nShannon Fullerton  \nAbstract  \nWe are uniquely shaped by the ontology, axiology, methodology and epistemology to which weare exposed in life. The outdoor classroom provides many opportunities to use the land as text to observe surroundings informally, to learn experientially through various STEAM activities, and to create scenarios for project-based learning. In history, Residential Schools and themistreatment of Indigenous students in the Western educational system created a stigma toward education for numerous Indigenous people. Teachers needs to invite Indigenous Elders, Knowledge Keepers, and Indigenous resources into the classroom in order to support the paradigm shift to an Indigenized curriculum.  \nHow we view and understand our world is molded by our various personal experiences with people and our environmental surroundings. Every experience expands our epistemology, axiology, methodology, and ontology to develop a personal research paradigm that supports the Indigenous ways of being, doing, and knowing (Wilson, 2008) . The Western paradigm rejects the Indigenous paradigm because it is not a quantitative or qualitative way to learn or think. Indigenous people believe that land contains the languages, stories, and histories of a people. The Truth and Reconciliation Commission of Canada’s Calls to Action speak to the moral and ethical obligations to strengthen relationships between Indigenous and non-Indigenous people (Kinzel, 2020) . Understanding Indigenous perspective in education relies on knowing the connection to the land as text through traditional language and ceremony, Indigenous knowledge in curriculum, and the stigma Indigenous people have related to the Eurocentric model of education. Educators need to research traditional languages and ceremonies as connection to self, use Indigenous curriculum resources in the classroom, and understand the differences and similarities between Eurocentric and Indigenous models of education.  \nConnection to the Land as Text  \nWhen connections to land, ceremony, and languages are lost, then the connection to “all our relations” is lost, too. “All our relations” refers to the Indigenous belief that every object has a spirit and a connection to its surroundings. Our identity is uniquely shaped by values, beliefs, and attitudes to which we are subjected during our life. The Elders say that we are all related, not just to the people around us but to the plants, animals, air, water, and land. Indigenous people believe that land is a participant in the ceremonies and the songs as it offers melodies from the various flora and fauna that inhabit it. Land provides all inhabitants with a home (King, 2012) . When Eurocentric worldviews are juxtaposed with Indigenous worldviews of “linear over cyclical progression, competition over collaboration, dualism over complexity, and product over process,” they fail to accommodate the learning needs of Indigenous and many non-Indigenous students (Sanford et al. , 2012, p. 20) . The historical cultural genocide associated with Residential Schools promoted assimilation, marginalization of Indigenous people, and eradication of Indigenous knowledges, values, and ways of learning (Peterson et al. , 2019) . Thus, within Indigenous communities the loss of connection to the land, traditional language, and ceremonies has created disparity among Indigenous peoples.  \nTo rekindle relationships with the land, individuals need to strengthen their understanding of Indigenous knowledge through personal experiences on the land, participating in Indigenous cultures through ceremonies, researching Indigenous languages, and reinforcing the connection  \nto all our relations. Indigenous educational experiences create an understanding of the history of Indigenous peoples, the importance of their cultural ceremonies, and how their language is action based as opposed to noun based (Jacob et al. , 2018) . In the Ind","cbCaie9Ww7sr4ATu","https://ap.wps.com/l/cbCaie9Ww7sr4ATu","pdf",138169,"English","# Abstract\n## Connection to the Land as Text\n## Indigenous Knowledge in Curriculum","[{\"question\":\"How does the article use the outdoor classroom in Indigenous education?\",\"answer\":\"It describes the outdoor classroom as a space to observe surroundings informally, learn experientially through STEAM activities, and support project-based learning scenarios.\"},{\"question\":\"Why does the article link education stigma to Residential Schools?\",\"answer\":\"It explains that Residential Schools and the mistreatment of Indigenous students in the Western education system created stigma toward education and contributed to the disruption of Indigenous knowledge.\"},{\"question\":\"What does the article say educators should do to support an Indigenized curriculum?\",\"answer\":\"It argues that teachers should invite Indigenous Elders and Knowledge Keepers and use Indigenous curriculum resources while researching traditional languages and ceremonies.\"}]","Indigenous Education: Land as Text | PDF",1792080312]