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The introduction explains teaching, learning, and living “in relation” with human and more-than-human beings as central to Indigenous ways of knowing. It also outlines how settler colonialism disrupts relational practices via property reconstruction, social separation, compulsory schooling, and boarding/residential schools, undermining Indigenous intellectual legitimacy and ecological futures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/indigenous-pedagogies-land-water-and-kinship-article-10-may-2023/582885/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/indigenous-pedagogies-land-water-and-kinship-article-10-may-2023/582885.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core idea of Indigenous knowledge systems described in the introduction?","Question",{"text":112,"@type":113},"They emerge from particular values and ways of perceiving and being in the world, grounded in reciprocal kin relations. Teaching, learning, living, and being in relation with human and more-than-human beings is presented as central.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does colonization affect Indigenous learning and pedagogy?",{"text":117,"@type":113},"It reconstructs land as property and positions humans as entitled to control land and water, denying personhood and capacities of non-human life forms. It also separates Indigenous peoples from homelands and disrupts pedagogical practices through schooling and boarding/residential schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the issue aim to demonstrate in Indigenous teaching and learning contexts?",{"text":121,"@type":113},"It brings together Indigenous educators and researchers to show how Indigenous teaching and learning takes form across different contexts, as an active, relational knowledge system rather than a disconnected curriculum topic.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582885,1792061819,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Occasional Paper Series  \nVolume 2023  \nNumber 49 Indigenous Pedagogies: Land, Water, and Kinship  \nArticle 10  \nMay 2023  \nIndigenous Pedagogies: Land, Water, and Kinship  \nFollow this and additional works at: [https://educate.bankstreet.edu/occasional-paper-series](https://educate.bankstreet.edu/occasional-paper-series)  \n Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons,  \nEducational Assessment, Evaluation, and Research Commons, and the Educational Methods Commons  \nRecommended Citation  \n(2023) . Indigenous pedagogies: Land, water, and kinship. Occasional Paper Series,(49) . DOI:  \n[https://doi.org/10.58295/2375-3668.1501](https://doi.org/10.58295/2375-3668.1501)  \nThis Full Issue is brought to you for free and open access by Educate. It has been accepted for inclusion in Occasional Paper Series by an authorized editor of Educate. For more information, please contact [kfreda@bankstreet.edu](kfreda@bankstreet.edu).  \n| Occasional Paper Series | 5. 2023 |\n| --- | --- |\n|  | 49 |\n\nIndigenous Pedagogies: Land, Water, and Kinship  \nIntroduction Anna Lees  \nMegan Bang  \nContributors  \nForrest Bruce  \nMegan Bang  \nAnna Lees  \nNikki McDaid  \nFelicia Peters  \nJeanette Bushnell  \nJo-ann Archibald  \nMarissa Aki’Nene Muñoz  \nDonna Reid-Hayes  \nLinda Tuhiwai Smith  \nHollie Anderson Kulago Paul J. Guernsey Wayne Wapeemukwa  \nStephany RunningHawk Johnson Sequoia Dance-Leighton  \nBryan McKinley Jones Brayboy  \nTable of Contents  \nINTRODUCTION  \nIndigenous Pedagogies: Land, Water, and Kinship 3  \nAnna Lees and Megan Bang  \nCONTRIBUTIONS  \nIndigenous Water Pedagogies: Cultivating Relations Through the Reading of Water Forrest Bruce, Megan Bang, Anna Lees, Nikki McDaid, Felicia Peters, and Jeanette Bushnell  \nHands Back, Hands Forward: Expanding the Circle of Indigenous Storyworkers Jo-ann Archibald Q’um Q’um Xiiem  \nA Pedagogy of Water: The Rio Grande/Rio Bravo as Ancestral Waters Marissa Aki’Nene Muñoz  \nBuilding Relationships with Our Island Home: Three Stories from Kindergarten in Hawai‘i Donna Reid-Hayes  \nThe Significance of Land Acknowledgements as a Commentary on Indigenous Pedagogies Linda Tuhiwai Smith  \n“It Feels Fake:” Decolonizing Curriculum and Pedagogy in Predominantly White Institutions Hollie Anderson Kulago, Paul J. Guernsey, and Wayne Wapeemukwa  \nGo With the Flow: Indigenous Science in the Language Classroom StephanyRunningHawk Johnson and Sequoia Dance-Leighton  \nThrough My Body and in My Heart: A Primer Bryan McKinley Jones Brayboy  \n17  \n31  \n36  \n51  \n66  \n70  \n80  \n93  \nIntroduction  \nIndigenous Pedagogies: Land, Water, and Kinship  \nAnna Lees and Megan Bang  \nIndigenous communities, across lands and waters, engage in and build complex knowledge systems emergent from particular values and ways of perceiving and being in the world (Cajete, 1994; Deloria & Wildcat, 2001). Indigenous knowledge systems, values, and ways of being are understood and enacted within socio-ecological systems grounded in reciprocal kin relations. Meaning: for Indigenous peoples, teaching, learning, living, and being in relation with human and more-than-human beings is central to our knowledge systems. In Issue \\#49 of the Bank Street Occasional Paper Series,“Indigenous Pedagogies: Land, Water and Kinship,” we bring together Indigenous educators and researchers to demonstrate how Indigenous teaching and learning takes form across contexts.  \nIndigenous lifeways have endured since time immemorial and demonstrate how humans and morethan-humans can live reciprocally in healthy, thriving ecosystems. That said, projects of colonization throughout the globe have worked to decimate Indigenous value systems and ways of being and have denied the intellectual legitimacy of Indigenous knowledge systems. This has in part occurred through the reconstruction of land as property (Harris, 1993) and resource for capital gain, and the positioning of humans as superior and entitled to control land, water, and more-than-humans","cbCailqmWyUGrSq1","https://ap.wps.com/l/cbCailqmWyUGrSq1","pdf",12518380,99,"English","# Introduction\n## Indigenous communities and reciprocal knowledge systems\n# Contributions\n## Indigenous Water Pedagogies: Cultivating Relations Through the Reading of Water\n## Hands Back, Hands Forward: Expanding the Circle of Indigenous Storyworkers\n## A Pedagogy of Water: The Rio Grande/Rio Bravo as Ancestral Waters\n## Building Relationships with Our Island Home: Three Stories from Kindergarten in Hawai‘i\n## The Significance of Land Acknowledgements as a Commentary on Indigenous Pedagogies\n## “It Feels Fake:” Decolonizing Curriculum and Pedagogy in Predominantly White Institutions\n## Go With the Flow: Indigenous Science in the Language Classroom\n## Through My Body and in My Heart: A Primer","[{\"question\":\"What is the core idea of Indigenous knowledge systems described in the introduction?\",\"answer\":\"They emerge from particular values and ways of perceiving and being in the world, grounded in reciprocal kin relations. Teaching, learning, living, and being in relation with human and more-than-human beings is presented as central.\"},{\"question\":\"How does colonization affect Indigenous learning and pedagogy?\",\"answer\":\"It reconstructs land as property and positions humans as entitled to control land and water, denying personhood and capacities of non-human life forms. It also separates Indigenous peoples from homelands and disrupts pedagogical practices through schooling and boarding/residential schools.\"},{\"question\":\"What does the issue aim to demonstrate in Indigenous teaching and learning contexts?\",\"answer\":\"It brings together Indigenous educators and researchers to show how Indigenous teaching and learning takes form across different contexts, as an active, relational knowledge system rather than a disconnected curriculum topic.\"}]","Indigenous Pedagogies: Land, Water, and Kinship - Article 10 - May 2023 | PDF",1792044798,249]