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It considers how Land as pedagogy can shift from rural to urban contexts while remaining meaningful and relevant, and how teacher education can incorporate Land-informed pedagogy and praxis, especially to support student success for Aboriginal learners.",{"@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/towards-a-pedagogy-of-land-the-urban-context/595522/",{"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/towards-a-pedagogy-of-land-the-urban-context/595522.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is meant by a “pedagogy of Land” in the article?","Question",{"text":112,"@type":113},"Land is treated as an animate and spiritual being, encompassing water, earth, and air. A pedagogy of Land draws on interconnected relationships, cultural positioning, and subjectivities that shape meaning-making and teaching practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article relate pedagogy of Land to urban contexts?",{"text":117,"@type":113},"It explores shifting from northern rural to southern urban settings and discusses how Land can inform classrooms and communities in cities. The authors also consider the ways Land-informed pedagogy translates appropriately from rural to urban environments.",{"name":119,"@type":110,"acceptedAnswer":120},"How is a pedagogy of Land different from place-based education?",{"text":121,"@type":113},"The article emphasizes that pedagogy of Land includes spiritual, emotional, and intellectual dimensions of Land as sentient. It contrasts this with place-based education’s typical focus on local issues without a specific connection to Indigenous knowledge or Land as a living being.","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},595522,1792190406,{"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":24,"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},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Towards a Pedagogy of Land:  \nThe Urban Context  \nSandra Styres  \nYork University  \nCelia Haig-Brown  \nYork University  \nMelissa Blimkie  \nYork University  \nAbstract  \nThis article examines the possibilities around what we have come to call a pedagogy of Land. The authors explore what it means to bring a pedagogy of Land into classrooms and communities within urban settings. The authors consider the ways Land as pedagogy might translate from rural to urban contexts while addressing some of the ways this work moves forward in meaningful and relevant ways. Further, the authors share some aspects that have allowed Land to inform both pedagogy and praxis in teacher education focusing on student success, particularly Aboriginal students within schools and teacher education programs.  \nPrécis  \nCet article examine les possibilités autour de ce que nous sommes venus à appeler une pédagogie de la Terre. Les auteurs explorent ce que cela signifie pour apporter une pédagogie de terrain dans les classes et les communautés dans les milieux urbains. Les auteurs considèrent la Terre comme moyens pédagogie pourrait se traduire par des zones rurales vers les contextes urbains tout enabordant quelques-unes des façons ce travail va de l'avant de façon significative et pertinente. En outre, les auteurs partagent certains aspects qui ont permis à terre pour informer la pédagogie et la pratique dans la formation des enseignants en  \nmettant l'accent sur la réussite des élèves, notamment les élèves autochtones dans les écoles et les programmes de formation des enseignants.  \nTowards a Pedagogy of Land:  \nThe Urban Context  \n“When we know our own engaging and difficult history as a nation…we can begin to create public places, in all parts of our cities, to mourn and to celebrate who we really are”(Hayden, 1997, p. 238)  \nStarting from Land  \nIn this article, we ponder the possibilities when shifting what we have come to call a pedagogy of Land from a northern rural context to southern urban contexts. The impetus for the article arises from one of the author’s exploration of a pedagogy ofLand in a practicum teaching experience in a Bachelor of Education Primary/Junior (Aboriginal) program offered through Brock University in the Northern Nishnawbe Aski Territory. (Styres, 2011). Her work examines “the concepts of storying, journeying, and circle epistemology as a central model for meaning-making; the development of landcentred course content and activities; as well as issues around language use”(p. 717) in relation to the ways pedagogy of Land can be embodied and enacted in rural communities and classrooms. Styres asserts that,“land as first teacher can be easily adapted to any geographical space because it is land in all of its abstract and concrete fluidity and shifting realities that informs pedagogy”(p. 728) . In this article we explore what it means to bring a pedagogy of Land into classrooms and communities in urban settings as well asthe various aspects of a pedagogy of Land that can translate appropriately from rural to urban contexts. We also examine some approaches/stories that contribute to this work proceeding in meaningful and relevant ways. We also share some of our efforts to allow  \nLand to inform both pedagogy and praxis in teacher education, always with our eyes on success for students, particularly Aboriginal i students, in schools.  \nLet’s begin with some terms. For our purposes, Land encompasses all water, earth, and air and is seen simultaneously to be an animate and spiritual being constantly in flux. It refers not only to geographic places and our relationships with urban Aboriginal landscapes but also gestures to the ways that discourses within places inform and are informed by our vision, pedagogies, and teaching practices. Discourse, within the context of this work, refers to various conversations, patterns of thought, and meaningmaking of individuals who inhabit those spaces. Building on the work of Zinga and Styres (2012),","cbCaivIQRYftZJdf","https://ap.wps.com/l/cbCaivIQRYftZJdf","pdf",118173,34,"English","# Abstract\n## Précis (French Summary)\n## Towards a Pedagogy of Land\n## Starting from Land\n## Let’s Begin with Some Terms\n## Not Just a Pedagogy of Place","[{\"question\":\"What is meant by a “pedagogy of Land” in the article?\",\"answer\":\"Land is treated as an animate and spiritual being, encompassing water, earth, and air. A pedagogy of Land draws on interconnected relationships, cultural positioning, and subjectivities that shape meaning-making and teaching practices.\"},{\"question\":\"How does the article relate pedagogy of Land to urban contexts?\",\"answer\":\"It explores shifting from northern rural to southern urban settings and discusses how Land can inform classrooms and communities in cities. The authors also consider the ways Land-informed pedagogy translates appropriately from rural to urban environments.\"},{\"question\":\"How is a pedagogy of Land different from place-based education?\",\"answer\":\"The article emphasizes that pedagogy of Land includes spiritual, emotional, and intellectual dimensions of Land as sentient. It contrasts this with place-based education’s typical focus on local issues without a specific connection to Indigenous knowledge or Land as a living being.\"}]","Towards a Pedagogy of Land - The Urban Context | PDF",1792081312,86]