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Defines relationality through Indigenous worldviews, beliefs, practices, and moral principles of being in relation with the living world. Using three school case studies in Thailand, Mexico, and Colombia, outlines educator, family, and community strategies that repair fractures between humans and nature and redirect schooling toward life-giving forms of activity, anchored in relationships with land.",{"@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/when-learning-is-life-giving-redesigning-schools-with-indigenous-systems-of-relationality/590140/",{"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/when-learning-is-life-giving-redesigning-schools-with-indigenous-systems-of-relationality/590140.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","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 does “Indigenous systems of relationality” mean in the article?","Question",{"text":112,"@type":113},"It refers to Indigenous worldviews, beliefs, practices, and moral precepts about being in relation with the rest of the living world. 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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nWhen Learning Is Life Giving: Redesigning Schools With Indigenous  \nSystems of Relationality  \nMeixi  \nUniversity of Minnesota  \nFernando Moreno-Dulcey  \nUniversidad Icesi  \nLucia Alcalá  \nCalifornia State University, Fullerton  \nUlrike Keyser  \nUniversidad Pedagógica Nacional  \nEmma Elliott-Groves  \nUniversity of Washington  \nThis article illustrates how designing schools with Indigenous systems of relationality can be life giving for a healthier postCOVID world. Indigenous systems of relationality—the worldviews, beliefs and practices, and moral precepts of being in relation with the rest of the living world—are the cornerstone of Indigenous knowledges, and the cornerstone of Indigenous families and communities. We consider the ways in which Indigenous systems of relationality can offer strategies for educators, families, and communities to redesign approaches to learning in schools in ways that sustain and promote life. Drawing on three case studies of schools in Thailand, México, and Colombia, we show how educators might respond to the specific needs within their communities, repair the fracturing of humans from nature, and orient us to life-giving forms of activity that are beneficial beyond our current crises and into the future.  \nKeywords: Indigenous systems of relationality, school design, nature–culture relations, Indigenous education, family-based learning, Land-based education, teaching strategies, community schools, COVID, learning and well-being  \nThis article illustrates how redesigning schools with Indigenous systems of relationality can be life giving for a healthier post-COVID world.  \nFrom Thailand, México, and Colombia, we present portraits of Indigenous systems of relationality as antidotes to the current dominant purposes of public schooling. At this time inhuman history, we recognize the deep continued devastation that COVID-19 has caused in many of our lives, our children, and the ones we love (UNICEF, 2021) . However, while COVID-19 has created a global schooling crisis, we suggest the real crisis of our times repeatedly points to the fracture of our relations with lands, waters, and each other. In this article, we consider the ways in which Indigenous systems of relationality offer strategies for educators, families, and communities to redesign approaches to learning in schools in ways that are life giving. A relational orientation in learning enhances a  \ncommunity’s resiliency and well-being as each member learns to live in consensual and reciprocal relationships with eachother and the living world (Whyte, 2017) . Here, we illustrate how schools can strengthen a community’s relational processes. That is, that rather than involving families in the work of schools, we focus on how schools can be involved in the life of families and the regeneration of their relations.  \nWe organize this article by presenting three cases of Indigenous and/or rural schools that contain elements of how schools could be medicine for their communities, if they were to support humans’survival and perhaps even thriving through these current crises and into the future. Together, the cases highlight the centrality of human relationships with Land. Specifically, we explore three interrelated principles of Indigenous systems of relationality: (1) centering personality of land and place,(2) process-based orientations to learning, and (3) participating in family and community endeavors (see  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecomm","cbCaiqGzgWnO7EqU","https://ap.wps.com/l/cbCaiqGzgWnO7EqU","pdf",1860527,16,"English","# Introduction\n## Indigenous systems of relationality as learning strategy\n## Three cases: Thailand, México, and Colombia\n## Interrelated design principles","[{\"question\":\"What does “Indigenous systems of relationality” mean in the article?\",\"answer\":\"It refers to Indigenous worldviews, beliefs, practices, and moral precepts about being in relation with the rest of the living world. The article treats it as a foundation for Indigenous knowledges, families, and communities.\"},{\"question\":\"How do the authors connect school redesign to the post-COVID context?\",\"answer\":\"They argue that COVID has exposed a deeper crisis: the fracture between humans and lands, waters, and each other. Indigenous relational approaches are presented as strategies for redesigning learning in schools to sustain life and well-being.\"},{\"question\":\"What are the three cases used to illustrate the approach?\",\"answer\":\"The article draws on three case studies of Indigenous and/or rural schools in Thailand, México, and Colombia. These cases show how educators can respond to specific community needs.\"}]","When Learning Is Life Giving - Redesigning Schools With Indigenous Systems of Relationality | PDF",1792068894]