From Land Acknowledgement to Place-Based Responsibilities: Enriching University Curriculum and Learning Communities through Indigenous Epistemologies
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| Title: | From Land Acknowledgement to Place-Based Responsibilities: Enriching University Curriculum and Learning Communities through Indigenous Epistemologies |
|---|---|
| Language: | English |
| Authors: | Nasrin Mirsaleh-Kohan, Adesola Akinleye, Becky A. Rodriguez, Alana Taylor, Elisa De La Rosa, Raven Gallenstein, Holly Ann Griffin, Gillian Hayes, Kyndel Lee, Richard D. Sheardy |
| Source: | Science Education and Civic Engagement. 2024 16(2):62-69. |
| Availability: | National Center for Science and Civic Engagement. 114 Post Street, Saugerties, NY 12477. Web site: http://new.seceij.net/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2040991 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Indigenous Populations, Land Settlement, Decolonization, Place Based Education, School Community Relationship |
| Geographic Terms: | Texas |
| ISSN: | 2167-1230 |
| Abstract: | Land Acknowledgements have become a ubiquitous part of universities. They purport to remember, honor, and bear witness to the future of Indigenous nations and to recognize the land and honor local Indigenous communities. While acknowledging the Indigenous peoples upon whose lands we work is an essential gesture, the authors join other scholars who argue that we must go beyond a mere statement. The Land Acknowledgement must also propel the learning community of the institution to take action, to embrace relationships with the environment (land), and to take responsibility for its care for Indigenous generations to come. Our attempts to recognize the importance of Indigenous epistemologies and commitments to the land have enriched the whole learning environment of the University. This report describes the interdisciplinary, collaborative approach we have been taking as we attempt to go beyond the mere performance of acknowledgement towards making substantive change. At the time of writing, the authors live on the traditional territories of the Hasinal and Wichita, Caddo, Comanche, and Cherokee Nations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455343 |
| Database: | ERIC |
| Abstract: | Land Acknowledgements have become a ubiquitous part of universities. They purport to remember, honor, and bear witness to the future of Indigenous nations and to recognize the land and honor local Indigenous communities. While acknowledging the Indigenous peoples upon whose lands we work is an essential gesture, the authors join other scholars who argue that we must go beyond a mere statement. The Land Acknowledgement must also propel the learning community of the institution to take action, to embrace relationships with the environment (land), and to take responsibility for its care for Indigenous generations to come. Our attempts to recognize the importance of Indigenous epistemologies and commitments to the land have enriched the whole learning environment of the University. This report describes the interdisciplinary, collaborative approach we have been taking as we attempt to go beyond the mere performance of acknowledgement towards making substantive change. At the time of writing, the authors live on the traditional territories of the Hasinal and Wichita, Caddo, Comanche, and Cherokee Nations. |
|---|---|
| ISSN: | 2167-1230 |
