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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
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  Data: From Land Acknowledgement to Place-Based Responsibilities: Enriching University Curriculum and Learning Communities through Indigenous Epistemologies
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  Data: <searchLink fieldCode="AR" term="%22Nasrin+Mirsaleh-Kohan%22">Nasrin Mirsaleh-Kohan</searchLink><br /><searchLink fieldCode="AR" term="%22Adesola+Akinleye%22">Adesola Akinleye</searchLink><br /><searchLink fieldCode="AR" term="%22Becky+A%2E+Rodriguez%22">Becky A. Rodriguez</searchLink><br /><searchLink fieldCode="AR" term="%22Alana+Taylor%22">Alana Taylor</searchLink><br /><searchLink fieldCode="AR" term="%22Elisa+De+La+Rosa%22">Elisa De La Rosa</searchLink><br /><searchLink fieldCode="AR" term="%22Raven+Gallenstein%22">Raven Gallenstein</searchLink><br /><searchLink fieldCode="AR" term="%22Holly+Ann+Griffin%22">Holly Ann Griffin</searchLink><br /><searchLink fieldCode="AR" term="%22Gillian+Hayes%22">Gillian Hayes</searchLink><br /><searchLink fieldCode="AR" term="%22Kyndel+Lee%22">Kyndel Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Richard+D%2E+Sheardy%22">Richard D. Sheardy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Science+Education+and+Civic+Engagement%22"><i>Science Education and Civic Engagement</i></searchLink>. 2024 16(2):62-69.
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  Data: National Center for Science and Civic Engagement. 114 Post Street, Saugerties, NY 12477. Web site: http://new.seceij.net/
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  Data: 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.
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