View in EDS

Learning with the Land: A Case Study of Land-Based Education at Batchewana First Nation

Saved in:
Bibliographic Details
Title: Learning with the Land: A Case Study of Land-Based Education at Batchewana First Nation
Language: English
Authors: Emilee Bews
Source: Brock Education: A Journal of Educational Research and Practice. 2026 34(3):83-97.
Availability: Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Canada Natives, Indigenous Populations, Relevance (Education), Cultural Maintenance, Knowledge Level, Spiritual Development, Resistance (Psychology)
Geographic Terms: Canada
ISSN: 1183-1189
Abstract: This article presents a case study on the impacts of land-based education on Anishinaabe learners, as enacted by the GlenOak Academy SOAR Program within Batchewana First Nation. Grounded in critical Indigenous theory (CIT) and guided by participatory action research (PAR) and storywork methodologies (Archibald, 2008), this research explores how community-led education rooted in Anishinaabe knowledge systems fosters cultural resurgence and educational self-determination. Two central questions guided the study: (a) How does community-led, land-based education empower Anishinaabe learners to embody traditional knowledge vital for cultural survival? (b) In what ways does cultural engagement through land-based practices facilitate knowledge production and sharing among Anishinaabe learners? This study explores the role of land-based education in connecting culture and education to support the development of Anishinaabe learners as cultural beings. Through pedagogical talking circles with nine educators and observations of land-based learning, this research examines how learners engage with and embody land as pedagogy within an Anishinaabe context. Three key themes emerged from the data: knowledge production and sharing among students, nurturing the learner's spirit, and resistance through cultural resurgence. Aligned with the Truth and Reconciliation Commission's Call to Action #10, this case study contributes to broader conversations about Indigenous educational sovereignty. It positions land-based learning as a site of cultural resurgence, intellectual nationhood, and self-determination, supporting the reclamation of education as a community-rooted process.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497167
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1497167
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1497167
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Learning with the Land: A Case Study of Land-Based Education at Batchewana First Nation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Emilee+Bews%22">Emilee Bews</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Brock+Education%3A+A+Journal+of+Educational+Research+and+Practice%22"><i>Brock Education: A Journal of Educational Research and Practice</i></searchLink>. 2026 34(3):83-97.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Canada+Natives%22">Canada Natives</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Maintenance%22">Cultural Maintenance</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Spiritual+Development%22">Spiritual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+%28Psychology%29%22">Resistance (Psychology)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1183-1189
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article presents a case study on the impacts of land-based education on Anishinaabe learners, as enacted by the GlenOak Academy SOAR Program within Batchewana First Nation. Grounded in critical Indigenous theory (CIT) and guided by participatory action research (PAR) and storywork methodologies (Archibald, 2008), this research explores how community-led education rooted in Anishinaabe knowledge systems fosters cultural resurgence and educational self-determination. Two central questions guided the study: (a) How does community-led, land-based education empower Anishinaabe learners to embody traditional knowledge vital for cultural survival? (b) In what ways does cultural engagement through land-based practices facilitate knowledge production and sharing among Anishinaabe learners? This study explores the role of land-based education in connecting culture and education to support the development of Anishinaabe learners as cultural beings. Through pedagogical talking circles with nine educators and observations of land-based learning, this research examines how learners engage with and embody land as pedagogy within an Anishinaabe context. Three key themes emerged from the data: knowledge production and sharing among students, nurturing the learner's spirit, and resistance through cultural resurgence. Aligned with the Truth and Reconciliation Commission's Call to Action #10, this case study contributes to broader conversations about Indigenous educational sovereignty. It positions land-based learning as a site of cultural resurgence, intellectual nationhood, and self-determination, supporting the reclamation of education as a community-rooted process.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1497167
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497167
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 83
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Canada Natives
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Cultural Maintenance
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Spiritual Development
        Type: general
      – SubjectFull: Resistance (Psychology)
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Learning with the Land: A Case Study of Land-Based Education at Batchewana First Nation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Emilee Bews
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 1183-1189
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Brock Education: A Journal of Educational Research and Practice
              Type: main
ResultId 1