"Learning Like Before": Continuous Resistance in Land-Based Education

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Rachel Cluderay
Rena Mainville
Leanne Betasamosake Simpson
Kelsey Wrightson


Since time immemorial land-based learning has been, and continues to be, integral to Indigenous pedagogies, wellness, ways of life, and knowledge transmission. This paper looks at the role of Indigenous land-based education as an example of grounded normativity, or the generation of ethical relationship informed by the land. Arguing that land-based education must be considered in relation to Indigenous pedagogies, relationships, resistance and resurgence, we explore the differences in land-based and placed-based programming through the voices of  individuals directly involved in land-based programming. We find that land-based education is an opportunity to practice decolonial ethics, and renew relationships to the land.

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How to Cite
Cluderay, R., Mainville, R., Simpson, L. B., & Wrightson, K. (2022). "Learning Like Before": Continuous Resistance in Land-Based Education. Xàgots’eèhk’ǫ̀ Journal, 1(1), 50–66. Retrieved from https://xagotseehkojournal.com/index.php/xgsk/article/view/3826