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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.