There are many instances of reinhabitation and decolonization within the article, Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing by Jean-Paul Restoule, Sheila Gruner, and Edmund Metatawabin. One of the examples of decolonization shown within this piece is the “process of creating an audio documentary regarding relations to the river and engaging in trips along the river… [where] younger generations were re-introduced to traditional ways of knowing” (p. 70-71). In the process of creating these documentaries, the students/youth were able to talk with elders which not only strengthened their relationships with them, but also learned more about the traditions and cultural knowledge within their community. Overall, this project helped to create connections with the youth and Elders through teachings, stories and cultural knowledge. An example of reinhabitation within this article is that the “youth and Elders travelled together on the traditional waters and lands, exploring history, language, issues of governance, and land management” (p. 75). By doing this, it created a bond between members of this community as well as their land. It taught them how to live effectively in their home environment and showed the importance of the land for their own well-being.

As a future educator, I see the importance within acknowledging reinhabitation and decolonization, as well as the importance of place-based learning. One way I can incorporate this learning is providing my students with the opportunities to learn on and from the land. This type of learning can be integrated into all subjects and age groups. I can also ask an Elder to share their traditions, knowledge, and stories of their culture, to give students an opportunity to learn about another culture and a different perspective. This type of learning and teaching approach is extremely important and has the possibility to create a more inclusive classroom.