Learning from the Land: Indigenous Land-based Pedagogy and Decolonization

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Abstracts Due January 15th, 2014.

Papers due May 5th, 2014.

Decolonization: Indigeneity, Education & Society invites submissions from scholars, artists, and activists for a new issue of the journal exploring Land Based Education in theory and practice, guest edited by Glen Coulthard (University of British Columbia, Dene), Stephanie Irlbacher-Fox (University of Alberta), Matthew Wildcat (UBC, Cree) and Mandee McDonald (University of Victoria, Cree) in conjunction with the Editors of Decolonization.

Confirmed contributors to this volume include Glen Coulthard, Leanne Simpson, Taiaiake Alfred, Richard Van Camp, Stephanie Irlbacher-Fox, Matthew Wildcat and Mandee McDonald.

This issue invites contributors to discuss the role of land based education in the process of Decolonization. The issue will have two broad themes but contributors are encouraged to employ multiple orientations and emphasis.

The first theme is the practice of land based education. Submissions can range focus from pedagogical to political considerations, including:

  • Land based pedagogy: content, methods, and values within the practice of land based education for students and educators;
  • Indigenous articulations of land based education;
  • Contemporary and historical examples of Indigenous understandings of land based education;
  • The practice of working with communities, community members and elders in land based education;
  • How elder and community based perspectives are given space within land based education and the obstacles presented by orientations that (implicitly) privilege the epistemic standing of Universities and University affiliated educators;
  • Creating and maintaining sites of land based education within a contemporary context focused on prioritizing cost saving and job training education models;
  • Practices of education outside of mainstream institutions of education, or land based education as a site of struggle within institutions of education.

The second theme invites theoretical contributions about the land as a source of knowledge, learning and critique. As many have explored, engaging in a relationship with the ecology of the land, and non-human persons contains cultural knowledge about self, person-hood and relationships. Building upon indigenous epistemologies and other scholarly writing, the second theme asks for contributors to reflect upon ideas such as:

  • Land as a source of knowledge, learning and critique;
  • Indigenous conceptions of land, self, personhood and relationship;
  • Land relationships and ethics – personal, environmental, economic;
  • Articulating the connection between of land as a source knowledge to the practice of land based education;
  • Connections between land, dispossession, education, self-determination and decolonization.

The special issue is intended for audiences including and beyond academia including classroom and land based educators, policy makers, artists, and community members.

The editors welcome non-peer review papers, visual art, audio, photography, video, poetry or personal narratives that challenge the boundaries of scholarly production, either integrated with/in an article or as stand alone pieces.

Contributions are asked to submit an abstract by January 15th, 2014. Abstracts should be submitted toeditors@decolonization.org. Abstracts should be no longer than 200 words and indicate the following:

  • What theme your paper most closely aligns with.
  • The format of your submission (article, poetry, etc)
  • If you wish to have your article peer reviewed.

Article length submissions will be due May 5th, 2014. Selected articles will be published in late November/early December 2014.

Articles should follow our journal style guidelines, which can be found here:


Scholarly articles are subject to a double-blind peer review and details can be found here:




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