- Reinhabitation (which teaches us how to live well in our total environment ) in the narrative is happening in many ways:
- Kids are being taught Cree words. Even though for sake of language level they are not taught the hard words, at least they know some words. Hard words like paquataskamik for instance that were used back in the day, are now being replaced by noscheemik (easier words for youths).
- The people of the land somehow know and understand where they come from and are at peace with that. They are also trying to inform younger generations about their identity and their past.
- Huge honour seems to have been given (by the visitors) to the people of the land.
- The way the people of the land relate to the river is very interesting. It is part of who they are.
Decolonization too happens in many ways:
- The fact that in the narrative Cree words are used and a recognition of the Cree people, is itself a form of decolonisation. The desire to understand them as well as the realisation that the site belongs to them are forms of decolonisation too.
- I liked the part where the elder explained that hearing frogs for instance by a river for instance was a sign that the river was clean. That brings an awareness as to making sure that we respect nature.
2) I really like the fact that they went and collected data and information through interviewing people, that approach is very good in my opinion. I will be doing the same: asking questions, interviewing, listen to suggestions (from students, parents, and other teachers).
Also, I will promote critical thinking in my classes so students are not just taught what to think but how to think for their own. I will be asking them very intentional questions, questions that would make them think and question a lot of things. That way we will see decolonisation and reinhabitation happening.
To stand for and try to understand minorities will also be on the menu (could be people with special needs, or immigrants..).