Reinhabitation is seen in this weeks reading in a variety of ways involving physically exploring and learning about traditional ways of Aboriginal culture. An example would be how some youth traveled with Elders on traditional land in which the Edlers shared knowledge and, “Offered a wealth of insight into the importance of land for social and economic well-being among people in the remote First Nation” (p. 75). Because of colonialism and capitalism, it is argued that Indigenous governing practices are “less visible,” and in order to “reestablish connection to the land”(p.80) doing practises like these reinforces this connection. In an attempt to portray decolonization, many procedures took place in this research study having to do with changing systemic ways of thinking by using reinhabitation as a tool. This is done is by, deconstructing mindsets involving ways to think about culture and reestablish relationships. As community members embark on journeys and telling stories that have shaped the land we live in, they are displaying a way to decolonize.
As a future educator, looking through this perspectives allows me to implement Treaty education in an appropriate way. From what I have observed in many curriculum documents, multiculturalism and First Nations cultures are addressed, however they are neglected in many indictors. For the educators who are unaware of the logistics of other cultures, they may struggle to properly educate their students on the subject. The significance of Elders, connection of land and culture, and the importance of language takes on a different role when I know that physical action and inquiry is required. Being aware of the extent to my own knowledge and knowing when to bring someone else in to speak to my students about these kinds of subjects is another I see myself being able to implement teaching about place in my future educational career.