Farrell & Waatainen, 2020 Canadian Social Studies, Volume 51, Issue No. 2 Face-to-Face with Place: Place-Based Education in the Fraser Canyon Teresa Farrell Instructor, Faculty of Education Vancouver Island University
[email protected] Paula Waatainen Instructor, Faculty of Education Vancouver Island University
[email protected] This work was supported by funding received from a Social Sciences and Humanities Research Council (SSHRC) Exchange Grant, a Vancouver Island University Innovate Grant, and funds from the Faculty of Education, Vancouver Island University. Two instructors from the Faculty of Education at Vancouver Island University organized a three-day field experience with 35 pre-service teachers along the Fraser Canyon corridor, home of the Nlaka’pamux and Stó:lō Nations. We asked: How will an educational field experience in this place impact and inform pre-service teachers and researchers’ understanding of place- based education (PBE) in their practice? We explore the shift towards Indigenous perspectives that subtly wove its way through the work and how it framed new ways of thinking about place for our participants and new ways of considering decolonizing education for the instructor researchers. We conclude by arguing that PBE is necessitated by active, living relationship in place and provides opportunities for critical pedagogy grounded in Indigeneity. We also suggest that both Indigenous and non-Indigenous educators have a role to play in this work. “Is it not time to face place – to confront it, take off its veil and see its full face.” (Johnson and Murton, 2007, p. 127). On September 12, 2019, two instructor researchers traveled with 35 pre-service teachers to a place that lived in our minds and hearts: the Fraser Canyon corridor1, in what is now British Columbia, Canada.