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Since my minor is social studies, I can definitely see using a video like this as a jumping off point to help students look into the background history of their own areas. I would love to be able to create a project wherein students research the history of a local object or place and find out the real true history that has been erased by settlers.

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This is a great question! I love the idea of using these art pieces to start a conversation about the layers of history behind them. I think in the future, in my own teaching career, I'd love to be able to incorporate something similar. Many schools are named after old racist while folks, as is the territory they're located on, and I would definitely like to use that as an opportunity to look into the history behind those folks and teach children the layers that we don't always see, the history that is erased.

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Already I can see this as a fun art project combined with social....we will look at both/all stories first of all, start with one location or incorporate groups and give them each a location, and then do the research.  Of course Oral stories by elders and other information will be included...

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As an immigrant to Canada, I did not have any knowledge of the Indigenous people of Canada. I really think they should include a brochure or some other among the many other documents and info on Canada we have to read up on during the immigration process. My knowledge is now coming from the courses I am doing at the U of A, and just self teaching basically. But previously I would only hear the bad things (drinking, lazy, no taxes, etc.). Listening to the elders and many other information incorporated into this class has really taught me a lot about how they see land.

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Oral discussions will ensue, questions will be asked that will probe their thinking as they analyze both sides of the stories. The objective here is for them to come up with their own understanding of the land as well as to answer the questions that comes to mind - to reflect.

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I think that the most beneficial and immersive way to involve my students in this content would be visiting important sites (pehonan) in person and inviting an Elder to tell us the history and importance of the location. It's easy to feel detached from land when you're learning about it in a stuffy classroom, but being in nature and feeling it around you as you learn gives you an inherent connection to the land.

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My past education was sorely lacking when it came to Indigenous connections to land. The most I learned was that the connections existed: the what, how, where, and why were obscure. In fact, much of my education was told from a settler perspective, speaking on behalf of Indigenous peoples. Frankly, I can't believe I didn't call it out sooner. Your video gave me a starting point to educate myself better on the history and traditions behind the land I live on.

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Basing my approach off the video, I would first contextualize the colonialist settler perspective that we all know and love, followed up by explaining the Indigenous perspectives of the same events/locations/issues. I would heavily promote the idea of "two (or more) sides to every story" and encourage my students to always research the Indigenous version of any historical event.

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I would use my newfound knowledge in the classroom to unravel untold truths about connections to land from an Indigenous perspective.

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I find that students get more involved with these types of topics when viewing videos or documentaries on the subject. Learning directly from Indigenous elders would also be a great help.

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I feel as though I did not learn much about Indigenous connection to land from an Indigenous perspective. It feels very whitewashed and littered with half truths about what really happened and your guys's video really hepled me realize that.

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I think that I would highlight the importance of understanding the rich history or each of these landmarks and try to get them to understand how the past can influence the present and the future. Society is ever changing and evolving and we need to help students to be open minded, global citizens equipped with facts and not Eurocentric myths.

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A field trip would be an ideal way to teach about the history and layers - if you are fortunate enough to be teaching in Edmonton. As a pre-service teacher, what can I do right now to prepare for the future education of my students? I can physically go to the site and take some videos of the different areas, do some research and have it all tucked into my files to employ in the classroom so I am ready whenever and wherever the need arises.

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I have had very few relevant past experiences in education with regard to Indigenous Education which blows my mind, considering I have a degree in Elementary Education. How in the world was a degree granted to me by any Canadian University without providing accurate facts about Indigenous history in our country. My real world experiences with with Indigenous friends has been my biggest teacher up until now.

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Past experiences in education do have a huge impact on the knowledge I posses now. However, in terms of Indigenous education, I have not been informed enough about it through my education. However, that has changed and will continue to change as I take this course. I will also use the knowledge I have learnt to contribute to others educational experience about Indigenous history. I plan to take it upon myself to dive deeper into educating myself of Indigenous values, culture, history, etc.

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Since pentimento is the idea of peeling back layers and getting deeper into how an "art piece" was made, I can use the information shown in your video to explain the deeper meaning of all the many things throughout our city that have meaning behind them. Usually you don't take a second look at plaques, buildings, statues, etc., there is much history behind them and means a lot to the people who were involved. In order to honor Indigenous peoples and their land, we should be teaching about the layers, creation, and meaning behind the many important Indigenous landmarks throughout our city.

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Past Educational Experience  - Shania Bahnman

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Past Educational Experience  - Shania Bahnman

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My past educational experience has included minimal information not only about Indigenous connections to land, but also Indigenous culture and history in general. And as a result, I had a very basic understanding of the connection to land - the only thing that I had been taught was that the land was important to Indigenous Peoples. There wasn't really any explanation as to why that is, or any discussion about Indigenous knowledge systems and culture.

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The Eurocentric nature of my past educational experiences have left me with virtually zero knowledge on Indigenous connections to land. Even with all the social studies units involving Indigenous peoples (not many), connection to land was never stressed. However, through this class I feel like I am gaining a much deeper understanding of Indigenous peoples’ connection to land!

Thanks for creating this video! It was very insightful.

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1. How can you take your experience of learning about the histories of locations mentioned in the video to start/continue a conversation in the classroom on pentimento?

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3. Indigenous holistic learning incorporates our relationship between the past, present and future. As pre-service teachers, formulate ways in which you can discover the various layers or stories of that site and help your students and yourself relate to it.

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2. In what ways has your past educational experiences influenced your previous knowledge on Indigenous connections to land?

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Indigenous Holistic Learning Incorporation - Josselyn Lau

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Indigenous Holistic Learning Incorporation - Josselyn Lau

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As a preservice teacher, I would definitely have my students go to the U of A campus as a fieldtrip (of course, post COVID) and visit the places you all mentioned in order for them to have a deeper understanding of the origins of the land. Also, I would definitely also invite an Elder to discuss the Indigenous ways of Knowing and how their culture connects to the land in an important way.