There are many ways that reinhabitation and decolonization are happening throughout the narrative in the Restoule et al article. Decolonization through the use of language and passing on of traditional knowledge is central tenent, the creation of a meaningful space for inter-generational dialogue is the key to the realization of this project. Social relationality became more visible and “nameable” through the activities of the project, which brings decolonization. The participants are engaging with their traditional territory, which allows for reinhabitation. Renewing traditional relationships with the land, and cultural patterns help with reinhabitation. Reinhabitation of the territory is achieved through the meaningful dialogue promoted during the river trip.
The theme of the river is interesting, as it is natural and hold cultural stories. Creation of spaces and recording perspectives creates a space for socializing different conceptions of the territory, including the traditional one. Community mapping helps decolonize, rename and reclaim. Reclaiming the territory from resource extraction groups aids in all of these ends.
Reinhabitation is defined in this article as seeking to identify, recover, and create material spaces and places that each us how to live well in our total environments. In this sense I hope to incorporate it into my teaching by the identification of the school environment and how it as a material space promotes certain attitudes and actions. I hope to create a material space that accepts and promotes difference within the school, in order to make a safe place for my students. Decolonization in this context is to identify and change ways of thinking that injure and exploit other people and places. I hope to use this in my future teaching by explicitly acknowledging the dominant discourses within western society, and promoting alternative visions based on truth, myths, past injuries, and reconciliation.
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