Teachings from the Land of my Ancestors: Knowing Places as a Gatherer, Hunter, Fisher and Ecologist

Part of the Environmental Discourses in Science Education book series (EDSE, volume 6)


In this chapter, I express how the land of my ancestors has shaped my thoughts. From wide-open plains, I have inherited an ability to think broadly. From river carved mountains – I have inherited an ability to explore the depth of thought. Symbolism and storytelling are primary ways humans, as a species, explain the natural world and how we exist within it. I am a gatherer from a long matrilineal lineage from my grandmothers to my daughters. I am a hunter from a long patrilineal lineage with my father, uncles, to my sons. I have come to think and interpret the world through my inherited intuition and intellect of my parents: I am a spearfisher from a long lineage of indigenous peoples of Turtle Island. I am writing to tell stories, honestly, with diverse readers who share experiences on the same landscape embedded in a continuing tragic history. Through these stories are acts of consent and caring for land, water, plants, animals, and human beings. For a larger audience these stories situate a way of caring and consent that I hope begins to shape characteristics of identity to land and wildlife, perhaps, the sense of feeling homeless will begin to subside.


Homelands Indigenous knowledge First foods Indigenous ecology Ceremony 

Suggested Readings

  1. Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94, 1008–1026. Scholar
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  3. Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3), 1–25.Google Scholar


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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Shoshone-Bannock tribal member & Oglala LakotaFort Hall Indian ReservationUSA

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