Resources

A list of questions you can use if you want to survey teachers about the impact of your on-the-land program.

A tool you can use to report on your land-based internship program.

A tool you can use to report on your school land-based program.

A resource shared by Bella Bella Community School’s SEAS program to help students reflect on on-the-land learning activities.

Ideas for integrating on-the-land/water learning with the school system, from writing curriculum to linking activities to existing curriculum to helping youth get school credits for their participation.

Tips on creating mentorship opportunities within youth on the land programs.

A list of trainings you may want to do with youth and some training providers others have used.

Resources for Rethinking is an online database for sustainability teaching resources that are reviewed by teachers for teachers. They have resources available for all provinces and territories, across grades and subjects. One of their search categories relates to Indigenous knowledge.

This is a template you can fill in or adjust for your program budget.

In this open letter, Eve Tuck calls on communities, researchers, and educators to reconsider the long-term impact of “damage-centered” research—research that intends to document peoples’ pain and brokenness to hold those in power accountable for their oppression. This kind of research operates with a flawed theory of change: it is often used to leverage reparations or resources for marginalized communities yet simultaneously reinforces and reinscribes a one-dimensional notion of these people as depleted, ruined, and hopeless. Tuck urges communities to institute a moratorium on damagecentered research to reformulate the ways research is framed and conducted and to reimagine how findings might be used by, for, and with communities.