Re-Envisioning Land-Based Pedagogies as Transformative Third Space: A Case Study of the University of Winnipeg

The research project is based in an examination of experiences at the University of Winnipeg in facilitating land-based pedagogical (LBP) courses in First Nations communities in Manitoba, with the goals of strengthening students' connection with the land and with Indigenous ways of knowing. The overarching aim of the research is to create empirical support for transformative third space through building bridges among the pedagogical approaches of landbased learning, two-eyed seeing and trans formative learning. Transformative third space (Bhabha, 1994) is utilized to conceptualize the process of weaving together Indigenous knowledges (IK) and Western knowledges (WK) to encourage intercultural dialogue and perceptual shifts in students' understanding ofIndigenous knowledges. This was approached through three main objectives: a) To gain more insight into the potential ofLBP courses for weaving together IK and WK in transformative third space; b) to explore the main challenges that can arise in this process; and c) to generate recommendations for best practices in facilitating LBP courses, as well as strategies for addressing challenges that can arise in this process. Specifically, the geographic regions of North East and Southern Manitoba are considered. The study employed a transformative research paradigm within a critical theory framework to address the marginalization of Indigenous perspectives within academia, and to promote wider engagement with LBP curriculum as a potential force of decolonization. Data collection methods included an extensive literature review, an analysis of fifty-five Student Evaluations of Teaching (SETs), and twenty semi-structured interviews conducted with: a) Two Indigenous knowledge holders and three Indigenous knowledge carriers who have participated in a LBP course; b) seven post-secondary instructors who have facilitated a LBP course; c) six students who have attended a LBP course; and d) two administrators who have been or are currently involved in experiential learning at the University of Winnipeg. The research findings suggest that learning on the land and from IK holders can encourage an increased appreciation for the coherence of Indigenous knowledges (IK), an enhanced sense of environmental stewardship, and critical reflection on one's role as an ally in a reconciliatory relationship with First Nations communities. However, integrating these components as foundational to curriculum can be challenging at the post-secondary level. To address these challenges, participants presented recommendations ranging from relational, administrative and logistical actions to institution-wide collaboration and mentorship.

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