Learning with the Land: A Case Study of Land-based Education at Batchewana First Nation

This article presents a case study on the impacts of land-based education on Anishinaabe learners, as enacted by the GlenOak Academy SOAR Program within Batchewana First Nation. Grounded in Critical Indigenous Theory (CIT) and guided by participatory action research (PAR) and Storywork methodologies, this research explores how community-led education rooted in Anishinaabe knowledge systems fosters cultural resurgence and educational self-determination. The study was guided by two central questions: How does community-led, land-based education empower Anishinaabe learners to embody traditional knowledge vital for cultural survival? In what ways does cultural engagement through land-based practices facilitate knowledge production and sharing among Anishinaabe students? Findings suggest that land-based education grounded in Anishinaabe philosophies offers a transformative learning experience for Anishinaabe learners. Indigenous and non-Indigenous educators who participated in pedagogical talking circles described the land-based curriculum not only as a means of instruction but as a living dialogue between learners, community knowledge holders, and the land itself. This approach enabled the reciprocal exchange of knowledge, affirming cultural identity while nurturing students’ roles as knowledge carriers. My observations of programming for grades 4 to 7 revealed how learners came to recognize the land as a relative and teacher—guiding their understanding through embodied experiences that fostered a sense of belonging. These moments of connection underscored how land-based learning activates not just intellectual growth but also cultural pride through a reconnection with Anishinaabe ways of knowing and being. Land-based education also emerged as a powerful form of resistance: a refusal of colonial schooling norms and a reassertion of Anishinaabe ways of knowing, being, and doing. The success of the program reflected the community’s autonomy and leadership in advancing culturally responsive, land-centered learning. This research affirms that land-based education facilitates knowledge production that is both embodied and experiential, offering a compelling alternative to Eurocentric educational frameworks that have historically marginalized Indigenous epistemologies. Aligned with the Truth and Reconciliation Commission's Call to Action #10, this case study contributes to broader conversations about Indigenous educational sovereignty. It positions land-based learning as a site of cultural resurgence, intellectual nationhood, and self-determination—supporting the reclamation of education as a community-rooted process.