Land-Based Learning

January 29, 2026 – Reflecting on my Practice

It’s been a few years since I have been teaching in teacher education. I will say that returning back to teaching has been a calling. I stepped away from teaching high school mathematics in 2010. I did not return to teaching until 2018 at the university. During my 8-year hiatus, there has been many changes and transitions from where I was and where I am today. I would not consider myself an outdoorsy person, nor would I consider myself adventurous. I would say, I am somewhat curious and I am in constant exploration of who I am and my identity. I will admit, I often feel combobulated most times and will engage in reflective practice to wonder, question, and reflect. When I moved to Prince George in 2018, my sense of self was seriously disrupted. I lived in small communities by the ocean for most of my life, in Prince Rupert and Sechelt, with exception to Vancouver where I had completed my post-secondary degrees at UBC and SFU. Being by the ocean was an integral part of who I am and how I identified. Moving to the central interior of BC was very dramatic, along with the weather and river. I was starting all over again.

For the first couple of years, I was essentially coping. I lived in my apartment, from which I commuted to the university and back. Nothing out of the ordinary until we had a faculty association strike in 2019 and the COVID-19 pandemic in 2020. In both instances, we were walking the picket line outside in subzero temperatures and then trapped in isolation from others during the pandemic. Going outside and taking a walk seemed like the only normal thing we could do when we were in lockdown. Also, walking around my neighbourhood helped to to understand place and space. I did not feel as isolated or lonely when I was walking outside. Being outside felt like freedom during the pandemic and I was grateful to be forced to get outside as something to do, but also acquaint myself to this new place. Upon returning back to the university in-person from remote learning, going outside seemed aligned to the signature pedagogy of the redesigned BEd program that was first implemented in 2020. Going outside was an opportunity to take my classes and learn more about this place and the land and who I am in this place.

My friend took me out to a place called West Lake Provincial Park. I was asking her of possible places to take my class and learn outside. We drove out to the lake and walked around. It was the perfect place, even though when we were there, there was a bear strolling along the waterline. As we were drinking our coffees, she held my arm and said, “don’t panic, there’s a bear.” Good thing she said that because, I would have panicked. We slowly got up from where we were sitting and quietly left. As you can see in the photo, I love West Lake and I brought one of my classes that year to West Lake to learn about land-based learning, the walking curriculum, “land as teacher,” and being intentional using curriculum to be outside. It was an amazing experience and I feel that it brought us together. Although many of the students are from the local area, it was an opportunity to reconnect to a place with a different intention, but also for those who are not from the area to acquaint oneself to the beauty and awe of the land and place. For me, it was also an opportunity to learn more about this place, with this place.

I have also taken my class to Cottonwood Park as an introduction to curriculum and lesson planning, and to other places in Prince George such as the Prince George Public Library and Two Rivers Art Gallery. I have also taken classes to the Forest of the World near campus to walk to the pit house to learn more about the First Peoples Principles of Learning, the Ceremonial Fire Circle at the university to acknowledge the National Day for Truth and Reconciliation, the Wabooz Garden to facilitate the Blanket Exercise, and Lheidli T’enneh Memorial Park in the middle of winter to explore teaching and learning at different places and different times of year. The weather can be tricky in the fall and winter, of which the terms I teach in the teacher education program, but also also going to places, as mentioned, also embodies the School of Education signature pedagogy of People, Place, and Land. In the winter term when I have been teaching the elementary cohort only, we have held classes in schools via in-situ learning and numeracy night with families. Teaching and learning in schools alongside with the school community is powerful, meaningful, and impactful. There is a reciprocity present, but also learning in context and community through experiential learning help deepen one’s understanding.

I do get some comments from students saying that being outside was their most favourite part of the course or learning in-situ. These comments are reinforcing and I am also aware that my colleagues are also taking students outside by going to Barkerville in the spring, going canoeing in the fall (near the end of their program), and going on nature walks with knowledge holders to learn the Dakelh language. Language and land informs one’s identity and connects them to their history, culture, and place. I am also aware (and have observed) students on practicum taking their students outside to learn, to wonder, and to be well. Working with one group of students who’s inquiry involved the sit-spot and student wellness. They hypothesized that going outside was good for student wellness and would help them to self-regulate and enjoy learning more through engagement with the land and with others. I recall one of these students saying that during the summer term of the program, they could not wait to go outside during the break because both of their classes were held inside. They needed to go outside to self-regulate and reconnect themselves to land and place. For me, going out on the land helps me to understand myself. It challenges me to embrace the new and the unknown.