In my work with CODES and environmental conservation, I see several aspects of “land as pedagogy” reflected, particularly the idea that knowledge is deeply rooted in the land itself. Much like the Indigenous perspective of Nishnaabemwin, my work involves understanding the environment as a source of learning and connection, not just an abstract concept—for example, the focus is on educating teens about environmental conservation.
Moreover, learning doesn’t need to be confined to classrooms, which resonates with my work in CODES, where education happens through community outreach and physical engagement with the environment. By encouraging young people to interact with nature and participate in conservation activities, we are fostering a relationship between people and the land, much like what is suggested in “Land as Pedagogy.” This connection empowers students to think critically about the environment, their role in protecting it, and their relationship with the natural world.
On a personal level, my interest in promoting environmental education through action, such as organizing public surveys and information tables, also reflects the belief that knowledge isn’t solely academic—it’s experiential and tied to real-world practices. This aligns with the “land as pedagogy” concept, where learning is tied to physical engagement with the land and the community, fostering a deeper sense of responsibility and awareness.