OUTSIDER EDUCATION: INDIGENOUS LAW AND LAND-BASED LEARNING
This article examines pedagogical developments in Canadian law schools related to outdoor education. In the process, it shows how recommendations from the Indian Residential Schools Truth and Reconciliation Commission can be applied, which called for law schools to create Indigenous-focused courses...
| Published in: | Windsor Yearbook of Access to Justice |
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| Main Author: | |
| Format: | Article in Journal/Newspaper |
| Language: | English French |
| Published: |
University of Windsor
2017
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| Online Access: | https://doi.org/10.22329/wyaj.v33i1.4807 https://doaj.org/article/e789e1ca456247b898f2433f9a8b99fc |
| Summary: | This article examines pedagogical developments in Canadian law schools related to outdoor education. In the process, it shows how recommendations from the Indian Residential Schools Truth and Reconciliation Commission can be applied, which called for law schools to create Indigenous-focused courses related to skills-based training in intercultural competency, conflict resolution, human rights and anti-racism. Land-based education on reserves can give law students meaningful context for exploring these Calls to Action. At the same time this article illustrates that taking students outside law school walls is not solely an Indigenous development. Thus, it first provides a few examples about how outdoors legal education is occurring in non-Indigenous settings. Next, the article examines unique Indigenous legal methodologies for learning law on and from the land. Finally, the author discusses his own experience in teaching Anishinaabe law on his reserve to demonstrate how students can develop deeper understandings of their professional responsibilities. |
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