Land as a Teacher: Indigenous Food Knowledges and Perspectives from Long Plain First Nations

• Main Author: Neil, Anna
• Format: Thesis
• Language: English
• Published: University of Winnipeg 2024
• Subjects: Land based learning; Indigenous food systems; Intergenerational transmission of knowledge; Indigenous knowledge systems; Sustainability; Intergenerational transfer of knowledge; Anishinaabe vision for seven generations; anishina*; First Nations
• Online Access: https://hdl.handle.net/10680/2145; https://doi.org/10.36939/ir.202405211454

This study adopts a community-based Indigenous research approach to understanding Indigenous food knowledge and perspectives from Long Plain First Nation, Manitoba. Through in-depth interviews with nine community participants, this study emphasizes that land-based learning is not merely an educational method, but a profound way of life for Anishinaabe people, that sustains cultural continuity and resilience. For Long Plain First Nation, the land serves as an everlasting foundation of knowledge, embodying centuries of knowledge sharing, re-visioning, and reciprocity. Elders and knowledge keepers in their vital role as the bridge between the past and present, ensure that traditional food practices and transfer of knowledge is passed on to future generations. The community participants shared engaging stories on the intricate relationships among plants, animals, other relatives including stars, all living beings, and Anishinaabe stewardship. These stories also offer practical insights into sustainable way of life that are increasingly relevant in a contemporary environmental context. By recognizing the land as a teacher and prioritizing the voices of the Elders and knowledge keepers, Long Plain First Nation is reclaiming its Indigenous food systems and paving the way for future generations. It advocates for a holistic, community-centered approach to learning that respects, and amplifies Indigenous voices, fostering a sustainable future, thinking seven generations ahead. Shailesh Shukla; Shirley Thompson; Indigenous Studies, University of Winnipeg Master of Arts in Indigenous Governance