ecological and social justice issues into our school commu- nities without rewriting curriculum or creating new courses. If teachers can learn how to work with a LEAF framework and students are open to working within it, we can cre- ate holistic learning experiences that are guided by student interest. We can decolonize our practices and learn to rein- habit educational spaces with an integrated LEAF mindset.
Lori York is an environmental and fine arts educator at Lord Byng Secondary School located on the traditional unceded territory of the xʷməθkʷəy̓ əm (Musqueam), Sḵwx̱ wú7mesh (Squamish), and Sel̓ íl̓ witulh (Tsleil-Waututh) Nations. She is currently completing her M.Ed at Simon Fraser University in British Columbia, Canada, where she researches the inter- sections between environmental education and Indigenous pedagogy. Her work is focused on training non-Indigenous educators to explore ecological and Indigenous frame- works. She offers professional development workshops on these topics. To learn more about LEAF programming, contact her at
lyork@vsb.bc.ca.
Acknowledgements
I would like to acknowledge the contributions of my colleagues at Lord Byng Secondary and from the VSB Indigenous Education Department who provided valuable insight, guidance, and wisdom throughout the process of develop- ing LEAF: Scott McKeen, Matthew Barski, Shelby Calman, Robert Clifton, Amanda White, Davita Marsden, Daphne Wale, Trudi Harris, and David Delo- rme. I would also like to express gratitude for the encouragement from support- ive administrators and district personnel from VSB Sustainability. This project has involved many collaborators and is built with many voices. Thank you!
References:
1. FNESC, “First People’s Principles of Learning,” First Nations Education Steer- ing Committee, 2017,
http://www.fnesc.ca/first-peoples-principles-of-learning/.
2. David A. Gruenewald. “The Best of Both Worlds: A Critical Peda- gogy of Place,” Educational Researcher 32, no. 4 (2016): 3–12, https://doi. org/10.3102/0013189x032004003.
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