Indigenous knowledge transforms environmental education: Place-based learning in Howe Sound creates lasting teacher development

When teacher candidates learn environmental education through Indigenous knowledge systems and seven culturally significant Squamish Nation sites, the result is transformative understanding that reshapes their entire approach to teaching and learning.

The Project

David Zandvliet's environmental education field school uses the metaphor "learning is like a river" to guide students through Átl'ka7tsem/Howe Sound UNESCO Biosphere Region, connecting traditional Squamish (Sḵwx̱wú7mesh) Nation knowledge with contemporary environmental science through authentic place-based experiences.

Project Highlights

Place-based learning created profound personal transformation. Student surveys showed the course met or exceeded expectations for community relevance and environmental interaction, with participants reporting that experiencing cultural significance of locations "transformed how I think about teaching."

"Two-eyed seeing" became experiential rather than theoretical. Portfolio assessments demonstrated students successfully integrating Indigenous perspectives (land-based learning, cultural symbols) with Western environmental science in their developing teaching practice.

Community collaboration ensured authentic engagement. Working directly with Squamish Nation knowledge holders and UNESCO Biosphere representatives as genuine partners, not just consultants, shaped every aspect of course design and ensured cultural responsiveness.

Looking Ahead

The field school has joined the UNESCO Biosphere Education Steering Committee, ensuring long-term embedding within the Biosphere initiative while maintaining Squamish Nation connections. A case study paper is under preparation for academic journal submission.

This work models decolonized environmental education for future K-12 teachers, moving beyond content coverage to transformative pedagogical approaches grounded in Indigenous knowledge systems.