Rethinking environmental science education from indigenous knowledge perspectives: an experience with a Dene First Nation community
This auto-ethnographic article explores how land-based education might challenge western environmental science education (ESE) in an Indigenous community. This learning experience was developed from two
perspectives: first, land-based educational stories from Dene First Nation community Elders, knowledge holders, teachers, and students; and second, the author’s critical self‐reflections focusing on how land-based education could offer unlearning, rethinking, relearning, and reclaiming ESE.