We begin this paper by considering a practice that is not normally thought of as ‘environmental education’. That is, the land acknowledgement. In recent years, it has become standard for schools and other public institutions in British Columbia (BC) to acknowledge that they are situated on Indigenous land, especially when hosting events and presentations. And yet, as the paper continues, we are challenged to consider the greater implications these acknowledgements might bear for educators beyond simply a speaking of the words. In order to do this work, we focus on three strands—land, language and listening—which we suggest arise directly from careful consideration of the contents and goals of these acknowledgements. Drawing from Indigenous, philosophical, experiential and political sources, we explore the strands and posit that they may become important educational well‐springs for transforming human and more‐than‐human relationships. We end this paper with a short discussion of some work currently under way in BC.

中文翻译：

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土地，语言和听力：承认土著土地可能带来的转变

我们首先考虑一种通常不被认为是“环境教育”的实践。即土地确认书。近年来，承认不列颠哥伦比亚省（BC）的学校和其他公共机构位于土著土地上已经成为标准，特别是在举办活动和演讲时。但是，随着本文的继续，我们面临的挑战是要考虑这些承认可能对教育者带来的更大影响，而不仅仅是简单地讲单词。为了完成这项工作，我们专注于土地，语言和听力这三个方面，我们建议这些方面应直接考虑到这些确认的内容和目标。借鉴土著，哲学，经验和政治方面的资料，我们探索这些方面，并假设它们可能成为转变人与人之间关系的重要教育源泉。在本文结束时，我们简短讨论了卑诗省目前正在进行的一些工作。