In this paper, Part 2 of a two-paper series, we extend our learning on land- and water-based pedagogies from Part 1 to outline broader debates about upholding resurgence in frontline practice with Indigenous children, youth, and families. This article shares key learning from an Indigenous land- and water-based institute held from 2019 to 2020 that was facilitated by knowledge keepers from local First Nations and coordinated by faculty mentors from the School of Child and Youth Care at the University of Victoria. The purpose of the one-year institute was to convene a circle of Indigenous graduate students and faculty to engage in land- and water-based learning and meaningful mentoring connections with Indigenous Old Ones, Elders, and knowledge keepers. Students participated in land- and water-based activities and ceremonies, learning circles, and writing workshops, and were invited to develop and share culturally grounded frameworks to inform their frontline practice with children, youth, families, and communities. Drawing on a storytelling approach to share our learning from this institute, we explore the praxis and challenges of resurgence in deeply damaging colonial contexts. Our individual and collective reflections on Indigenous land-based pedagogies focus on local knowledges, our own diverse perspectives and frontline work, and ethical land and community engagements as integral to resurgent Indigenous practice.

中文翻译：

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ȻENTOLTŦETEṈEW̱（与大地在一起）

在本白皮书的两篇系列文章的第2部分中，我们从第1部分中扩展了对陆基和水基教学法的学习，概述了有关在土著儿童，青年和家庭中坚持一线实践中复兴的更广泛的辩论。本文分享了从2019年至2020年举行的土著土地和水基研究所的主要学习成果，该研究得到了当地原住民的知识保管者的推动，并得到了维多利亚大学儿童与青年关怀学院的教员的协调。这个为期一年的研究所的目的是召集一个土著研究生和教职人员圈子，从事基于土地和水的学习，并与土著老人，老年人和知识保持者进行有意义的指导。学生参加了陆上和水上活动和仪式，学习圈，和写作讲习班，并应邀开发并分享具有文化底蕴的框架，以与儿童，青年，家庭和社区分享其一线实践。借助讲故事的方法来分享我们在该研究所的学习经验，我们探索了在具有破坏性的殖民环境中复兴的实践和挑战。我们对土著土地教学法的个人和集体反思集中在当地知识，我们自己的不同观点和前线工作以及道德土地和社区参与方面，这是复兴的土著实践的组成部分。我们探讨了在破坏性深远的殖民环境中复兴的实践和挑战。我们对土著土地教学法的个人和集体反思集中在当地知识，我们自己的不同观点和前线工作以及道德土地和社区参与方面，这是复兴的土著实践的组成部分。我们探讨了在破坏性深远的殖民环境中复兴的实践和挑战。我们对土著土地教学法的个人和集体反思集中在当地知识，我们自己的不同观点和前线工作以及道德土地和社区参与方面，这是复兴的土著实践的组成部分。