This article presents reflections from an Indigenous landand waterbased institute held from 2019 to 2020 for Indigenous graduate students. The institute was coordinated by faculty in the School of Child and Youth Care at the University of Victoria and facilitated by knowledge keepers in local W̱SÁNEĆ and T’Sou-ke nation territories. The year-long institute provided land-based learning, sharing circles, online communication, and editorial mentoring in response to a lack of Indigenous pedagogies and the underrepresentation of Indigenous graduate students in frontline postsecondary programs. While Indigenous faculty and students continue to face significant, institutionally entrenched barriers to postsecondary education, we also face growing demands for Indigenous-focused learning, research, and practice. In this article, Part 1 of a two-paper series on Indigenous landand water-based learning and practice, we draw on a storytelling approach to share our individual and collective reflections on the benefits and limitations of Indigenous landand water-based pedagogies. Our stories and analysis amplify our integration of Indigenous ways of being and learning, with a focus on local knowledges and more ethical land and community engagements as integral to Indigenous postsecondary education.

中文翻译：

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ȻENTOLTŦETEṈEW̱（与大地在一起）

本文介绍了2019年至2020年为土著研究生举办的土著土地和水基研究所的反思。该研究所由维多利亚大学儿童与青少年关怀学院的教员协调，并由W̱SÁNEĆ和T'Sou-ke国家领土的知识保存者提供便利。这个为期一年的研究所提供了陆基学习，共享圈子，在线交流和编辑指导，以应对土著教学方法的缺乏和在一线中学后课程中土著研究生人数不足的问题。尽管土著教职员工和学生继续面临着制度上根深蒂固的高等教育障碍，但我们也面临着以土著为中心的学习，研究和实践的日益增长的需求。在这篇文章中，在有关土著土地和水基学习方法和实践的两篇论文系列的第1部分中，我们采用了讲故事的方法，以分享我们对土著土地和水基教学法的好处和局限性的个人和集体思考。我们的故事和分析扩大了我们对土著人的存在和学习方式的整合，并着重于本地知识以及与道德相关的土地和社区参与，这是土著中学后教育不可或缺的一部分。