Supported by a SSHRC Explore grant, this research project employs a systematic review of peer-reviewed literature and media analysis to explore the potential global scope of impacts of COVID-19 on the material (including health and economic), relational and subjective wellbeing of Indigenous communities. It aims to understand the ways in which participation of Indigenous peoples and organizations in environmental governance is being impacted by COVID-19. It will further explore the information on impacts to wellbeing and environmental governance to develop a baseline for future case study research in partnership with Indigenous communities and organizations.

This project is funded through the Dalhousie University Scholarship of Teaching and Learning Grant. It explores how collaborative land-based curriculum development can act as “boundary-work”. Boundary work in place-based research involves collaboration between academics and communities that are geared towards producing items or platforms to communicate across social, cultural and political “boundaries”. This project is led by Dr. Melanie Zurba, and partnered with Reclaiming our Roots, an organization focusing on Mi’kmaw land-based education to develop a land-based learning excursion for the course Indigenous perspectives on resource and environmental management (SUST3955/ENVI5039).

By employing participatory principles to collaboratively develop land-based education, academic and community partners will make up a community of practice that will explore how land-based learning experiences can impart knowledge and messages about Indigenous livelihoods practices, culture and resurgence. In addition to providing valuable and culturally appropriate educational experiences centered on Indigenous topics, land-based curriculum development can also act as an important vehicle for decolonizing education systems and building relationships between the academy and communities.