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March 16, 2026TESOL Quarterly0 citationsOpen Access

Land and Water Pedagogy in TESOL: Centering Indigenous Knowledge

Land and Water Pedagogy in TESOL : Centering Indigenous Knowledges

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Authors

PMPaul J. MeighanMHMadoka Hammine

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Overview

Duoethnographic inquiry explores Indigenous knowledges in TESOL, suggesting a more inclusive language education.

Key Points

  • To examine the role of Indigenous knowledges in English Language Teaching within TESOL frameworks.
  • Conducted duoethnographic inquiry by Indigenous language scholars teaching English in Canada and Japan.
  • Reflected on experiences with colonial and neoliberal paradigms in language education.
  • Introduced land and water pedagogy as a teaching approach centered on Indigenous knowledge systems.
  • Identified the significance of Indigenous knowledges for relational learning in TESOL.
  • Highlighted the impact of coloniality on educational institutions and individual perspectives.
  • Demonstrated how land and water pedagogies can foster connections to place, culture, and ecological systems.

Cite This Study

Meighan et al. (2026) studied this question.

synapsesocial.com/papers/69b79ea18166e15b153ac318https://doi.org/10.1002/tesq.70092
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