Eco-Literacy Development through a Framework for Indigenous and Environmental Educational Leadership


  • Andrejs Kulnieks Nipissing University
  • Dan Roronhiakewan Longboat Trent University
  • Kelly Young Trent University


In response to the call of curriculum reforms at the international, national, and local levels, we conceptualize an eco-mentorship program and envision a learning garden alternative practica. We aim to advance a framework enabling the innovation of Indigenous environmental studies, eco-justice education, and Western scientific environmental knowledge as part of a larger eco-literacy and environmental leadership curriculum in Ontario. We explore the application of a framework for environmental learning that involves eco-hermeneutic practices—by making historical and etymological connections between land and language through the development of relationships with place. As gathering and gardening practices have taken place in Indigenous cultures since time immemorial, we investigate how earth, water, food, and plants can be explored through an inter-generational knowledge model.

Author Biographies

Andrejs Kulnieks, Nipissing University

Andrejs Kulnieks is an Assistant Professor with the Nipissing University Schulich School of Education at the Muskoka Campus where he coordinates and teaches. His research interests include language and literacy, critical pedagogy, environmental studies, and eco-justice education.

Dan Roronhiakewan Longboat, Trent University

Dan Roronhiakewen Longboat is Associate Professor in the Department of Indigenous Studies and is the Founder and Director of the Indigenous Environmental Studies Program at Trent University.

Kelly Young, Trent University

Kelly Young is an Associate Professor at Trent University’s School of Education and Professional Learning where she teaches English Curriculum methods and foundational courses.