Starting from the idea that reinhabitation and decolonization are interraleted and depend one on the other, I believe that the main example of both phenomena presented in the research is the priority of gathering together elders and youngsters so that they could learn about their the role each one had in their knowledge of their land due to the fact that this union had the purpose to improve their dialogue “on social and economic relationships rooted in Mushkegowuk conceptions of life and traditional territory” (Restoule et al 73)
Related to the previous example, there are products carried out by members of the community such as the recordings, the workshops, the interviews and the research itself that served as a means to the reinhabitation of the community owners.
On the contrary, another example of decolonization can be seen on page 77 where it is stated that youth had lost sense of paquataskamik (natural environment with attention to the traditional territory) due to the alterations that non-Inninowuk people had caused to their land.
I do not know exactly the kind of project based on place I could carry out in my home country since I want to teach English as an additional language. Nevertheless, what I know is that as culture is closely related to language, I might use the wide variety of cultures that have English as their official language to allow us to identify the reinhabitation and decolonization processes that we have experienced in Mexico.
Restoule et al. “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing”. Canadian Journal of Education, vol. 36, no. 2, 2013, pp 68-86. https://drive.google.com/file/d/1dI7wj8JcsOuMVHjWx1aKJy3XzCSoyYuc/view. Accessed 4 Oct. 2019.