Lakehead University is introducing a novel land-based learning initiative that encourages individuals on campus to engage in a guided experience focusing on the rich cultural and historical significance of the land where its Thunder Bay campus is situated. Known as the Etuaptmumk bimoseng or Two-Eyed Seeing Walk, this 90-minute immersive journey merges Indigenous and Western knowledge systems and is led by Joe Duncan, Indigenous content curriculum specialist, and Rachel Portinga, acting sustainability coordinator at the university.
“This walk breathes life into Lakehead’s land acknowledgment in a unique manner,” Duncan expressed. “We delve into the profound cultural and historical importance of this land, encompassing the presence and activities of Indigenous peoples spanning over 9,000 years.”
Over 60 participants, including faculty, staff, and students from various university departments, have already partaken in the walk. Starting at Lake Tamblyn, the walk progresses along the McIntyre River and concludes at the campus sweat lodge. Along the way, attendees pause at multiple archaeological sites, including sites abundant with Jasper taconite and copper.
Participants get a chance to inspect various artifacts like Jasper taconite arrowheads, copper nuggets, antler tools, and a copper knife. The walk aims to deepen people’s understanding of how Indigenous communities historically thrived in harmony with the land.
Two-Eyed Seeing, a guiding principle that harmonizes Indigenous and Western ways of knowing, is a core aspect of the experience. It integrates traditional Indigenous knowledge of local medicines like giizhik (cedar) with scientific insights validating the plant’s detoxification and anti-inflammatory properties.
The walk also delves into colonial history, exploring pivotal events such as the 1849 commissioners’ report shaping the Robinson-Superior Treaty, the enactment of the Indian Act in 1873, and the establishment of the residential school system.
Portinga emphasizes that the structure of the walk serves to highlight the stark disparity between the enduring Indigenous presence over millennia and the disruptions caused by colonial policies. The project’s inception traces back to initiatives commenced six years ago within the Office of Sustainability, evolving over time with added research, archaeological details, and hands-on learning.
The team envisions expanding the walk beyond its initial phase, aiming to enhance the experience, gather feedback, and establish a sustainable ongoing process. Plans include creating digital and printed resources for participants, enhancing accessibility, and implementing a “train-the-trainer” program to empower more Indigenous students to lead future walks.
Duncan underlines the essence of the project, noting, “Not all classrooms have four walls. When we connect with the land, speak from the heart, and listen attentively, that’s genuine learning.”