ABSTRACT
In order to reconnect younger, physically active Indigenous learners to ḥiškʷiiʔatḥ land, to ḥiškʷiiʔatḥ language, to ḥiškʷiiʔatḥ stories, to ḥiškʷiiʔatḥ kinship and to the responsibilities that come with being a ḥiškʷiiʔatḥ person, the planning and delivery of this project combined place-based education approaches with research-supported language immersion techniques within a ḥiškʷiiʔatḥ framework. I analyze my experience prior, during and proceeding this study to support my assertion that programs developed and delivered around place-based Indigenous knowledge and spirituality can contribute to re-strengthening principles of ancestral continuity and renewal. A further result of the study was the continuation and expansion of my ability to create and deliver ḥiškʷiiʔatḥ-centered language immersion lessons that align with Indigenous ancestral ways in various environments.
