ABSTRACT
This chapter covers a conversation and collective writing process between Dylan Miner and Erin Sutherland on pedagogical approaches to Indigenous art and art histories. The conversation gives form to shared themes across their respective individual pedagogies, which are deeply entrenched in Indigenous and place-based methodologies, often in relation to the land. Themes discussed include the importance of land-based education, mentorship, and visiting, as well as how these serve as interventions into larger discipline-based Art History and the ways in which they are imbued in their individual and shared teaching practices.
