Quote from Natural Curiosity 2nd Edition A Resource for Educators: The Importance of Indigenous Perspectives in Children's Environmental Inquiry, page 138
The children and teachers have begun to transform the outdoor spaces around our school in collaboration with Indigenous partners: JICS parent Doug Anderson and Paul Richard of Feastfire Gardens. Our goal is to create spaces where our community can connect with the land and interact with the natural world in meaningful ways.
This initiative has several layers. We began this Spring with revitalizing the garden beds at the front of the school. You may have noticed this work involves removing the hostas to make room for growing native plants such as medicines, teas, food, and pollinators. Please feel free to help yourself to a hosta! We are hoping to help them all find new homes.
As well, we’ll be planting in beautiful new cedar planters that have been generously donated by the Parents’ Association along with gardening supplies, soil, and plants. We thank all of our parents for providing this wonderful learning enrichment! These planters live in a sunny spot on the south side of the building outside the Art Room.
A third step will take place in the Fall when students and teachers will begin working together on inquiry projects to transform the former courtyard space into an outdoor classroom and wild woodland. The restoration of our front and side yards will aim to respond to the call to action in Natural Curiosity 2nd Edition as we create opportunities to learn about Indigenous knowledge, practices, and perspectives around gardening and plants in ethical and respectful ways, and deepen everyone’s relationships with our local environment.
We hope to engage the whole Lab School community in this process. One important way that families can help support this work is by signing up for watering duty during the hot summer months! Look for more information about this request and others soon.
Quote from Natural Curiosity 2nd Edition A Resource for Educators: The Importance of Indigenous Perspectives in Children's Environmental Inquiry, page 138
