To Learn is to Belong: Experiential Learning and Indigenous Connection to Place

Abstract

The purpose of this study was to develop recommendations for experiential learning (EL) and understanding the Indigenous worldview of connection to place. This study focused on a sense of place as being fundamental to both Indigenous epistemologies and experiential learning (EL). Despite their distinct cultural foundations, both perspectives assert that learning arises from active, relational interactions with the land. Unobtrusive research methods were utilized. Illustrative examples of unobtrusive research techniques employed in this study included the examination of historical documents, the assessment of literature available in the public domain, the analysis of physical location, and the exploration of lived experience. This article posits that meaningful EL should not treat place merely as a passive backdrop, but rather as a dynamic entity that actively influences identity, belonging, and comprehension. It serves as a reminder that, as members of the human community, we share an intrinsic interconnectedness.