Grounded governance: Cultivating social justice through community-engaged learning with PEPAKEṈ HÁUTW̱ (Blossoming Place)

Abstract

By deepening student relationships to local governance systems, they become better equipped to envision and enact the worlds they seek to create. This paper discusses a community-engaged learning initiative facilitated by a University of Victoria instructor that centered on the theme of “Grounded Governance” to anchor student learning about governance and social justice theories, movements and practices. The overall approach draws inspiration from bell hooks who explains the value and significance of engaged learning. Specifically, this paper discusses the experience of teaching place-based learning through engagement with Indigenous-led ecological restoration efforts, including collaboration with PEPAKEṈ HÁUTW̱ (Blossoming Place). The author reflects on community site visits with a W̱SÁNEĆ nonprofit organization to learn about ecological restoration and decolonial governance. This grounded approach to teaching is inspired by Indigenous-led place-based learning. As a collaborative effort between the Studies in Social Justice program, the School of Public Administration and community partners, this pedagogy aims to integrate community-engaged learning more deeply into the study of public administration. Doing so in practice emphasizes relationship-building with local Indigenous-led community organizations while supporting student learning objectives by teaching about social justice through collaborative and meaningful public engagement.