Abstract
In response to the Truth and Reconciliation Commission of Canada's 2015 report, new educational curricula emphasize Indigenous ways of knowing, inquiry-based pedagogy, ecological understandings, and holistic competencies. In this paper, I interpret the teacher as an eco -intellectual through the Indigenous and ecological principles of place-based learning, sustainability, diversity, and respectful relations. Through these concepts, this study investigates how teachers as eco-intellectuals cultivate miyo pimatisiwin (Cree: living a good life). This paper focuses on two central questions: How does a deeper understanding of teachers as eco-intellectuals inform and influence their work in public schools today? How does teachers
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