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Decolonizing Urban and Regional Planning: Haudenosaunee Knowledge, Stewardship, and Climate Adaptation

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As an Indigenous geography scholar and researcher, I increasingly focus on the realities of climate change and its profound impact on ecology. In a recent class I co-instructed at the Queen’s University School of Urban and Regional Planning, I introduced students to ancestral Indigenous planning, centring on a 12th-century Iroquoian community model. The discussion illuminated how human interactions with the land and natural resources were determinants of community planning and fundamental to sustaining the delicate balance of human and non-human relations.

Exploring the interrelationship of people and place through the cultural geography of the Haudenosaunee, we delved into how identity itself is shaped by land and its natural actors. For a class filled with aspiring urban and regional planners—along with three practicing city planners—the experience was transformative. It quickly became apparent that planning must move beyond rigid zoning practices and embrace place-based autonomy, where decision-making aligns with the rhythms and needs of the land itself.

Haudenosaunee Knowledge and Climate Adaptation

The prevailing mindset in modern urban and regional planning has long been dictated by frameworks rooted in industrialization, urban sprawl, and resource extraction. Much of the profession adheres to highly regulated, standardized practices that prioritize short-term economic gain over long-term environmental sustainability. Yet Indigenous planning offers a profound alternative that considers the interconnectedness of people, land, and ecological cycles.

This perspective challenges the conventional notion that humans design space for habitation; instead, it asserts that we must enhance and harmonize with the natural rhythms of place. When we examined Haudenosaunee planning principles, students responded with genuine curiosity and awe. Concepts such as ensuring the autonomy of water sources were central to settlement adaptation, using topography for protection, and identifying prime lands for cultivation were revelatory for many.

The more students engaged with this knowledge, the more they recognized that contemporary urban and regional planning must evolve to address the growing need for sustainable living. Climate change is no longer a future concern—it is here and reshaping our landscapes. If planners and policymakers fail to integrate climate adaptation and Indigenous value systems into their frameworks, they risk perpetuating unsustainable models that continue to degrade the environment.

The Iroquoian Longhouse: A Model for Sustainable Design

A compelling example of Indigenous planning is the Iroquoian longhouse, a structure that served as both shelter and a communal space. Built from natural materials such as elm bark, the longhouse was constructed with deep respect for the land—only taking what was necessary, ensuring sustainability, and allowing trees to replenish. The longhouse’s design reflected a life-cycle systems approach; structures were built for 30 to 40 years before being returned to the earth, where they naturally decomposed and reintegrated into the landscape.

Image Source: Wikimedia Commons (‘Exterior View of Traditional Iroquois Longhouse’).

The students were fascinated by the idea that communal spaces were designed with a finite yet renewable existence. In contrast, modern urban development often prioritizes permanence and expansion, creating structures that outlive their usefulness, contributing to urban decay and environmental strain. What if, instead, our urban centers were designed with adaptability in mind? What if materials used in construction aligned with ecological cycles rather than being treated as disposable waste?

The Power of Education in Transforming Urban Planning

Education systems are critical in fostering openness to new ideas and methodologies. However, much of the current urban planning curriculum is rooted in post-war suburban development models emphasizing efficiency, uniformity, and mass production. Integrating Indigenous value systems, environmental determinants, and climate change considerations into planning education is essential in fostering a holistic, future-focused approach to community development.

The challenge, of course, lies in decolonizing the profession itself. Innovation in urban and regional planning is often stifled in favour of “tried and true” practices prioritizing economic stability over ecological well-being. Yet, if planners are to truly serve the needs of future generations, they must expand their thinking beyond conventional models. Indigenous planning philosophies, such as those practiced by the Haudenosaunee, represent just one of the hundreds of cultural contributions that can help reshape human-centred design into more inclusive and regenerative.

A Call to Action: Expanding Thought, Embracing Change

If climate change is to be effectively addressed in community development, it must be at the forefront of planning discussions, not an afterthought. Recognizing the significance of place-based planning, environmental stewardship, and Indigenous knowledge systems is not an elective enhancement but a necessary revolution.

Urban and regional planning must evolve beyond rigid regulations and embrace the knowledge that has sustained Indigenous communities for millennia. The interconnectedness of land, water, climate, and human habitation must become central to planning efforts. This requires an intentional shift in education that welcomes new perspectives, cultural inclusivity, and Indigenous methodologies as fundamental learning components. It is not merely about integrating Indigenous knowledge for inclusion but about recognizing its profound value in creating sustainable, resilient, and thriving communities.

In the face of climate change, the question is no longer whether we need change but whether we are willing to embrace it. The wisdom of Indigenous planning offers a pathway forward, one rooted in reciprocity, sustainability, and deep respect for the land. Now is the time to expand our thinking, decolonize our approaches, and integrate climate consciousness into planning.

For the future of our communities, ecosystems, and generations, we must choose transformation over stagnation, reciprocity over exploitation, and sustainability over short-term convenience.

 

– By Rye Karonhiwanen Barberstock

 

(Header Image Credit: A.C., Licenced, Unsplash+)

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Connecting Stewardship to Climate Adaptation and Resiliency: A Bioregional Approach

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A quick search of terms like stewardship, climate adaptation, and climate resiliency yields a wealth of information. Yet, so much remains disconnected from the more profound human responsibility of protecting and nurturing the spaces we call home. These spaces—our homelands or homescapes—are not just abstract environmental concepts; they define our identity, relationships, and responsibilities to the world around us. They are shaped and sustained through the ecological knowledge and stewardship practices of those who inhabit them. And yet, a critical question arises: How do we, as human beings, truly honour and protect the sacred—the life we live, the land that sustains us, and the interdependent ecosystems that define our very existence?

Too often, humanity perceives climate as a background force, something we attempt to control rather than something we must adapt to. The imbalance we now face—climate change, biodiversity loss, soil degradation—stems from a fundamental misunderstanding: nature does not depend on us; instead, we rely on nature. The climate is not ours to dictate; it follows its natural laws, sustaining life for millions of years before human intervention. So where does this disconnect between people, environment, and climate originate? The answer, in part, lies in the absence of grounded ecological knowledge in our education systems.

Bioregionalism: Grounding Learning in Space and Place

Bioregionalism is a vital concept in addressing this disconnect—a way of understanding the world through ecological and cultural relationships within a given region. Bioregionalism teaches us to see land, water, plants, and animals not as separate entities but as interwoven elements of a living system, where human and non-human lives are interconnected. This framework shifts the focus from political boundaries to natural ones, encouraging stewardship practices that align with the unique characteristics of each region.

Bioregionalism, at its core, is about living in accordance with a place’s natural rhythms. It is about recognizing that every region has its ecological wisdom stored within the landscapes and carried forward by the people who have lived in harmony with it for generations. By integrating bioregional thinking into education, we can teach students to read the land, understand the waters, and observe the interdependence of life forms within their local environments.

Education as a Pathway to Ecological Literacy

Imagine an education system where learning extends beyond textbooks and classrooms, where students are introduced to the knowledge systems embedded in the life of plants, animals, and ecosystems. What if science classes involved studying the wisdom of the forests—learning how trees communicate, how soil regenerates, and how plant and animal communities sustain each other? What if geography lessons were rooted in the concept of homescapes, teaching students to see the land not just as a resource but as a living entity with agency and autonomy?

This is not a radical idea; it is an ancient one. Indigenous knowledge systems have long recognized the agency of nature, acknowledging that every tree, plant, and animal is part of a vast and intricate network of reciprocal relationships. The idea of stewardship is not about controlling nature but respecting it and understanding that every action has consequences that ripple through the ecosystem.

Source: Getty Images (Licenced, Unsplash+)

A Call to Action: Integrating Stewardship in Everyday Learning

To address climate change and environmental degradation, we must move beyond temporary solutions—tree-planting initiatives, carbon offsets, and green technologies—toward a fundamental shift in how we relate to the Earth. That shift begins with education. Stewardship must be embedded in early childhood education and carried through to post-secondary learning.

We must cultivate an education system that teaches children to observe the land with curiosity and care. Instead of asking, “How can we use this forest?” we should ask, “How does this forest sustain itself, and what role do we play in its survival?” Rather than teaching sustainability as a separate discipline, we should weave it into every subject—science, mathematics, history, and the arts—ensuring that students understand the ecological and cultural context.

Reconciliation with the Land: A Future Rooted in Resilience

As humanity faces the irreversible effects of climate change—rising sea levels, extreme weather patterns, ecosystem collapse—the urgency of reconciling our relationship with the land has never been greater. While some environmental changes may no longer be reversible, our approach to the future can be transformed. The path forward is not simply about mitigating damage; it is about reconstituting and reconciling our environment to restore balance.

This means supporting regenerative agriculture, restoring degraded landscapes, and fostering a profound cultural shift toward bioregional stewardship. It means moving away from extractive economies and toward caretaking economies, where the land is not seen as a commodity but as a community to which we belong.

By embracing bioregionalism, we shift our mindset from exploitation to reciprocity, from short-term gains to long-term resilience. When we look down at the soil rather than up at the sky for solutions, we begin to understand that climate adaptation is not about technological fixes but about reconnecting with the original knowledge systems that have always existed—knowledge that reminds us that the Earth does not belong to us; we belong to the Earth.

A Future Where Life Thrives, Not Just Survives

The urgency of climate change calls for more than reactive measures; it calls for a profound, structural transformation in how we live, learn, and govern our relationship with the land. Bioregionalism guides this transformation, grounding climate adaptation efforts in place-based knowledge and ecological wisdom. It reminds us that the solutions to climate change are not found in isolated policy decisions or technological interventions but in how we educate the next generation to see, respect, and care for the world around them.

Let’s take up the challenge of integrating ecological literacy and bioregional thinking into our education systems. We can create a future where humans act as stewards, not dominators—where forests, rivers, and lands are seen not as resources to be consumed but as relatives to be cared for.

This is not just an environmental imperative but a moral one; it is the work of our time and the legacy we will leave behind. Will we choose to thrive alongside the land, or will we merely fight to survive? The choice is ours, and the time to act is now.

 

–  By Rye Karonhiowanen Barberstock

 

(Header Image Credit: Arnaud Measureur, Unsplash)

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Indigenous Land-based Learning: A Way to Take Action on Climate Change

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As young people and the young-at-heart go back to school this fall, it is good to revisit how Indigenous land-based learning is a way to take action on climate change. The impact of COVID-19 on society has also shed light on the importance of outdoor education.

According to a report inspired by the work of the Misipawistik Pimatisiméskanaw land-based learning program in Misipawistik Cree Nation, Manitoba, “Indigenous land-based learning typically uses an Indigenized and environmentally-focused approach to education by first recognizing the deep, physical, mental, and spiritual connection to the land that is a part of Indigenous cultures.” Indigenous land-based education teaches environmental stewardship. Simply put, Indigenous environmental stewardship reflects all the ways that Indigenous peoples honour Mother Earth, including practices of conservation and sustainability, as well as showing a responsibility for one another, as human beings.

Indigenous scholars at the University of Guelph in Southwestern Ontario have been working together with several community agencies, including the Global Youth Network, the Grand River Métis Council, and the White Owl Native Ancestry Association, to establish the Wisahkotewinowak teaching garden at the university’s arboretum. The garden is a space for youth to learn from Indigenous Elders about seasonal medicinal and edible plants. Wisahkotewinowak, is an Ojibway word that means “the growth of new shoots after a fire.” Youth are also involved in a project that involves the Niisaachwan Anishinaabe Nation and that combines learning about manomin (wild rice), an important food source for Anishinaabe people, with learning about changes to the land brought on by human settlement along the Winnipeg River. The Manomin/Wild Rice Project offers opportunities for land-based learning and intergenerational cooperation that also characterizes Indigenous food sovereignty projects.

In another example, children and youth ranging from kindergarten to grade 8 at the Biitigong Nishnaabeg Elementary School, just outside of Thunder Bay, Ontario, are benefitting from learning about traditional knowledge and skills, like manomin harvesting, from Indigenous Elders and Knowledge Keepers. The pilot project is run in partnership with Lakehead University, and has led members of all ages of the Biitigong community to learn about the benefits of land-based learning. Land-based practices characterizing Anishinaabe pedagogies, including those among communities governed by the Grand Council of Treaty #3 territories, offer insight into cultural practices, and practices that maintain a strong sense of identity among diverse Anishinaabe peoples.

The benefits of Indigenous-led education, including land-based learning, are also formally recognized, at the international scale, by the UNESCO. According to section B19 of the UNESCO Policy on Engaging with Indigenous Peoples, “effectively including indigenous peoples’ knowledge, holistic worldviews and cultures in the development of education policies, programmes, projects and practices and promoting their perspectives, would provide meaningful learning opportunities that are equally available, accessible, acceptable and appropriate for all indigenous peoples.”

There is an opportunity for Indigenous and non-Indigenous communities, and for their respective governments, to consider linking both educational policies and diverse practices that support Indigenous land-based education with climate change action.

 

By Leela Viswanathan

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Education Through Interaction: A Community-Based Approach to Environmental Monitoring and Climate Change

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Beginning in October of 2018, two members of the Gift Lake Métis Settlement began training as Environmental Monitors through a partnership between the Indigenous Community-Based Climate Monitoring Program and the Gift Lake Métis Settlement. Gift Lake is a small Métis community located roughly 400 km northwest of Edmonton, Alberta and sits in the heart of the boreal forest. It is surrounded by rich vegetation, forests and many water bodies left behind by ancient glacial meltdown. Once the Gift Lake Environmental Guardianship Program began, we focused on the primary concerns of the people within the community. This started with one-on-one interaction with elders through interviews and surveys filled with questions relating to the similarities and changes in the environment and climate of Gift Lake over the years. Through this communication it was clear what our goals would be: educating ourselves and the community, while maintaining a balance between a scientific approach to research and a sense of community through human interaction and methodology.

An elder in the community said, “nothing connects us more to our culture than the land.” She was right. Indigenous people have had a very close tie to the environment for millennia. Now we can tie culture, science and education to protect our culture through the protection of our invaluable environment. We immediately enrolled in Environmental Education programs and soon we were out in the field daily. Our efforts were split into 6 categories: air, weather, water, vegetation, traditional plants and wildlife while making sure to continually have an active presence and relationship with the community. Weather monitoring stations were installed on the north and south ends of the community and the data is collected daily in the effort to fill a data gap that has existed in the area until now. A water monitoring project was initiated through field level testing. Our main goal for the water monitoring efforts is to note any major or alarming trends that could affect quality of the water which would affect the quality of life for all living things. From our tests, three initiatives were born: bridge building for ATV stream crossings, ongoing lake sweeps for abandoned nets and waste, and the continual monitoring of the water levels in our three largest lakes.

On top of taking a scientific initiative to learn about the land and climate, we also wanted to bring awareness to the community. We have taken the opportunity to be part of land-based learning activities at the K-9 school through facilitating workshops on topics including dendrochronology, climate change, drone flying, rabbit snaring, traditional herbs and even gun safety. A High School in High Prairie, Alberta also invited us to speak to students and introduce the prospect of being employed in the environmental field. We would speak on issues regarding climate change and relate on a more personal level including our successes, struggles and overall experiences growing up in a small Indigenous community and moving into adulthood. In the spring of 2019 two high school students were hired as trainees and included in all our environmental, climate action and community engagement activities. We did this not only to teach, but to instill the importance of the environment by introducing them to the beauty of their surroundings and the amount of gratification and confidence that comes from protecting our lifeline. The youth have taken part in dendrochronology (tree aging), bridge building, water testing, weather monitoring, wildlife monitoring, well-site reclamation, tree planting, marking traditional herb GPS waypoints, facilitating a large cultural camp with 7 other communities and numerous community engagement events. They have also been given the opportunity to take part in community-based projects such as designing and building the community two new welcome signs, starting a community garden, building a children’s park and initiating a garbage clean-up with elementary school children; allowing them to play a mentorship role as well. Since returning to school both youths have contacted us expressing how much they loved the program and how they hope to come back next summer. This is the level of interest and environmental responsibility we wish to instill within the entire community.

The struggle to succeed does weigh heavy on us at times and we understand the differences in everyone’s views about climate change and environmental protection. We have seen failures, but they are over-shadowed by successes. Our environmental and climate change programs are only in their beginning stages and programs like this are extremely new to everyone around us. We welcome the challenge and treat our roles as a major responsibility to act as champions for the land. We believe there is only one possible way to achieve that: to be role models among the people.

 

Installation of north end weather monitor

Installation of north end weather monitor

 

Building ATV crossing on a fish bearing stream

 

Community garbage clean-up

Community garbage clean-up

 

Climate change workshop during Gift Lake Culture Camp

Climate change workshop during Gift Lake Culture Camp

 

Gift Lake Culture Camp

Gift Lake Culture Camp

 

Youth trainees on left after completing the construction of a small playground

Youth trainees on left after completing the construction of a small playground

 

Youth trainees after finding a 1950 Buick Riviera while marking waypoints on historical trails

Youth trainees after finding a 1950 Buick Riviera while marking waypoints on historical trails

 

Mentorship during reclamation project on abandoned well-site

Mentorship during reclamation project on abandoned well-site

 

Youth use an increment borer to find the age of a tree

Youth use an increment borer to find the age of a tree

 

Youth expresses his love for a 150-year-old tree

Youth expresses his love for a 150-year-old tree

 

Youth pulls abandoned gill net from Utikumasis Lake during lake sweep

Youth pulls abandoned gill net from Utikumasis Lake during lake sweep

 

Pre-school session on the importance of moose. Included making birch bark callers

Pre-school session on the importance of moose. Included making birch bark callers

 

Grade 3 and 4 nature walk. Session on the role of rabbits in the environment and traditional snaring activity

Grade 3 and 4 nature walk. Session on the role of rabbits in the environment and traditional snaring activity

Grade 3 and 4 nature walk with information session

Grade 3 and 4 nature walk with information session

 

High School presentation and information session

High School presentation and information session

 

One of two signs designed and installed by Gift Lake Youth

One of two signs designed and installed by Gift Lake Youth

 

New community garden

New community garden

 

Author: Gift Lake Métis Settlement

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Climate Change Adaptation in Kanaka Bar

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At Kanaka Bar, preparing for climate change is seen as an important milestone towards the achievement of community’s vision of self-sufficiency.  It is being incorporated in everything that is being done by the community on a day to day basis.  The Traditional Territory of Kanaka Bar is located 14 kilometers south of Lytton, B.C., in the Fraser Canyon. Water plays a critical role in the health of the community. Kanaka Bar has five watersheds: Kwoiek Creek, Morneylun Creek, Nekliptum Creek, Siwash Creek and Four Barrel Creek, all of which support traditional food sources, wildlife and agricultural activities, provide drinking water to the community and hydroelectric power to BC Hydro’s grid.

Over the recent years, many changes have been observed throughout the Traditional Territory. Community members have noticed that wildlife is moving away from the community and travelling further up-mountain, salmon numbers are decreasing and are swimming deeper in the Fraser River in search of cooler temperatures and vegetation growth is changing. As well, consistent rainfall has been replaced by long periods of dry weather and unpredictable storms. These local observations are consistent with scientific predictions of how climate change is likely to affect the region. Although drought has not yet affected the community’s water resources, there is substantial concern that they may be threatened as climate change impacts intensify.

In response to these concerning changes within their Territory, Kanaka Bar has undertaken a Community Vulnerability Assessment to better understand how their environment may continue to change, and how these changes may impact key community values and areas of concern.

Understanding Kanaka Bar’s concerns and priorities was the first step in the Vulnerability Assessment process. Together with environmental professionals from Urban Systems, community members gathered at engagement events to ask questions, and express their concerns about climate change and how it would impact community life and well-being.

After priorities were identified, current and future effects of climate change on these areas were studied. Some anticipated changes that emerged from this research were warmer temperatures year-round; less precipitation in the summer but more in the fall, winter, and spring; less snow; more frequent and intense storms events; changes in water resources; continued stress on the salmon population; changes in the availability of traditional foods; and increased risk of forest fire.

Understanding the ways in which Kanaka Bar was vulnerable to climate change has allowed the community to take meaningful steps towards reducing their risks and becoming more resilient by developing an adaptation strategy. Kanaka Bar’s Adaptation Strategy supports their goal of self-sufficiency while increasing their resilience. It maps out short and long term adaptation actions in six priority areas: Water Resources, Forest Fires, Traditional Foods, Access Roads, Supporting Self-Sufficiency and Youth and Community Engagement and Education. These actions range from installing weather monitoring stations in the community, to expanding food production initiatives, to hosting annual workshops on climate change. Together they represent a “Made at Kanaka, by Kanaka for Kanaka” adaption plan that will benefit the community in a holistic way that goes far beyond coping with climate change.

To learn more about Kanaka Bar and the great strides they’re making towards climate resilience and self-sufficiency, visit their website.

Figure 1Kanaka Youth at Morneylun Water Gauging Station

 

Author: Kanaka Bar

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