Lakehead University is introducing a novel land-based educational initiative that encourages individuals on campus to engage in walking, listening, and reflecting on the profound cultural and historical importance of the land where its Thunder Bay campus is situated. The Etuaptmumk bimoseng, also known as the Two-Eyed Seeing Walk, is a 90-minute guided experience that integrates Indigenous and Western knowledge systems. Joe Duncan, Indigenous content curriculum specialist, and Rachel Portinga, acting sustainability coordinator at the university, lead the walk, which aims to bring the university’s land acknowledgment to life by highlighting the deep cultural and historical significance of the land, including the presence of Indigenous peoples dating back over 9,000 years.
Over 60 individuals, including faculty, staff, and students from various departments, have participated in the walk to date. The journey commences at Lake Tamblyn, traverses along the McIntyre River, and concludes at the campus’s sweat lodge. Along the way, participants visit several of the 14 identified archaeological sites on the land, such as quarry sites of Jasper taconite and areas rich in copper, where artifacts like Jasper taconite arrowheads, copper nuggets, antler tools, and a copper knife are examined.
Duncan emphasizes that the walk enhances people’s understanding of how deeply Indigenous peoples have historically lived with and learned from the land. He underscores that the tour narrates the history of Indigenous communities in the area spanning back 9,000 years and intertwines Western and Indigenous perspectives to connect past Indigenous occupation to the impacts of colonization and the road ahead. The concept of Two-Eyed Seeing, which harmonizes Indigenous and Western knowledge systems, plays a pivotal role in the tour, combining traditional Indigenous medicine knowledge with Western scientific insights.
Portinga highlights that the walk structure helps participants grasp the stark contrast between thousands of years of thriving Indigenous presence and the disruptions caused by colonial policies. The project, rooted in work initiated six years ago in the Office of Sustainability, has evolved over time through additional research, archaeological insights, and hands-on learning, with retired anthropology professor Scott Hamilton contributing to refining the historical narrative.
Looking ahead, the team aims to expand the walk beyond the pilot phase, enriching the experience, incorporating feedback, and establishing a sustainable process for future engagements. Long-term plans include developing educational materials, enhancing accessibility, and implementing a “train-the-trainer” program to empower more Indigenous students to lead subsequent walks. Duncan emphasizes that the essence of the project lies in connecting to the land, emphasizing that true learning transcends traditional classroom boundaries.