Climate and Terrain Characteristics Linked to Mud Ejection Occurrence in the Canadian High Arctic

Pressurised slurries of fine-grained sediment expelled from the base of the active layer have been observed in recent years in the High Arctic. Such mud ejections, however, are poorly understood in terms of how exactly climate and landscape factors determine when and where they occur. Mud ejections at the Cape Bounty Arctic Watershed Observatory, Melville Island, Nunavut, were systematically mapped in 2012 and 2013, and this was combined with observations of mud ejection activity and climatic measurements carried out since 2003. The mud ejections occur late in the melt season during warm years and closely following major rainfall events. High-resolution satellite imagery demonstrates that mud ejections are associated with polar semi-desert vegetative settings, flat or low-sloping terrain and south-facing slopes. The localised occurrence of mud ejections appears to be related to differential soil moisture retention.

Decolonizing Pedagogies: Interrupting the Settler Colonial Narrative of Landownership in Ontario Social Science and History Curriculum

Drawing upon Ontario Social Science and History curriculum documents and textbook imagery and language, this paper examines how narratives of settler landownership strategically present Indigenous and non-Indigenous peoples within the Canadian grand narrative. The curriculum and text material educators and learners are guided by ignore ongoing colonial violence towards Indigenous peoples and perpetuate the ideology of inevitable ‘peaceful’ interrelationships in national contexts. Learners develop identities in relation to land and how land is acquired. They come to understand themselves as part of a just nation in the particular sequence of Canadian Social Science and History teaching and learning. To go beyond simply adding content about Indigenous peoples in the classroom, educators and learners must adapt a decolonial approach to instead learn from Indigenous perspectives. Such a methodology would require the opening of a “third space” where the transmission of western curricular knowledge is interrupted. Educators and learners must create a space for problematizing the source itself and deconstruct the national grand narrative using inquiry, questioning and reflection, rather than repetition and regurgitation. This analysis reveals that particular placements of Indigenous peoples and settler Canadians in curriculum and classroom text material must be challenged by educators and learners to disrupt colonial narratives and to seek ongoing reconciliatory opportunities in and beyond the school walls.