Throughout the narrative you see reinhabitation and decolonization in the trip that outsiders fostered with the elders and youth, and many on the conversations that they have with each other. Reinhabitation is seen through the locale that the elders choose to share a story, it is then recovered and shared in that space, making it place-based knowledge. It is also seen in the father that cries everytime he goes do to the river and is reminded of his dead daughter. (I feel as though we all have something like that, for me it’s when I am in my room and uncover a poetry book it reminds me of my grandma and I cry) And the article show decolonization through the ways that the elders have shown the youth that there is a different word that they really mean to use in many of their cases but because of laziness the youth don’t use the word.
I would adapt the ideas of place in my teaching through having math projects that each student can do based on something they know, where much of the learning has taken place in another location but is triggered and reapplied in a different context. Or in a science class delivering a lesson/exploration opportunity outside by a pond to teach about biodiversity.