This module focuses specifically on land-based literacies—the local ways of reading the land, water, and forest that communities depend on to thrive. Educators will learn how to integrate these literacies into their teaching in ways that are relational, place-based, and sustainability-focused.

Learning Objectives

• Identifying examples of land-based literacies within local communities (e.g., reading soil, understanding water cycles, forest knowledge);
• Recognising the importance of Indigenous and community knowledge for environmental sustainability;
• Designing classroom activities that connect literacy learning to land, water, and environmental practices;
• Using rights’ water initiatives and environmental challenges (e.g., the Callemar community in Colombia and the Atrato River case in Colombia) as case studies to discuss sustainable approaches to the natural world around us.

Core Concepts

• Land-based literacies: local, community ways of “reading” the environment for survival and thriving;
• Relational and place-based literacies: connections across geographies, literacies, and human/non-human relationships;
• Responsive education: systems that adapt to and respect diverse ways of knowing.

Activities

• Opening Reflection
• Storywork Session
• Observation Walk
• Comparative Reading
• Application Task

This module explores how land and water literacy and ancestral knowledge are integrated into schools, emphasising their preservation and relevance. It examines the roles of students, families, communities, and teachers, as well as the impact on curriculum, teaching practices, and school engagement.

Learning Objectives

• Supporting educators in weaving land and water literacies into diverse subjects and grade levels.

Core Concepts

• Integrated literacies: embedding the concept of literacies across science, social studies, language, and art through curriculum planning labs;

• Co-designed curricula;

• Ecological and participatory pedagogies: exploring case studies;

• Reflective practice;

• Community partnerships.

Activities

• Presentation
• Workshops

This module explores financial literacy and citizenship education as relational, ethical, and pluriversal practices. Rather than treating these domains as neutral or technical, educators will examine how dominant models often reflect colonial, neoliberal assumptions—and how alternative frameworks rooted in Indigenous, local, and community-based knowledge offer more sustainable, just, and place-based approaches.

In this module, educators will engage in dialogue, analyse case studies, and engage in collaborative reflection. Educators will explore local examples and reflect on how financial and civic literacies can be taught in ways that foster care, reciprocity, and ecological awareness.

Learning Objectives

By the end of this module, educators will be able to:

• Critically examine mainstream financial and civic education models through a pluriversal lens.
• Identify and describe alternative economic and civic practices rooted in community, Indigenous, and ecological knowledge systems.
• Design pedagogical strategies that connect financial and civic literacies to sustainability, ethics, and place-based responsibility.
• Reflect on their own teaching practices and consider how to integrate pluriversal literacies into their classrooms.

Core Concepts

• Pluriversal literacies: Recognizing multiple ways of knowing and being in economic and civic life.
• Alternative financial practices: Practices like bartering, mutual aid, and cooperatives that challenge capitalist norms.
• Relational citizenship: Civic engagement rooted in care, responsibility, and interdependence with land, water, and community.
• Liberatory financial literacy: Designing financial education in ways that support ecological and social justice.
• Decolonial civic literacy: Moving beyond colonial models of governance and rights.

Activities

• Mini-Reflection Assignment;
• Context Exploration.

This session is designed to consolidate the learning across the course; to engage with reflection and evaluation of the learning; and to set goals, links, and sustainable plans for the next steps towards each learners’ goals.