For countless generations, Indigenous knowledge has been passed from Elders to youth through stories, relationships, language, and direct experiences on the land. Yet in many communities, opportunities for these intergenerational teachings have become increasingly rare. Through her 2025 Fulbright Canada–Maple Leaf Foundation Community Action Program project, Dr. Michele Lacombe sought to help renew those connections by creating a space where Indigenous youth could learn directly from Knowledge Keepers, engage with traditional plant medicines, and deepen their understanding of culture, language, and community. The result was a transformative learning experience that brought together Elders and youth in a shared journey of discovery, healing, and cultural resurgence.
A 2022–2023 Fulbright Canada Scholar from Trent University, hosted by Arizona State University, Dr. Lacombe's academic work has long explored literature, Indigenous culture, and the importance of storytelling and knowledge transmission. Building on those interests, her project focused on creating meaningful opportunities for Indigenous youth to learn from Elders through immersive, land-based teachings centred on traditional plant medicines.
A four-day workshop brought together Indigenous students and respected Knowledge Keepers, including Elder Edna Manitowabi and Beedahbin Peltier, whose teachings guided participants through cultural protocols, medicine walks, harvesting practices, and discussions about the significance of traditional plant medicines within Indigenous worldviews. Rather than learning solely through books or classrooms, participants engaged directly with the land by listening, observing, harvesting, preparing medicines, and experiencing Indigenous knowledge in practice.
Throughout the workshop, participants explored how traditional plant medicines are interwoven with language, culture, community, and well-being. They learned about the medicines associated with the Medicine Wheel, gained hands-on experience identifying and harvesting traditional plants, and practiced Indigenous language throughout the program, reinforcing the vital relationship between language revitalization and cultural knowledge.
One of the project's greatest strengths was the relationships it fostered between generations. Elders shared not only their expertise in traditional medicines but also the stories, values, and lived experiences that give those teachings meaning. Through open conversations and shared experiences on the land, participants gained a deeper appreciation for Indigenous ways of knowing and the responsibilities that accompany them, while strengthening connections across generations.
The experience's impact was evident in participants' reflections. Students described gaining valuable knowledge about traditional medicines and their place within Indigenous teachings, while also expressing appreciation for the opportunity to learn directly from Elders and Knowledge Keepers. Many highlighted the medicine walks as particularly meaningful experiences, noting how much they enjoyed learning about the plants around them and the ways those plants continue to support Indigenous communities. Others reflected on the value of preparing medicines by hand, practicing language with fellow participants, and sharing teachings in a supportive and welcoming environment. Across participant reflections, a common theme emerged: the experience deepened their understanding of Indigenous knowledge while strengthening their connection to culture, community, and the land.
Beyond the immediate learning outcomes, the workshop reinforced the enduring importance of creating spaces where Indigenous knowledge can be shared across generations. The teachings extended well beyond the four days of activities, equipping participants with knowledge and experiences they can carry forward into their communities, studies, and personal lives.
At its core, Dr. Lacombe's project was about strengthening connections to the land, language, culture, and one another. By centring Indigenous voices and creating opportunities for experiential learning, the initiative fostered a sense of belonging and cultural continuity while supporting the next generation of Indigenous learners and leaders.
This meaningful impact reflects the broader vision of the Fulbright Canada–Maple Leaf Foundation Community Action Program. By empowering Fulbright scholars and alums to work alongside communities to address locally identified priorities, the program supports collaborative initiatives that create lasting benefits far beyond the life of a project. Whether preserving language, strengthening cultural knowledge, supporting education, or fostering community wellbeing, Community Action Program projects demonstrate how academic expertise and community partnership can come together to create meaningful change.
Learn more about the Fulbright Canada-Maple Leaf Foundation Community Action Program:
https://www.fulbright.ca/alumni/program-opportunities/community-action-program