Author Archives: jenn bos

In my proposal for my final paper, I explained that I am wanting to delve into ecotourism and it’s connection to the First Nations people of British Columbia.  Because of this I have been looking into various First Nations tourist activities that advertise that they are “ecotourism”.   The community of Tofino is a hotbed for ecotourism so it was no surprise when I came across “Walk theWild Side”,  a 2 day hike just outside of Tofino on Flores Island.

The trail, from the Ahousaht village to the wild coast of Flores Island, is a unique showcase of the First Nation’s history and culture.  The trail has been continuously used by the Ahousaht people for thousands of years for spiritual purposes, to gather medicinal plants and seasonal food, as well as to collect wood and bark for cultural uses.”.  Travellers are encouraged to learn some Ahousaht language phrases as well as some history about the sites they will be visiting, before they visit.

Module 2 – Post 3 – First Nations’ font downloads

In the interview of Dr. Lorna Williams that we watched in module 6, she spoke at length about language.  Both about the systematic attempt to wipe out First Nations languages through residential schools and the attempts to reteach those languages through programs within her community.  At one point she is speaking about creating these programs from scratch and identifies the challenge of what happens to a language when it becomes coded and static… when it shifts from an oral tradition to a literate one.  Certainly one of those challenges is the constraints that are put on by the roman alphabet of the keyboard.  A few of our readings have made reference to programs that you can download but I had yet to see one until I came across this site that allows you download fonts for a large number of First Nations in North America, including this page for the Haisla People how live near Kitamaat (they are among the First Nations who are standing against the Enbridge pipeline).

 

Module 2 – Post 2 – Friends of Clayoquot Sound

In our discussion forum this past week a student posted the question of examples of situations where First Nations culture has been protected.  I felt that Clayoquot Sound could be an example but as I was young when it happened I felt I needed to do some fact checking before I could post anything.  I came across “The Friends of Clayoquot” site.  While FOCS is a small not-for-profit environmental group and not First Nations run site, they do have extensive information about the 3 First Nations cohabitating Clayoquot Sound.  They also provide links to a number of local First Nations business (this being the connection for my proposed paper) for people who are going to visit Tofino, including Art galleries, hikes, cultural canoe tours and zipline adventures.  http://focs.ca

Module 2 – Post 1

I came across this announcement in the weekly newsletter that’s sent out in our school district so I thought I’d pass it along as part of my weblog posts.  They have recently announced the Metis Youth British Columbia Identity Contest:

http://www.mnbc.ca/features/current/m-tis-youth-identity-contest

Students are encourage to submit artistic works (painting, music, film, photography, storytelling, dance or drawing) before the close of the contest on Nov 1st, 2013.  All entries will receive $25, however the top three will get more ($300, $150, $75).

 

Statement Connecting Weblog – Ecotourism in BC

http://www.aboriginalbc.com

This spectacular province is home to our people who have preserved our way of life.  We are proud of our culture and heritage and most importantly we want to share it with the world.  We want to celebrate the fact that we’re still here.”  (promotional video for Aboriginal Tourism Association of British Columbia).

Ecotourism is a niche market that includes responsible travel to fragile, pristine and usually protected areas.  The goals of ecotourism are to

      • educate the traveler
  • provide funds for conservation
  • directly benefit the economic development and political empowerment of local communities
  • foster respect for different cultures and human rights. (encyclopedia of ecotourism)

While there is a strong tendency to focus on case studies in countries such as Costa Rica, Brazil and Ecuador, I am interested in the growing ecotourism industry here in British Columbia.  I teach a class focused on ecotourism at the highschool level (I’m currently teaching it for the second time) and I include a unit on First Nations ecotourism in BC.   Ecotourism affords First Nations communities a chance to educate visitors in their culture and history, which aids in the breaking down of stereotypes.  It also affords new economic ventures coming from sustainable use of land and natural resources.

However as with all tourism, there are both benefits and threats.  The ETEC 521 course shell points out that there is a need for Indigenous communities to protect vital resources from outside exploitation.   How do communities balance educating non-Indigenous people, while preserving their culture?  What are the other potential threats to culture that an increase in ecotourism would bring?

I would like to start by surveying the variety ecotourism opportunities available in British Columbia and then follow by assessing the potential threats/benefits to First Nations culture.  The Journal of Ecotourism will likely be a valuable resource as it includes articles such as:

Indigenous Ecotourism in Central British Columbia: The Potential for Building Capacity of Tl’azt’en Nations Territories

 Not “Ecotourism”?: Wilderness Tourism in Canada’s Yukon Territory

I have also obtained a copies of the following books:

Indigenous Ecotourism – Sustainable Development and Management

Ecotourism – Management and Assessment

Module 1 – Post 5 – Longhouse programs

To continue on my theme of education posibilites that exist, I decided to look into some of the longhouse programs that are available in my area.

The closest to my school is the Shxwt’a:selhawtxw Longhouse Program.  Sto:lo has worked closely with the school district with every Grade 4 student in the district taking part in interactive cultural activities.  Other classes have the opportunity to design their own tour from a list of options including; bannock, carving, cedar, bark & wool weaving, fishing, slahal, speakers, story telling and land & resources information.

Grouse Mountain offers the híwus First Nations Cultural Program.  In their feasthouse students receive an authentic cultural experience including legends, songs, dances, crafts and food.

In Mission, the Xa:ytem Longhouse Interpretive Centre is currently closed, and unfortunately I haven’t been able to find out why.  I have been to programs at this particular site before and have found them to be very informative and well run.   This is believed to be the oldest dwelling in BC, dating back 9,000 years and Hatzic Rock is a “transformer site”, the Sto:lo story that 3 chiefs were turned to stone after challenging the Creator. Hopefully they’ll reopen soon!

 

Module 1 – Posting 4 – The Stand Film

Those of you in the BC area are likely aware of the controversy surrounding the proposed Enbridge Pipeline; a 1,170km route stretching from Alberta’s tar sands to Kitimat on the BC coast.  From there the oil would be loaded onto super tankers and navigate some of the most dangerous waters in the world before heading to Asian markets.  The narrow inlets through which these tankers would pass are not only sensitive marine ecosystems teaming with biodiversity, but they also pass through the Great Bear Rainforest and traditional waters of the Haisla First Nations.

Norm Hann worked closely of with the people of Hartley Bay as a teacher and basketball coach and was adopted into the Hartley Bay Community in 2006.  Norm, an influential person in the Standup Paddleboard (SUP) community, decided to a paddle the proposed 400km route in order to bring awareness to traditional food harvesting areas of the First Nations people and document the wildlife in the area that could be damaged should there be an oil spill.  The resulting documentary was called Standup4Greatbear:

SU4GB video

Seeing the original SU4GB documentary, representatives of Roxy/Quicksilver decided to sponsor a second documentary Stand.  The follow up trip saw Norm paddle 350km, visiting each of the Haida Watchman sites along Haida Gwaii.  A portion of the video also follows First Nations students from Bella Bella Highschool as they build they own standup paddleboards in class.   The amazing cinematography and the strong message of conservation (both culturally and environmentally) make this film one worth watching (I myself have watched it a half dozen times now).  View the trailer here:

Stand Film trailer

Yesterday, Stand officially released its education package.  It includes the DVD and a 17 page teaching aide that fits with BC’s Prescribed Learning Outcomes for Social Studies, Geography, First Nation Studies, Science, Geology, Sustainable Resources and Physical Education.  This cross-curricular package seems to be an ideal and approachable way of incorporating First Nations topics into the classroom.

Module 1 – Post 3 – A Sorry State

I strongly recommend taking the time to watch this documentary by Canadian filmmaker Mitch Miyagawa.  With a Japanese-Canadian father, an Aboriginal step-mother and a Chinese-Canadian step-father and three official Canadian government apologies to his family, he asserts that he has the most apologized to family in the country.  His exploration of his family history and the meaning of an apology is at times funny and light and at others very moving and heart wrenching.

http://ww3.tvo.org/video/184814/sorry-state

A couple of the conclusions he comes to are:

There is a difference between an apology and acknowledgement.  Sometimes, the acknowledgement is more important than the apology. 

Apologies are more about the future than about the past.  It’s about much more than just saying something. 

Apologies, acknowledgement, stories and all the memorials and other ways we have of dealing with the mistakes of our past, they aren’t about endings, they’re about beginnings. 

Module 1 – Post 2 – Margaret Commodore tells her story

In my previous post I wrote about the TRC’s BC National Event happening this past week in Vancouver.  In researching more about this event, I’ve come across blog posts written by a former journalist who highlights some of the stories that have emerged from the sharing circles.

This first one is especially meaningful to me because it describes the experiences of Margaret Commodore, who is part of the Sto:lo Nation and lives in my community.  In her testimony at the sharing circle she describes her abuse, how she suppressed it and the unexpected resurgence of the hurt roused by paintings that reminded her of the residential school.  She speaks of forgiving just about everyone, but not yet her abuser.

Margaret concluded with “I won’t apologize for my tears, because I deserve them.”

http://mickleblog.wordpress.com/2013/09/19/margaret-commodore-tells-her-story/

The next post from the blog author was entitled “Tears, but Laughter Too: Hearing from Survivors of Residential Schools”.  It followed a similar strain, highlighting some of the emotional testimony from that day’s sharing circles.  I won’t describe them all, but I thought I would include the paragraph that really jumped out at me:

“As many before her, however, she went on to tearfully apologize to her children for being a poor parent.  I was strict.  I didn’t know how to hug them.   After she got up to leave, her husband Rollie leaned into the mike.  She turned out to be a great grandmother he said.”

http://mickleblog.wordpress.com/2013/09/20/tears-and-laughter-at-the-trc/

 

The Truth and Reconciliation Commission – Module 1

Residential schools have left their mark on generations of First nations, Metis and Inuit Children, with over 150,000 individuals passing through these government-funded, church-run schools.  These schools eliminated parental involvement in the intellectual, cultural and spiritual development of Aboriginal children and in countless instances students were subject to emotional and physical abuse.  Today there is an estimated 80,000 former students living with the hurt that they suffered at the hands of the people her were charged with “educating” them.

As part of the Indian Residential Schools Settlement Agreement, The Truth and Reconciliation Commission (TRC) of Canada was established.  The TRC has a mandate “to learn the truth about what happened in residential schools and to inform all Canadians about what happened in the schools.”  “The Commission hopes to guide and inspire First Nations, Inuit and Metis peoples and Canadians in a process of truth and healing leading toward reconciliation and renewed relationships based on mutual understanding and respect.”

This past week saw the TRC’s British Columbia National Event running on the PNE grounds from September 18-21.  Throughout the 4 days there were a variety of both private and public sharing circles, information displays, videos, an Education Day for students, and a culminating Reconciliation Walk taking place today in Downtown Vancouver.

You can visit the TRC’s website here: http://www.trc.ca/websites/trcinstitution/index.php?p=3