Category Archives: Researching

Writing about Not Writing

For the past many months I have ben unable to write about colonization, family history: I’ve been paralyzed.

This spring I took a writing course with an inspiring, thoughtful group of participants. I re-wrote, revised, updated the cobbled-together pieces of writing I’ve been letting percolate for years. The piece of writing I’ve been working on continued to develop and be shaped: until one piece hit home, in a very personal way. What I interpreted from the feedback was that the piece I’ve written is still colonial, still caught up in the paradigms I’m trying to erase.

One of my favourite quotes around the challenges of this thing we call ‘decolonizing’ is from Marie Battiste. She says that as settlers, as residents of Canada, we are ‘marinated in colonization’: we are so deeply embedded in the ways of thinking and doing that are a part of colonization that it is woven into the deepest elements of the way we see the world. I am one of the pieces of tofu sitting in that marinade, wanting to write about the colonization that pervades my ways of seeing the world. And once in a while, just when I think I’m on a path to freeing myself from the patterns and ways of thinking – I realise just how far I have to go.

My great-grandfather Will Bain was ‘given’ land by the government in Ranfurly, Alberta. In exporing my family history, I learned a bit more about that land: treaty 5 territory – and wrote this:

The ‘Indian’ signatories to this treaty signed, for the most part, with an ‘x’. Signed what – if they can’t read a statement that are they signing? Curious to understand more, I found a copy of Treaty 5, replete with long finely penned lines of English legalese:

Inherent in what I wrote the assumption that those who signed with an ‘x’ were illiterate and unable to read the treaty. Once named, the layers of assumption became obvious: not all First Nations at the time were illiterate; those who were unable to read may have had the treaty read and/or interpreted. I also don’t know the meaning of signing with an ‘X’: perhaps rather than being a sign that the person wasn’t able to write, an ‘X’ is symbolic or even a sign of protest. And the critique is broader: in my summary I hadn’t included or even referenced any of the oral traditions that document the treaty from a perspective other than that of the government of Canada.

Exploring colonization with the intention of ‘decolonizing’ seems almost like an impossibility: if I’m using the English language, the tools of analysis and comparison I’ve learned in my colonial upbringing, to what extent am I truly ‘decolonizing’? The names I use, assumptions I make, the ways I name the land I’m on, the sources I rely on for the ‘history’ I share: these all are a part of the colonial mindset.

And on a personal level, the realization that my process was in fact re-colonizing has been deeply ‘unsettling’. I have experienced emotions of shame, guilt, frustration. I have been deeply frustrated at myself for not knowing better. After all the ‘unlearning’ I’ve been doing, it’s hard to see myself caught in repeating the very miconceptions I’m trying to point out.

And this I think is a large part of the journey of being ‘unsettled’. It is unsettling, emotional, fraught with unexpected turns. I’m tracking down the narratives of colonialism in my & my family’s lives: and just when I’ve tracked a few more steps I look back and see traces of my own steps beside those.

So I’ll stop for now, pause and take stock of who I am and where I’m going. I have questions yet to answers, stories yet to share: and those will come soon enough.

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Talking to Family about Decolonizing Family History

My cousins and I agree on some things – we enjoy family dinners, somewhat sarcastic humour, and the antics of the newest generation of kids. When we gather for our annual food-focused gatherings, we talk about work and travels – and tend to avoid religion, politics, decolonization. This last few months, I’ve been talking a bit more about the family history project I’ve been working on.

Writing a family history isn’t usually a controversial – it’s a strange pursuit, an introvert’s dream, but not generally the kind of thing that livens up dinner parties. I’ve learned over the past while that taking on what I’m calling a ‘decolonizing’ family history has a whole different flavour. I’m in the process of connecting my family’s history the the histories and ongoing reality of colonization – and that means, as one cousin put it, ‘how racist our ancestors were’. Yup, that’s a bit part of the story.

It’s been one thing to write words that get a side of family history we don’t often talk about – and a whole other thing to then share that family history with the members of my living family.

I’m lucky to have one brave cousin who has read and given comment on a first draft version of the ‘Bain story’. I’m excited to read through and respond to his comments. Beginning these conversations, on paper and in person, is my version of the ‘truth-telling’ that Paulette Regan suggests is a starting place for decolonizing practice. I’ll begin with telling the truth about my family, with my family… and then I’ll go from there.

 

 

 

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A first step: Bain family history, 1800-1940

After weeks of holiday time and considerable procrastination, I’ve finally had the opportunity to follow a few more of the many rabbit-holes of research available through ancestry.com. I’ve written those down, mixed in some of my thinking / process around colonization, and come up with a ‘something’.

This first piece is a start of what I see as a larger project – a project that races back the many roots of my ancestry, not just through the patrilineal line that gave me the name ‘Bain’ – but through the many branches that lead back through my great-grandmothers to others before me.

This is a very new and fresh first-draft, and open to editing. If you happen to stumble across this page and have some interest, please do send your frank feedback and comments!

Family History – 1800 – 1940 Bains – First draft

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A British Settler

Harry Foote: A British Settler

He arrived on the dock with a single bag, leather clasp closed carefully. A cold wind blew raindrops onto his face and soaked the corners of his hair. Piled high in burlap-covered stacks was the precious cargo – a cast-iron stove, two stacks of wood, roofing tin. Mary had the box with his lunch, two slabs of bread and ham, an apple from the pantry polished and clean. Today was the big day, the journey day.

In the next year he planned to build a house, a home, a place to call his own, on a small island off the coast of BC. It had been one of his first purchases, a whim of a moment – arriving fresh from the prairies, crisp black top hat on head and cash in hand. Mr. Stubbins, an early contact, said “It’s practically free – a chance to really start fresh”. Small enough to walk across, large enough to feel like home. A few conversations later, Harry made the buy – 3 islands ‘up the coast’, with the promise of fresh soil, untilled land with a gentle rise and resident goats. Mary called it his pipe dream – an irrational purchase at a time when the children needed clothes for school and Cecil’s shoes barely fit anymore. But time passes, and things change – just over 15 years after purchase, it was time to finally build.

Harry Foote wasn’t the only BC resident to build a house in rural BC at the time. British Columbia – the ultimate Western paradise for those who chose, those who qualified, those escaping elsewhere. Up the coast in Sointula, a small group of Finnish coal miners had purchased land and set up a utopian commune. Further up the coast, the colony of Cape Scott, with a school house and dance hall. By comparison, Harry’s dream was small and rather private – just a small island, just a single home, a mere day’s journey up the coast.

Yet here’s the question: who was he to stand on the dock as if he owned it, board a ship for another peoples’ land? What gave this man the privilege to go from place to place with ease? By what right did he own land and build homes on the territory of others? After thousands of years of Indigenous care for this land, the story was disrupted by a young man with a utopian dream, a man who in his own way was settling his imagined frontier.

Who was he? An early settler with a funny name. Who was he? Yet another white settler in early BC. It’s British Columbia, a British settler colony, and this British man was my great-great grandfather. His act of settlement started my family’s story – and that is the story I’m beginning to tell.

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Writing project: Family History + Travel + Decolonization

My name is Mali and you’ve asked me to share a bit about myself and why I’d like to participate in a Writing Intensive this summer. I have finished writing my masters’ thesis last fall, which took a decolonizing perspective on community-university engagement. As a part of that work I read the work of decolonizing authors, many of whom suggested that an important part of decolonizing work is beginning to explore personal, family, land-based connections to histories of colonization. As a result I’ve been asking more questions, learning more, and becoming intrigued by the ways that I now understand my own family history.
Very few of my family (except myself) acknowledge ‘settlement’ as a part of our family story, however through international travel and charitywe re-enact colonial benevolence through ‘charity’ initiatives which each of us collectively has tried to represent as solidarity. My own growing realization of the colonial underpinnings of this international work have come through my understanding of my own settler-colonial status here in Canada, and the horrific implications of colonial work (especially within education) on Indigenous people here. The learning curve of the past 2-3 years is something that I find challenging to share with my (very conservative, religious) family and with others, both conservative and mainstream, who say to me, ‘so are you still working in Kenya?’, or ‘when are you going back to Kenya?’. I want to have a way to share the complexity of being a settler-colonist working in a former British settler-colony (Kenya)… and I want to share that story through personal narrative.
My goal is write and share the piece that has been sitting inside me for some time now – a series of stories, or perhaps just one powerful piece, that weaves together a) my experiences with living in other countries (Thailand, Nigeria, and/or Kenya); b) my own family history (I have been researching my family’s history in Vancouver and on the BC coast back to 1890 – I helped my grandmother write her memoir; I have a few letters, bare facts, and a lot of questions); and c) a decolonizing perspective that asks questions about colonialism and my location here on unceded Coast Salish territory.

I’m not sure how the work will unfold or how I’ll  share this, but I want it to be accessible to those who might not have had exposure to decolonizing approaches, and I’d rather not write for a scholarly audience at this point.

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Mali’s Thesis

As most of you know, a few months ago I defended my masters’ thesis. I’ve been meaning for some time to send out an email sharing the file & the link with people whom I respect and appreciate, and who in some way or another contributed to this thesis.

So – drumroll, please – here it is! http://circle.ubc.ca/handle/2429/45948. The strange thing about a thesis is that what is really an ongoing process of thinking, rethinking, and learning ends up getting pinned to a page and frozen in time. What’s in this thesis is just one rendition of my learning process.

I hope you enjoy the thesis. Below is the official abstract, and the Unofficial Readers’ Guide. Or, if you really want simplicity, ask for the by-request-only 10-page version.

Community-university engagement : case study of a partnership on Coast Salish territory in British Columbia

Abstract

In the context of expanding community engagement efforts by universities and growing awareness of the past and current impacts of settler-colonialism in Canada, this study explores one Indigenous-settler, community-university partnership. Building on a framework of community-university engagement and decolonization, or decolonizing community-university engagement, this case study explores a partnership between Fraser Valley Aboriginal Children and Family Services Society (Xyolhemeylh) and the Division of Health Care Communication at the University of British Columbia (UBC-DHCC). The ‘Community as Teacher’ program, which began in 2006 and is ongoing as of 2013, engages groups of UBC health professional students in 3-day cultural summer camps. The camps, designed to further connect Indigenous youth and families with their culture, were initiated by Stó:lō elders over 20 years ago. Xyolhemeylh staff coordinate the cultural camp program in collaboration with Stó:lō community groups. UBC-DHCC recruits UBC health professional students to participate in camps as part of the ‘Community as Teacher’ program.

This qualitative case study draws primarily on analysis of program documents and interviews with four Xyolhemeylh and three UBC-DHCC participants. The findings of this study are framed within ‘Four Rs’, building upon existing frameworks of Indigenous community-university engagement (Butin, 2010; Kirkness & Barnhardt, 1991). Building on a foundation of relevance to the mission of both partners, both partners undertook risk-taking, based on their respective contexts, in establishing and continuing to invest in the relationship. Respect, as expressed by working ‘in a good way’, formed the basis for interpersonal relationship-building. This study provides a potential framework for practitioners and has implications for the Community as Teacher partnership, funding structures, and Indigenous-university partnerships.

Unofficial Readers’ Guide to Mali’s Thesis

First of all, reading this thesis is not a requirement. If you’ve got lots on the go and won’t get to reading this anytime soon, don’t feel guilty – I can give you the ‘elevator pitch’ version in 3 minutes or less and you’ll be fine.

If you’re looking for ways that this work might affect the practice of community-university partnership, I hope that Chapters 4&5 might be of interest, some of the participant quotes are amazing but if there’s lots on your plate and you’re in a rush, check out Chapter 7. (and if things are really, really busy ask me for the 10-page version).

If your question is “so what did you find out”, and by that you mean what I learned about the case study, start with Chapter 1 to get a sense of how I’m framing this, then look through the headings, quotes, and colourful participant drawings in Chapters 4 and 5. The conclusion says a few interesting things as well.

If you’re looking for the juicy personal or self-reflexive bits, start with Chapter 1 – it includes some reflexive family history – and then read some of the stories shared in Chapter 2. You might want to then move to Chapter 7 to see what I found out from all this work, anyways.

If you’re looking for ideas for your own research, the stories and visual-coding process in Chapter 3 is an honest reflection of what I did and why. Chapter 2 might be useful if your research explores either community engagement or decolonization – I share some of my favourite authors and would be interested to connect with yours.

Finally, If you’ve gotten this far, I’m impressed by your persistence and anticipate you may not have needed the readers’ guide at all – enjoy your weekend, enjoy this and other reading, and be in touch. – MB

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