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    EDUC 440-970 - Alternative Assignment: Learning From The Land Galla (Summer 2019)

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    Jason Jung
    This document outlines an alternative assignment for an education course involving visits to two Indigenous places near the University of British Columbia campus. Students are asked to research the places beforehand, visit each location to take photos and observe, and reflect on how the places illustrate Indigenous perspectives on land and identity as well as course themes. The assignment aims to provide a land-based, place-focused learning experience about Indigenous knowledge and relationships with the natural world.

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    EDUC 440-970 - Alternative Assignment: Learning From The Land Galla (Summer 2019)

    Uploaded by

    Jason Jung
    35 views3 pages
    This document outlines an alternative assignment for an education course involving visits to two Indigenous places near the University of British Columbia campus. Students are asked to research the places beforehand, visit each location to take photos and observe, and reflect on how the places illustrate Indigenous perspectives on land and identity as well as course themes. The assignment aims to provide a land-based, place-focused learning experience about Indigenous knowledge and relationships with the natural world.

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    Land BasedLearning

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    This document outlines an alternative assignment for an education course involving visits to two Indigenous places near the University of British Columbia campus. Students are asked to research the places beforehand, visit each location to take photos and observe, and reflect on how the places illustrate Indigenous perspectives on land and identity as well as course themes. The assignment aims to provide a land-based, place-focused learning experience about Indigenous knowledge and relationships with the natural world.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    35 views3 pages

    EDUC 440-970 - Alternative Assignment: Learning From The Land Galla (Summer 2019)

    Uploaded by

    Jason Jung
    This document outlines an alternative assignment for an education course involving visits to two Indigenous places near the University of British Columbia campus. Students are asked to research the places beforehand, visit each location to take photos and observe, and reflect on how the places illustrate Indigenous perspectives on land and identity as well as course themes. The assignment aims to provide a land-based, place-focused learning experience about Indigenous knowledge and relationships with the natural world.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    EDUC 440-970 – Alternative Assignment: Learning from the Land Galla (Summer 2019)

    Name: ______________________________

    The following activity is adapted from Dr. Christine Bridge’s dissertation, “Land Education and
    Reconciliation: Exploring Educators’ Practice” (2018).

    For this self-guided land-based activity, you will visit two locations.
     ʔi:ɬqəy̓ qeqən (Musqueam, double-headed serpent post) (located just outside the campus bookstore
    facing east at University Boulevard and East Mall.
     xʷməm̓qʷe:m (Camosun Bog) (located just off West 19th Avenue and Camosun St. in Pacific Spirit
    Park: Google map location for the bog. By bus: Take the #25 from UBC and get off on 16th and
    Camosun in front of Queen Elizabeth Elementary. Walk past the school to the end of Camosun – there
    is a boardwalk that will take you into the Bog.

    A. Before your visit to the two locations, read/listen to the following resources provided below. Identify 1-2
    additonal resources for each of these areas and include it below.

    ʔi:ɬqəy̓ qeqən
    1. Interview with Brent Sparrow Jr. and photo gallery: http://news.ubc.ca/2016/04/06/musqueam-
    post-dedicated-at-ubc-vancouver-campus-today/
    2.

    3.

    xʷməm̓qʷe:m
    1. Interview with Larry Grant. Camosun Bog: Member of the Musqueam Nation:
    https://www.youtube.com/watch?v=v6K7jASVzl8
    2.

    3.

    Please respond thoughtfully with a well-written paragraph to the following questions below.
    B. Based on your resources (listed above), respond thoughtfully with a well-written paragraph for each of the
    following questions:
    a. How is Indigenous knowledge situated in land and place?

    b. How does land and place shape identity?

    c. How have we benefitied from the displacement of Indigenous peoples from land/place?

    C. How do you pronounce each of these names? What resources do you have access to help with your
    pronunciation? List at least one resource per name.

    ʔi:ɬqəy̓ qeqən

    xʷməm̓qʷe:m
    D. Provide a brief summary of the place names. Share how the story of the place name is connected to the
    land.

    ʔi:ɬqəy̓ qeqən

    xʷməm̓qʷe:m

    E. Visit the two locations. For each location, take a photo (with you in it near signage/landmark), and take 2
    additional photos that connect to the story of these two places.

    ʔi:ɬqəy̓ qeqən

    xʷməm̓qʷe:m

    2
    While visiting the two areas, engage with your surroundings and listen with your “three ears” – two on our
    head and one in our heart (Archibald, 1997). Think about what you learned from your research, the interviews
    and stories you’ve heard.

    F. Observe how visitors interact and engage with ʔi:ɬqəy̓ qeqən and xʷməm̓qʷe:m. Based on your
    observations, how do you think Indigenous and Western perspectives on land and place differ? How is
    your experience different or similar? Why?

    G. What syllabus course themes do the ʔi:ɬqəy̓ qeqən and xʷməm̓qʷe:m speak to? Explain.

    H. In what ways could the land/place-based approaches to ʔi:ɬqəy̓ qeqən or xʷməm̓qʷe:m be used as a
    primary source, or “first teacher” in your teaching area?

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