COURSE SYLLABUS: LFS 340 - WINTER 2023

Video Watching Time: 12:00 - 1:00

In Class Time: 1:30 - 3:00 at xʷc̓ic̓əsəm Garden (AKA Indigenous Health Research And Education Garden)

at UBC Farm & sometimes in (Forest Sciences Centre, room 1002)

https://courses.students.ubc.ca/cs/courseschedule?pname=subjarea&tname=subj-section&dept=LFS&course=340&section=001

Musqueam & UBC

UBC Vancouver is located on the traditional, ancestral, and unceded territory of the Musqueam people. The land it is situated on has always been a place of learning for the Musqueam, who for millennia have passed on their culture, history, and traditions from one generation to the next on this site.

Musqueam Elder Larry Grant Welcome Message https://indigenous.ubc.ca/indigenous-engagement/musqueam-and-ubc/ 

To learn more about First Nations and Indigenous territories where you live, please visit native-land.caLinks to an external site.Links to an external site.Links to an external site. 

COURSE OVERVIEW

This course will introduce Indigenous plant knowledge and some traditional uses in maintaining indigenous people's health. These uses may include medicinal foods, fibres, ceremonies, and poisons. We will also examine Indigenous people's traditional health models and explore potential bridging between traditional and modern medical systems. Finally, we will discuss contemporary issues regarding plant uses, land-based education and research, including existing intellectual property frameworks and research ethics involving Indigenous knowledge systems.

COURSE OBJECTIVES

LEARNING OUTCOMES

Upon successful completion of this course, students will be able to:

COURSE SCHEDULE

This course is a hybrid course, with a video to be watched before each class. There is time before each class to watch it, and time also allotted for travel to the farm. The in person portion will begin at 1:30 pm, at xwcicesem Garden, unless otherwise stated. 

The course is divided into four Modules, which will be made available at a time via canvas. The duration of each module will be 4 weeks. Each module will include a pre-recorded lecture, assigned reading discussion, writing assignments, and one outdoor activity. Readings are assigned per module; you are expected to refer to these articles in your academic and self-reflective essays, journal entries, and other assignments. The links to assigned readings have been included for your convenience. 

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MODULE ONE: Indigenous Knowledge and Worldviews 

Topics:

Assigned Readings:

 WEEK ONE: Kirkness, VJ and Barnhardt. (1991). First Nations and higher education: in the four r's: respect, relevance, reciprocity, responsibility. Journal of American Indian Education 30(3): 1-11.

WEEK TWO: Bartlett, C.; Marshall, M; Marshall, Albert (2012). Two-eyed seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, (2) 4: 331–340.

WEEK THREE: Arrows, Four. "The CAT-FAWN connection: Using metacognition and Indigenous worldview for more effective character education and human survival." Journal of Moral Education 45, no. 3 (2016): 261-275.

WEEK FOUR: Hare, J., Bridge, C., & Shilling, A. (2020). Preparing teachers through land education: Indigenous erasure, reclamation, and resurgence in campus spaces. In Indigenous Futures and Learnings Taking Place (1st ed.). López López, L., & Coello, G. (Eds.). Routledge. https://doi.org/10.4324/9781003019299. 138-156.

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MODULE TWO: Indigenous Medical Systems 

Topics:

Assigned Readings:

 WEEK ONE: Borré, K. (1994). The healing power of the seal. Arctic Anthropology 31: 1-15. 

WEEK TWO: T. Dennis, M.K & Robin (2020). Healthy on our terms: Indigenous well-being and the colonized food system. Journal of Critical Dietetics 5: 4-11.

WEEK THREE: Ugent, D. (2000). medicine, myths and magic. The folk healers of a Mexican market. Economic Botany 54: 427-438.Links to an external site.

WEEK FOUR: Vowel, C. (2016). What is cultural appropriation? Respecting cultural boundaries.
Indigenous writes: A guide to First Nations, Métis, and Inuit issues in Canada (pp. 77-85). Winnipeg, MB: HighWater Press. https://courses.library.ubc.ca/instructorhome/id/131795 

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MODULE THREE: Indigenous Research and Education 

Topics:

Assigned Readings:

WEEK ONE: Cambou, D. (2019). The UNDRIP and the legal significance of the right of indigenous peoples to self-determination: a human rights approach with a multidimensional perspective. The International Journal of Human Rights, 23(1-2), 34-50.

WEEK TWO:  McDonald, M. (2023) Indigenous Land-Based Education in Theory and Practice. Yellowhead Institute. https://yellowheadinstitute.org/land-based-education/ https://yellowheadinstitute.org/wp-content/uploads/2023/01/YI-Land-Based-Education-Special-Report-2.2023-1.pdf

WEEK THREE: Young Leon, A., W. Mendes, E. Jovel. (2019). Decolonizing Framework for Land based Pedagogies. Canadian Journal of Native Education. 41 (1) 37-59.  https://doi.org/10.14288/cjne.v41i1.196613

WEEK FOUR:  National Centre for Collaboration for Indigenous Education (2020). Knowledge Keeper: Dr. Alannah Young Leon, Indigenous land-based education pedagogy - plants and foods as medicine https://www.nccie.ca/story/knowledge-keeper-dr-alannah-young-leon-indigenous-land-based-education-pedagogy-plants-and-foods-as-medicine/ 

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MODULE FOUR: Indigenous Knowledge and Western Science 

Topics:

Assigned Readings:

WEEK ONE: Johnston, F.H.; Jacups, S.P.; Vickery, A.J.; Bowman, DMJS (2007). Ecohealth and Aboriginal testimony of the nexus between human health and place. Ecohealth 4: 489-499.  https://link.springer.com/article/10.1007/s10393-007-0142-0 

WEEK TWO: Betasamosake Simpson, L. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3). 

WEEK THREE: Corntassel, J. & Hardbarger, T. (2019). Educate to perpetuate: Land-based pedagogies and community resurgence. International Review of Education: 65: 87-116. https://www.researchgate.net/publication/330116299_Educate_to_perpetuate_Land-based_pedagogies_and_community_resurgence 

WEEK FOUR: Young Leon, A. & Nadeau, D. (2018). Embodying indigenous resurgence: All my relations’ pedagogy. In S. Batacharya & R. Wong, (Eds.), Sharing Breath: Embodiment, Pedagogy and Decolonization: Critical and Materialist Considerations . 55-82 https://www.aupress.ca/app/uploads/120269_99Z_Batacharya_Wong_2018-Sharing_Breath.pdf 

LEARNING ACTIVITIES

Some self-directed outdoor classroom activities may require small group work; assigned reading must be completed before class meetings. In addition, you should submit any discussion questions before the meeting. There will be one or two flexible learning sessions, no class meeting, where students must complete an outdoor assignment and report to the class later. Depending on COVID-19 restrictions and weather conditions, we will organize class meetings at the UBC farm Indigenous garden. Class participation is graded, expected, and highly encouraged.

LEARNING MATERIALS

There is no required textbook for this course; links to assigned reading material will be available with each module posted on Canvas. Canvas will be used as the central online learning management system. You may be asked to visit or directed to other online resources if necessary.

LEARNING ASSESSMENT  

 Assignment                                                                                                Points

TOTAL                                                                                                               100

ASSIGNMENT DETAILS

The weekly posting should reflect your reflections on course content covered up to the previous session of the due date. The academic portion of the posting should be based on required readings, guest speakers (if applicable), videos and class content presented by your instructors. The self-reflective piece should demonstrate your personal growth from a significant experience (s). It is not a summary of other people's thoughts but your opinion, although you could also respond to other student's postings.

In a short essay format, describe your reflections and impressions of the exhibition/walk, keeping the course's topics in mind. The self-reflective portion should demonstrate your personal growth from significant experiences. It is not a summary of other people's thoughts or descriptions of the material describing the exhibit/walk. Still, your opinion and feelings, and gained an understanding of the impact of colonization and dispossession/repatriation/remapping of Indigenous people's cultures through your visit to the Belkin Gallery UBC Decolonizing Walk.

Based on a selected Indigenous story, write a 1200-word response that demonstrates and supports your answer to the story by linking other ideas and concepts, describing opinions and emotions to the story's message, generating conclusions using analyses and evidence, and suggesting contextual connections and relationships. Reflective writing is more personal than other types of academic writing; think mindfully about the message offered in the story, what it means to you, and the process of learning or practicing in your professional career.

Try to identify literary devices such as allusion and metaphor and explain their purpose in the story. Make connections, interpret, and draw conclusions about Indigenous worldviews. Discuss any ethical implications, issues, or conflicts in the story's title. How does it relate to the topics addressed in the course? Would you tell the story from a different perspective? Does the story relate to your own experience or culture? What are the teachings embedded in the story? Was there any message conveyed about Indigenous knowledge? How is the message communicated? Why did you choose the video for your assignment? Do you feel sympathy or empathy for the characters?

Each student will keep a journal of the course. The complete journals are due at the end of the term. The journal may be any notebook where papers are already attached, or you may attach loose documents—writing about ideas relevant to the class/topic/course. A large part of your journal grade will depend on whether you create a synthesis of the course information. If references are made, you must cite them properly. No two people in the class should have the same story written in their journals.

Your enthusiasm, involvement, and active participation affect the quality of class discussion and contributions to the online forum and learning environment,  and it will include in your total participation. We strive to create a supportive environment for the students. Take this opportunity to share your thoughts and knowledge. It will help you build confidence and prepare you for future professions.

Note Additional information (e.g., assignment due date, rubrics for each project, and others) is provided in the assignment section.