APBI 422: Indigenous Food Systems in Canada
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Course Instructor(s) |
Contact Details |
OfficeLocation |
Office Hours |
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Tabitha Robin
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Tabitha.Robin@ubc.ca
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xʷc̓ic̓əsəm, the Indigenous Health and Research Garden
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Tuesday 3-4, via zoom, or email for other times |
Indigenous food systems are a complex, relational web of connections between land, culture, and spirit. This course will cover the major elements of Indigenous food systems, with examples from British Columbia and across the country. Recently, the concept of Indigenous food sovereignty has provided a lens for examining the complexity of Indigenous food systems and is grounded in the idea that Indigenous people should self-determine their food systems and cultural traditions. There are a multitude of factors affecting Indigenous food sovereignty, which will be examined in this course, while also highlighting present-day food stories from Indigenous communities across the country.
This course will cover a broad range of questions, including:
COURSE STRUCTURE
Students will engage with and be guided through a combination of articles, podcasts, videos, and news stories about the strengths, values, and realities of Indigenous food systems. Classes will be held once a week for three hours, at xʷc̓ic̓əsəm, the Indigenous Health and Research Garden (and in occasional classroom spaces depending on conditions). Classes are considered to be a living, breathing space that we all contribute to; your engagement is key to learning, unlearning, and re-learning together. As an introductory course, reading is required. Prior to class time, students are expected to complete readings and access multimedia materials. This course emphasizes engagement over participation via sharing and learning circles.
LEARNING OUTCOMES
| Assessment Activities | Description | Contribution to Final Grade (%) |
| Reflection Papers | Based on a theme presented in class, students are required to provide a written critical reflection during weeks 1-5. These reflections should be 250 words. Importantly, I am not looking for article or discussion summaries, but your insight, ideas, and thoughts about the articles, discussions, and activities. Please include the total word count at the bottom of your reflection. Assignment should be double spaced, 12-point font. |
There are five required reflections, each worth 4 marks for a total of 20 marks for all reflections. 20%
Due the Monday following each class: September 9, 16, 23, 30, October 7 |
| My Food System Assignment |
This assignment deals with the subject of food systems. You will be asked to create a diagram of your own food system and discuss in three pages how it relates to your own culture and geography. Provide examples of the processes and practices of how you eat. Include social, spiritual (where applicable), emotional, and physical considerations. Provide a concise introduction and conclusion. Your discussion within the body of the assignment should be clear and to the point. Proofread your paper carefully as marks will be deducted for spelling and grammar errors. |
20% Due: October 9 |
| My Food System Presentation |
Students will have 10 minutes to present their food system to the class. Presentation style is up to the student, but a strong emphasis on visuals, hands-on, and/or group activities is recommended. |
10%
Due: October 2, 9, 16 |
| Challenges to Indigenous Food Systems |
Provide a description and critical discussion of one of the threats to Indigenous food systems in a zine format. A more detailed description of the zine project will be provided in class. Training and support will also be provided by Library Services. Issues to be covered may include colonization, the impact of residential school systems, the high costs of food in the North, climate change, hydro development, pipelines, etc. Based on examples from the course materials, provide an analysis for the potential of Indigenous food sovereignty to create change in spite of the threats, highlighting what is needed to overcome any obstacles. If you are not sure whether you are approaching the topic correctly, contact the instructor. This is a group assignment, but each individual is responsible for four pages of original writing and corresponding images. You will be marked on both your original content and the cohesion of your content with the rest of the group.
Four pages of written content must include support from the literature and make reference to class readings and ideas. You will be given feedback following the submission of the written component that should be incorporated into the final product. |
4-page written component due (20%): November 20th
Final zine (30%): December 12 |
Indigenous food systems are a complex, relational web of connections between land, culture, and spirit. This course will cover the major elements of Indigenous food systems, with examples from British Columbia and across the country. Recently, the concept of Indigenous food sovereignty has provided a lens for examining the complexity of Indigenous food systems and is grounded in the idea that Indigenous people should self-determine their food systems and cultural traditions. There are a multitude of factors affecting Indigenous food sovereignty, which will be examined in this course, while also highlighting present-day food stories from Indigenous communities across the country.
This course will cover a broad range of questions, including:
Students will engage with and be guided through a combination of articles, podcasts, videos, and news stories about the strengths, values, and realities of Indigenous food systems. Classes will be held once a week for three hours, at xʷc̓ic̓əsəm, the Indigenous Health and Research Garden (and in occasional classroom spaces depending on conditions). Classes are considered to be a living, breathing space that we all contribute to; your engagement is key to learning, unlearning, and re-learning together. As an introductory course, reading is required. Prior to class time, students are expected to complete readings and access multimedia materials. This course emphasizes engagement over participation via sharing and learning circles.
Week One: Introduction to Indigenous Food Systems
What are your goals for this course? What do you hope to learn about Indigenous food systems?
Learning Objective: Be able to describe an Indigenous food system.
In Class:
Week Two: Indigenous Knowledge Systems: How do you know what you know?
What are Indigenous knowledges? Who uses Indigenous knowledges and how? How are Indigenous knowledges connected to food systems?
Learning Objective: Be able to describe an Indigenous knowledge system and relate this to your own learning.
Required Reading and Resources: Total pages: 37
Read: Hart, M. (2007). Indigenous knowledge and research: The míkiwáhp as a symbol for reclaiming our knowledge and ways of knowing. First Peoples Child & Family Review: An Interdisciplinary Journal Honouring the Voices, Perspectives, and Knowledges of First Peoples, 3(1), 83-90.
Read: Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3), 1-25.
Read: Little Bear, L. (2000). Jagged worldviews colliding. In M. Batiste (Ed.), Reclaiming Indigenous voice and vision(pp. 77-85). UBC Press.
Optional:
Read: BC Food Security Gateway. (2016). Traditional Knowledge Leads the Way in Learning, Healing, and Rebuilding Traditional Foodways on Haida Gwaii. https://bcfoodsecuritygateway.ca/traditional-knowledge-leads-the-way-in-reconciling-healing-and-rebuilding-traditional-food-on-haida-gwaii/
In Class:
Week Three: Colonization, Land, and the Colonized Food System
Learning Objective: Be able to understand the affects of colonization on Indigenous diets, bodies, and spirits.
Required Readings and Resources: Total pages: 30
Read: McCallum, M. J. L. (2017). Starvation, experimentation, segregation, and trauma: Words for reading Indigenous health history. Canadian Historical Review, 98(1), 96-113.
Read: Manson, J. (2018). Workmanship and relationships: Indigenous food trading and sharing practices on Vancouver Island. BC Studies: The British Columbian Quarterly, (200), 215-239.
Read: Pictou, S., & Bull, A. (2009). Resource extraction in the Maritimes: Historic links with racism. New Socialist, 1, 38-39.
Read: Qwustenuxun Williams, J. (2021). How colonization dismantled Coast Salish food systems. The Discourse. https://thediscourse.ca/cowichan-valley/colonization-impacts-coast-salish-food
Estimated Reading Time: 5 minutes
Optional:
Read: Davis, J. & Twidale, E. (2011). Cultivating food sovereignty: Indigenous food systems on Vancouver Island. Vancouver Island Community Research Alliance & Office of Community-based Research. https://www.kpu.ca/sites/default/files/ISFS/2011-INDIGENOUS_FOOD_SYSTEMS_ON_VANCOUVER_ISLAND.pdf
In Class:
Week Four: Strengthening Plant Relations
Learning Objective: Practice plant relations. Learn how Indigenous peoples are reclaiming and using plant knowledges. Learn about how plants can be used as dyes.
Required Reading and Resources:
Listen: Kimmerer, R.W. (2018). Corn Tastes Better on the Honor System. https://emergencemagazine.org/story/corn-tastes-better/
Listen: McCue, D. (2021). This plant medicine teacher is reclaiming Anishinaabe names for species. Why that could be good for the planet. The Current, CBC Radio. https://www.cbc.ca/radio/thecurrent/back-to-the-land-preserving-indigenous-language-1.6152854
In Class:
Week Five: Class Presentations
Learning Objective: Be able to describe your own food system and understand those of your classmates.
Week Six: Class Presentations
Learning Objective: Be able to describe your own food system and understand those of your classmates.
Week Seven: Class Presentations
Learning Objective: Be able to describe your own food system and understand those of your classmates.
Week Eight: Indigenous Food Sovereignty
Learning Objective: Be able to describe Indigenous food sovereignty. Be able to understand the importance of Indigenous food sovereignty. Be able to consider your own food sovereignty.
Required Readings and Resources: Total pages: 32 pages
Read: Coté, C. (2016). “Indigenizing” food sovereignty. Revitalizing Indigenous food practices and ecological knowledges in Canada and the United States. Humanities, 5(3), 57.
Read: Morrison, D. (2020). Reflections and realities: Expressions of food sovereignty in the fourth world. In P. Settee, & S. Shukla (Eds.), Indigenous food systems: Concepts, cases and conversations (pp. 17- 38). Canadian Scholars.
Read: Greening, S. (2024). Gugwilx'ya'ansk and goats: Indigenous perspectives on governance, stewardship and relationality in mountain goat (mati) hunting in Gitga'at territory. People and Nature. https://doi.org/10.1002/pan3.10688
In Class:
Week Nine: Urban Indigenous Food Systems
Learning Objective: Be able to describe urban Indigenous food systems and relate to your own food system. Be able to understand the complexities, challenges, and opportunities of urban Indigenous communities.
Required Readings and Resources: Total pages: 31
Read: Bang, M., Curley, L., Kessel, A., Marin, A., Suzukovich, E. S., & Strack, G. (2014). Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land. Environmental Education Research, 20(1), 37–55. https://doi.org/10.1080/13504622.2013.865113
Read: Robin, T. M., & Cidro, J. (2020). Rebuilding cultural identity and Indigenous food sovereignty with Indigenous youth through traditional food access and skills in the city. In P. Settee, & S. Shukla (Eds.), Indigenous food systems: Concepts, cases and conversations (pp. 135- 151). Canadian Scholars.
Watch: Guiboche, A. (2015). Got Bannock? In honour of the village we once had. https://www.youtube.com/watch?v=oDuPuk7_OzE
In Class:
Week Ten: Indigenous Well-Being
Learning Objective: Be able to understand Indigenous approaches to well-being. Be able to describe the relationship between food and well-being.
Required Readings and Resources: Total pages: 6 pages
Read: Dennis, M.K., & Robin, T. (2020). Healthy on our own terms: Indigenous well-being and the colonized food systems. Journal of Critical Dietetics, 5, 4-11.
Listen: All My Relations: Whole Family Wellness. Podcast. https://www.allmyrelationspodcast.com/podcast/episode/4c1e5b1b/whole-family-wellness
Watch: Miichim. https://www.youtube.com/watch?v=lEUOlvpes2o&t=3s
In Class:
Week Eleven: Indigenous Movements and Land Defenders and Environmental Racism
Learning Objective: Be able to understand environmental racism and the effects on Indigenous peoples’ well-being. Be able to describe how environmental racism is a threat to Indigenous food systems. Be able to describe the role of land defenders in Indigenous societies. Be able to understand the challenges between government, industry, and Indigenous peoples.
Required Readings and Resources: Total pages: 17 pages
Read: McGregor, D. (2018). Mino-mnaamodzawin: Achieving indigenous environmental justice in Canada. Environment and Society, 9(1), 7-24.
Watch: There’s Something in the Water. Available via course reserves.
Read: Palmater, P. (2020). Idle No More 2.0. https://www.macleans.ca/opinion/what-were-seeing-in-2020-is-idle-no-more-2-0/
Estimated Reading Time: 2 minutes
Read: Lukacs, M. & Pasternak, S. (2020). Industry, government pushed to abolish Aboriginal title at issue in Wet’suwet’en stand-off, docs reveal. The Narwhal. https://thenarwhal.ca/industry-government-pushed-to-abolish-aboriginal-title-at-issue-in-wetsuweten-stand-off-docs-reveal/
Estimated Reading Time: 13 minutes
Read: Sterrit, A. (2021). Police treatment of Indigenous protestors differs starkly from white protestors, experts say. CBC News. https://www.cbc.ca/news/canada/british-columbia/police-treatment-of-indigenous-protesters-differs-starkly-from-white-protesters-experts-say-1.6171599
Estimated Reading Time: 2 minutes
In Class:
Week Twelve: Moving Forward: Responsibilities, Reflections, and Pathways
Learning Objectives: Be able to describe your learning journey in this course. Be able to consider personal responsibilities towards the land and Indigenous peoples. Be able to relate personal responsibility to larger societal responsibility. Be able to describe Indigenous pathways for moving forward in good ways.
Required Readings and Resources: Total pages: 31
Read: Habtom, S. & Scribe, M. (2020). To Breathe Together: Co-Conspirators for Decolonial Futures. Retrieved from https://yellowheadinstitute.org/2020/06/02/to-breathe-together/ Estimated Reading Time: 5 minutes
Jewell, E., & Mosby, I. (2023). Calls to action accountability: A 2023 status update on reconciliation. Yellowhead Institute. https://yellowheadinstitute.org/resources/calls-to-action-accountability-a-2023-status-update-on-reconciliation/
Watch: brown, a.m. (2019). Emergent Strategies for Environmental Justice http://www.youtube.com/watch?v=PUQWo33geYk
In Class:
UBC provides resources to support student learning and to maintain healthy lifestyles but recognizes that sometimes crises arise and so there are additional resources to access including those for survivors of sexual violence. UBC values respect for the person and ideas of all members of the academic community. Harassment and discrimination are not tolerated nor is suppression of academic freedom. UBC provides appropriate accommodation for students with disabilities and for religious observances. UBC valuesacademic honesty and students are expected to acknowledge the ideas generated by others and to uphold the highest academic standards in all of their actions.
Details of the policies and how to access support are available on the UBC Senate website.
COURSE POLICIES
Academic Integrity
Students are expected to follow UBC policies for academic integrity and academic misconduct, which includes practices around plagiarism, referencing and citation, and copyright. For more see, UBC's Learning Commons Academic Integrity resources.
Accessibility
If you have any challenges accessing materials that will impact your success in this course, UBC’s Centre for Accessibility can support your needs by providing appropriate accommodations to support you. Please visit the UBC’s Centre for Accessibility and/or email accessibility@ubc.ca.
Learning Resources
The Faculty of Education has a number of resources to support learning.
Equity and Diversity at UBC
UBC embraces equity and diversity as integral to our academic mission. We encourage and support participation of the widest range of perspectives in our exploration and exchange of knowledge and ideas. An essential component of academic excellence is a truly open and diverse community that actively fosters the inclusion of voices that have been underrepresented or excluded. Thus, UBC is committed to fostering a living, learning, and working environment to which all can contribute and within which all can thrive.
An environment that fosters equity inspires innovation in teaching, research, scholarship, and service. It enhances wide-reaching opportunities for mentoring. Its diverse communities and varied experience and expertise will make it a welcoming destination for the best and brightest faculty, staff, and students.