xʷməθkʷəy̓əm (Musqueam) Elder Larry Grant Welcome Message
COURSE SYLLABUS: LFS 340 - WINTER 2025
OVERVIEW
This course will introduce Indigenous plant knowledge and some traditional uses in supporting the health of Indigenous peoples. These uses may include medicinal foods, fibres, ceremonies, and poisons. We will also examine Indigenous people's traditional health models and explore potential connections between traditional and modern medical systems. Lastly, we will discuss current issues related to plant uses, land-based education, and research, including existing intellectual property frameworks and research ethics involving Indigenous knowledge systems.
COURSE OBJECTIVES
• Explore Indigenous cultures and traditional botanical knowledge systems.
• Examine Indigenous plant knowledge and practices as a way of knowing.
• Appreciate medicinal plants, oral traditions, and the contributions of Indigenous peoples.
• Review the role and value of medicinal plants and Indigenous knowledge in contemporary society.
• Discuss Indigenous land-based practices within Indigenous research frameworks.
• Consider the cultural significance and chemistry of some entheogenic plants used by Indigenous peoples.
• Discuss alternative medical practices and how Western technologies influence traditional medicine.
• Learn about food and medicinal plants used by Indigenous peoples and explore their cultural importance.
• Examine the role of Indigenous knowledge in Western science.
LEARNING OUTCOMES
Upon successful course completion, students will be able to:
• Recognize traditional knowledge as a distinct way of knowing.
• Outline aspects of traditional health systems and identify issues affecting Indigenous peoples.
• Describe some plants of cultural importance to Indigenous communities.
• Discuss the chemistry and bioactivity of certain BC plants used by Indigenous peoples.
• Support the integration of traditional and Western knowledge.
• Explain intellectual property rights and ethical considerations related to Indigenous plant knowledge.
• Finally, describe the principles of land-based education and research.
COURSE STRUCTURE
The course is divided into four modules, which will be released one at a time via Canvas. The duration of each module will range from 2 to 3 weeks. Each module will include a pre-recorded lecture, assigned readings for 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 the assigned readings have been provided for your review.
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MODULE ONE: Indigenous Knowledge and Worldviews (September 8- October 3)
Topics:
Assigned Readings:
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MODULE TWO: Indigenous Medical Systems (October 6- October 24)
Topics:
Assigned Readings:
WEEK ONE: Borré, K. (1994). The healing power of the seal. Arctic Anthropology 31: 1-15.
WEEK TWO: Gombay, N. (2025). Food security and the ma (s) king of indigenous peoples’ dispossession: the example of Inuit in Canada. Social & Cultural Geography, 26(3), 289-312.
WEEK THREE: Ugent, D. (2000). Medicine, myths and magic. The folk healers of a Mexican market. Economic Botany 54: 427-438.
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MODULE THREE: Indigenous Research and Education (October 27 - November 7)
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: Jaiswal, A. (2025). Indigenous Pedagogies: Teaching And Learning Practices Rooted in Local Contexts. Naveen International Journal of Multidisciplinary Sciences (NIJMS), 1(4), 97-104
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MODULE FOUR: Indigenous Knowledge and Western Science (October 10- November 21)
Topics:
Assigned Readings:
WEEK TWO: Betasamosake Simpson, L. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3)
LEARNING ACTIVITIES
Some self-directed outdoor classroom activities may involve group work; assigned reading must be completed before the scheduled class. Also, please submit any discussion questions before the class. There will be one or two flexible learning sessions without a class meeting, during which students are required to complete an outdoor assignment and later report to the class. Depending on the weather, we will hold class sessions at the Centre for Indigenous Land-Based Education, Research, and Wellness at xʷc̓ic̓əsəm, UBC Farm. Class participation is graded, expected, and strongly encouraged.
LEARNING MATERIALS
There is no required textbook for this course; links to assigned reading materials will be available with each module posted on Canvas. Canvas will serve as the main online learning management system. You may be asked to access or be directed to other online resources if necessary.
LEARNING ASSESSMENT
Assignment Points
TOTAL 100
ASSIGNMENT DETAILS
The weekly post should reflect your thoughts on the course content covered up to the previous session or deadline. The academic part of the post should be based on required readings, guest speakers (if applicable), videos, class discussions, and content presented by your instructors. The self-reflective section should showcase your personal growth from a significant experience or experiences. It is not a summary of others' ideas but your own opinion, although you may also respond to other students' posts.
In a short essay, reflect on your impressions and thoughts about the exhibition, keeping the course's topics in mind. The self-reflective part should demonstrate your personal growth through meaningful experiences. It is not a summary of others' ideas or descriptions of the exhibit. Instead, share your opinions, feelings, and understanding of how colonization and the dispossession of Indigenous peoples' cultures have affected them, based on your visit to the UBC Museum of Anthropology (MOA).
Using a chosen Indigenous story, write a 1200-word response that demonstrates and supports your interpretation of the story by connecting other ideas and concepts, expressing opinions and emotions related to its message, drawing conclusions through analysis and evidence, and Select an Indigenous story and write a 1200-word response that demonstrates and supports your interpretation by linking other ideas and concepts, sharing your opinions and feelings about its message, drawing conclusions through analysis and evidence, and exploring contextual relationships. Reflective writing is more personal than other academic styles; thoughtfully consider the story's message, its significance to you, and the growth or learning involved.exploring contextual connections and relationships. Reflective writing is more personal than other academic genres; consider thoughtfully the message within the story, what it signifies for you, and the learning or professional growth involved.
Attempt to identify literary devices such as allusion and metaphor, and explain their purpose within the story. Make connections, interpret, and draw conclusions about Indigenous worldviews. Address any ethical implications, issues, or conflicts presented in the story's title. How does it relate to the topics covered in the course? Would you narrate the story from a different perspective? Does the story connect to your own experiences or culture? What lessons are embedded in the story? Was there a message conveyed about Indigenous knowledge? How is this message communicated? Why did you select this story for your assignment? Do you feel sympathy or empathy for the characters?
Every student must keep a journal for the course. The completed journals are due at the end of the term. The journal can be any notebook with attached papers, or you may add loose documents—writing about ideas relevant to the class, topic, or course. A significant part of your grade will depend on whether you create a synthesis of the course information. If references are made, you must cite them properly. No two students should have identical stories in their journals.
Your enthusiasm, involvement, and active participation significantly impact the quality of class discussions and contributions to the online forum and learning environment. These contributions will be factored into your overall participation grade. We aim to foster a supportive environment for students. Take this opportunity to share your thoughts and knowledge, as it will help you build confidence and prepare for future careers.
Note: Additional information (e.g., assignment due dates, rubrics for each project, and other details) is provided in the assignment section.learning environment, and they will be included in your total participation. We aim to create a supportive environment for students. Take this opportunity to share your thoughts and knowledge, as it will help you build confidence and prepare for future professions.
Note: Additional information (e.g., assignment due dates, rubrics for each project, and others) is provided in the assignment section.