All Our Relations - Indigenous Connection to Land

Introduction

This introductory module is thoughtfully designed to provide a respectful and authentic introduction to some key elements of the diverse histories and cultures of Indigenous Peoples in Canada. With great care, we embark on this learning journey, acknowledging the diverse ways of knowing and being that have existed from Coast to Coast to Coast for time immemorial. Through this introductory module, we aim to recognize Indigenous land relations. Specifically, we will cover the following topics:

• Spirituality and Connectivity to the Landscape
• Indigenous Governance

It is important to remember that these are complex topics. As such, it is imperative to note that our introductory modules have been produced to shine a light on or take a glimpse at these complex and interconnected topics. These modules have been created for those seeking to take their first few steps to learn more about Indigenous peoples’ diverse relations to and understandings of land in Canada. As you delve into this module, we encourage you to approach the subject matter with an open heart and a willingness to reflect both critically and thoughtfully – mindful that this is only the beginning of your journey. 

So, let’s begin.

Land. If you understand nothing else about the history of Indigenous peoples in Canada, you need to understand that the question that really matters is the question of land.

Indigenous relationships to land transcend beyond a powerful connection. Settler-based pop culture often quantifies our connections as simply to “Mother Earth,” but people need to understand that what we do to this Earth, we do to ourselves.  Over millennia, First Nations, Métis, and Inuit have developed intricate knowledge and understandings of the natural world.  

Credit: Brown, F. & Brown, K. (2009). Staying the course, staying alive. Coastal First Nations fundamental truths: Biodiversity, stewardship and sustainability. Victoria, BC: Biodiversity BC. http://www.biodiversitybc.org/assets/Default/BBC_Staying_the_Course_Web.pdf

 

The model above was designed by Brown and Brown to illustrate the circular process of understanding the world around us, sharing this understanding, and contributing to the knowledge and health of all by cultivating universal stewardship to promote biodiversity and sustainability. It specifically highlights the important and inextricable connection between coastal First Nations and their human and more than human relations through the “universal truth of cause and effect” (Brown & Brown, 2009, p. 9). Underpinned by this notion of interconnectedness, many Indigenous peoples understand land to be an integral part of their cultural identity, spirituality, and way of life. The circular process of knowing and being is centred on notions of change, balance, connection, and growth, reflecting an Indigenous approach to land stewardship and sustainability.

Many Indigenous Knowledge Systems (IKS) and worldviews are rooted in land relations; such ways of knowing and being are adaptive, cumulative, dynamic, holistic, humble, intergenerational, invaluable, irreplaceable, moral, non-linear, observant, relative, responsible, spiritual, unique, and valid. This knowledge includes a deep understanding of the environment, ecological cycles, and the interconnectedness of all living beings. Indigenous peoples have developed profound insights into sustainable practices and ways of being that promote social and ecological health.

Sharing this understanding is fundamental to the preservation, revitalization, resurgence, and adaptivity of Indigenous ways of knowing and being. Elders and knowledge keepers play a crucial role in sharing their knowledge, wisdom, and teachings, ensuring that the connection to the land and its stewardship endures for future generations.

Contributing to the knowledge and health of all is a testament to the inclusive approach of Indigenous governance systems and worldviews. The well-being of the land and its resources are not solely for the benefit of individuals but for the greater health of the entire ecosystem and all living beings. 

Cultivating universal stewardship promotes a shared responsibility for the environment beyond cultural and geographical boundaries. Indigenous peoples' connection to the land and their knowledge of sustainable and adaptive practices can serve as a valuable example in addressing environmental challenges, with lessons learned for individuals from all walks of life.

Learning Outcomes

By the end of this unit, students will be able to:

1. Define what is meant by Indigenous Governance
2. Discuss Indigenous spirituality and its significance for Indigenous-settler relations
3. Summarize the importance of connectivity to the Landscape
4. Discuss basic concepts of community structure

Beginning Your Journey

A key goal for this module is to start you on a learning journey of self-discovery. Both Indigenous and non-Indigenous peoples are going through a transition of learning about the culture of Indigenous peoples (some rediscovering their heritage) and the true history of Canada. In Indigenous culture, there is no such thing as an expert. Someone can be knowledgeable or skilled, but not an expert. 

Additional curated readings will be provided to help guide on as you take further steps on your journey.

• These resources are provided at the end of the module.
• These additional readings are not mandatory, and you will not be graded on them.
• Learning journeys are not meant to be a strictly academic exercise, but hopefully, the materials presented point you in the right direction.
• Always remember: the readings are not enough. The next step is to connect with the Indigenous community.

Establishing an Inclusive Learning Environment

Code of Conduct

All 4 Directions modules, no matter their delivery format, have a code of conduct. In addition to the standard expectations, which you can find in our Getting Ready to Learn module, you should take a moment and explore the following points, which are essential for personal conduct and at generating a healthy space and dialogue in this module:

• Be open to opinions that may be different from your worldview.
• Connect with yourself and others on this journey on different matters, especially when there is a disagreement or opinion.
• When in doubt, take a pause and then come back to the dialogue.

Reflections, Sharing and Debriefing

This module may allow you to ask yourself to:

• Examine individual or systemic impacts of ignorance or prejudice.
• Challenge your past educational experiences and your understanding of Indigenous lives and cultures and,
• Hopefully, give yourself the ability to ask or learn more.

Connecting Synchronously

As you move through this or other modules, you may wish to connect with others on a similar journey, as well as members from the 4 Directions team. You can sign up for our Community of Practice membership, which includes live synchronous Fireside Chat sessions where you can discuss your learnings from this and other modules, as well as ask questions of our team that may not be covered in the modules. 

If you have a question about content or concepts from this module and are attending a Fireside chat session, here is one helpful way to prepare for the session and the most out of your time:

1. Describe what you saw, read, or experienced during a module activity or unit
2. Relate this to your own life and your emotional response
3. Analyze the implications of what you are learning. Assess similarities and differences, potential effectiveness and look at the implications of the issues raised.
4. Expand your analysis of the issues being discussed to other groups and issues. Who else is affected by this? What other issues could this apply to and how are they similar or different?
5. Offer Alternatives: Brainstorm ideas that explore how the implications of the content/video/activity can have positive outcomes. This can include concrete ideas for action about how this can be accomplished and can include personal, interpersonal, social and institutional actions.