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Students
Experiential field school course combines research, land-based learning, and Indigenous knowledge
As part of a course offered by A片资源吧鈥檚 Department of Indigenous Studies, nine undergraduate students traded textbooks and lecture halls for two weeks of fieldwork and experiential learning 1,200km away in northwestern BC within Luutkudziiwus (Gitxsan) Territories.
The cohort, along with three Gitxsan community members who joined as students, lived communally at Madii Lii Culture Camp on the Suskwa River where they cooked meals together, carried heavy gear through the bush, and slept in tents under a covered outdoor shelter.
Led by assistant professor Chelsey Geralda Armstrong, SFU Indigenous Studies' first field school course was designed in partnership with , a Gitxsan House in northwestern BC. The course emerged from Armstrong's long-standing working relationship with the Wilp and aimed to support the community's research needs, particularly in light of a proposed pipeline project that would bisect the culturally significant territory of Madii Lii.
鈥淎s faculty at SFU, it made sense to integrate my work and give SFU students opportunities to put their education into practice," says Armstrong. "Land-based education, particularly in Indigenous Studies, promotes deeper engagement with topics like stewardship histories, governance, resistance, and land-based science, while engaging directly with community.鈥�
Under the tutelage of Armstrong and Gitxsan knowledge holders and land defenders, the students gained hands-on experience in historical-ecological methods, including archaeology, ethnobotany, and Indigenous scientific pedagogies of place. Over the span of two weeks, they mapped the area, analyzed soil types, identified local plants, and cored trees to study the region's ecological history, cultural traditions, and Gitxsan land governance systems.
For Kaia Haintz, an Indigenous Studies major student and Coast Salish member of Hwlitsum First Nation, the experience has been transformative. 鈥淏eing able to explore the land and learn so much while on it was amazing, and so was working with the people from the territory who could tell you about the history and see the effect they had on the land they used to tend,鈥� says Haintz. 鈥淚 was able to learn and retain more in the two weeks than I ever have in a full semester.鈥�
The field school extended beyond ecological research. Students visited the historic village of 鈥楰san and took part in cultural activities that deepened their understanding of Gitxsan traditions. A particularly meaningful moment came when the group attended a traditional feast held in memory of the late Chief Xsimjiitsiin and witnessed the naming of a new Chief.
鈥淭his experience was so cool,鈥� says Haintz who remarked on how Gitxsan have maintained strong cultural, legal, and linguistic traditions. "It filled my heart to witness this, the language, and all that went along with the ceremony."
The experience left a similarly lasting impact on Psychology student Chris Sanderson, a member of Peguis First Nation on Treaty 1 territory. 鈥淚t was a profoundly life-changing experience, understanding the connection between the local Indigenous People and the land on which they live on, and the importance of reconnecting with nature, especially when you live in a modernized concrete jungle like Vancouver and Burnaby,鈥� says Sanderson. The course has also inspired him to continue his advocacy role as chair of SFU's First Nations, M茅tis and Inuit Student Association (FNMISA) in building a supportive community space for Indigenous students.
With the course concluded, Armstrong is now curating the data collected by students and submitting the report to Wilp Luutkudziiwus and the BC Environmental Assessment Office.
"The students were exceptional. Watching them all adapt, overcome physical and mental challenges, while keeping the spirt of the work was something I hope all teachers get to experience," says Armstrong as she reflects on her students' growth and contributions throughout the course. "They keyed into their strengths and identified challenges to overcome and every single one of them shined. I really hope they know how far they came and how proud they should be."
We would like to give our gratitude and thanks to (Gitxsan) and the for their support in running this course, welcoming our students into their community, and imparting their knowledge to them.
The cohort with the Lax'yip Firekeepers who joined for two days to teach students about youth leadership and opposition to corporate exploitation of Indigenous lands.
The historical village of 'Ksan.
