“For educators, Aboriginal or not, it is not enough to rebel against injustices unless we also rebel against our lack of imagination and caring” (Battiste 2013,190).

Working with Katzie and Kwantlen peoples to continue decolonizing the Logan Creek Floodplain space by establishing a Wapato Garden in the Logan Creek floodplain. The objectives here are to 1) identify Indigenous gardening practices as a form of social justice; 2) learn more about Indigenous health issues (e.g. diabetes) and the use of Indigenous plants for food and medicine; 3) deconstruct settler/colonial horticultural practices and become more aware of traditional Indigenous horticulture practices and plant stewardship; 4) integrate Indigenous knowledge within classical ecological pedagogy (Spring 2019).

References Cited

Battiste, Marie. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon, Canada: Purich Publishing. 224 pp. ISBN 9781895830774

Claypool, T., & Preston, J. (2011). Redefining learning and assessment practices impacting Aboriginal students: Considering Aboriginal priorities via Aboriginal and Western worldviews. Indigenous Education, 17(3), pp. 84–95. Retrieved from http://ineducation.ca/index.php/ineducation/article/view/74 

CSLA [Canadian Society of Landscape Architects] (2018). Reconciliation Action Plan. Retrieved from https://www.csla-aapc.ca/sites/csla-aapc.ca/files/IITF%20Action%20Plan%20October%202018.pdf

Dunster, K (2018) 151 Continuing Education and Life[long] Learning Ideas for BC Landscape Architects. Retrieved from https://kora.kpu.ca/islandora/object/kora%3A525

Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218–227. Retrieved from https://journals-sagepub-com.ezproxy.library.ubc.ca/doi/10.1177/1177180118785382

Kuokkanen, R. (2007). Reshaping the university: Responsibility, Indigenous epistemes and the logic of the gift. Vancouver, BC: UBC Press.

Peet, S. (2016). 100 Ways: Indigenizing & Decolonizing Academic Programs. Aboriginal Policy Studies 6(1): 81-89. Retrieved from https://journals.library.ualberta.ca/aps/index.php/aps/issue/view/1908

Preston, J., & Claypool, T. (2013). Motivators of educational success: Perceptions of grade 12 Aboriginal students. Canadian Journal of Education, 36(4), 257–279. Retrieved from http://www.jstor.org.ezproxy.library.ubc.ca/stable/canajeducrevucan.36.4.257

Sasakamoose, J., Pete, S. M. (2015). Towards indigenizing university policy. kakwe-iyiniwasta kihci-kiskinwahamâtowikamikohk wiyasiwâcikanisa. Education Matters: The Journal of Teaching and Learning, 3(1). Retrieved from https://www.researchgate.net/publication/299803831_Towards_Indigenizing_University_Policy_kakwe-iyiniwasta_kihci-kiskinwahamatowikamikohk_wiyasiwacikanisa

Truth and Reconciliation Commission of Canada. (2015). Calls to Action. Retrieved from https://nctr.ca/assets/reports/Calls_to_Action_English2.pdf

UNDRIP [United Nations Declaration on the Rights of Indigenous Peoples] (2007). Retrieved from https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf