Pre-Colonial Stó:Lō-Coast Salish Community Organization: an Archaeological Study

Total Page:16

File Type:pdf, Size:1020Kb

Pre-Colonial Stó:Lō-Coast Salish Community Organization: an Archaeological Study PRE-COLONIAL STÓ:LŌ-COAST SALISH COMMUNITY ORGANIZATION: AN ARCHAEOLOGICAL STUDY by DAVID M. SCHAEPE B.A., New York University, 1989 M.A., Simon Fraser University, 1998 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in The Faculty of Graduate Studies (ANTHROPOLOGY) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) February 2009 © David M. Schaepe, 2009 ABSTRACT This study integrates settlement and community archaeology in investigating pre- colonial Stó:lō-Coast Salish community organization between 2,550-100 years before present (cal B.P.). Archaeological housepits provide a basic unit of analysis and proxy for households through which community organization manifests in relationships of form and arrangement among housepit settlements in the lower Fraser River Watershed of southwestern British Columbia. This study focuses on spatial and temporal data from 11 housepit settlements (114 housepits) in the upriver portion of the broader study area (mainland Gulf of Georgia Region). These settlements were mapped and tested as part of the Fraser Valley Archaeology Project (2003-2006). The findings of this study suggest a trajectory of continuity and change in community organization among the Stó:lō-Coast Salish over the 2,500 years preceding European colonization. Shifts between heterarchical and hierarchical forms of social organization, and corporate to network modes of relations represent societal transformations that become expressed by about 550 cal B.P. Transformations of social structure and community organization are manifest as increasing variation in housepit sizes and settlement patterns, and the development of central arrangements in both intra- and inter-settlement patterns. In the Late Period (ca. 550-100 cal. B.P.), the largest and most complex settlements in the region, including the largest housepits, develop on islands and at central places or hubs in the region’s communication system along the Fraser River. These complex sets of household relations within and between settlements represent an expansive form of community organization. Tracing this progression provides insight into the process of change among Stó:lō pithouse communities. ii Societal change develops as a shift expressed first at a broad-based collective level between settlements, and then at a more discreet individual level between households. This process speaks to the development of communities formed within a complex political-economic system widely practiced throughout the region. This pattern survived the smallpox epidemic of the late 18th century and was maintained by the Stó:lō up to the Colonial Era. Administration of British assimilation policies (e.g., Indian Legislation) instituted after 1858 effectively disrupted but failed to completely replace deeply rooted expressions of Stó:lō community that developed during preceding millennia. iii TABLE OF CONTENTS ABSTRACT...................................................................................................................................ii TABLE OF CONTENTS............................................................................................................. iv LIST OF TABLES .....................................................................................................................viii LIST OF FIGURES ..................................................................................................................... ix GLOSSARY OF HALQ’EMÉYLEM TERMS......................................................................xvii ACKNOWLEDGEMENTS.....................................................................................................xviii DEDICATION............................................................................................................................. xx CHAPTER I INTRODUCTION.............................................................................................. 1 1.1 Community.......................................................................................................................... 2 1.2 Community and Settlement Archaeology ........................................................................... 5 1.3 Housepits: A Proxy to Political-Economic Relations and Community Formation............. 6 1.4 Relations between Ethnography, Archaeology, and Stó:lō-Coast Salish Community Organization........................................................................................................................ 9 1.4.1 Archaeology and the use of Ethnographic Interpretations and Models .................. 9 1.5 Defining Terms and Developing Questions about the Effects of the Colonial Period ..... 12 1.6 Ethnographic, Archaeological, and Ethnohistorical Discussions of Households, Villages, and Socio-Political Organization among Northwest Coast and Central Coast Salish Peoples .............................................................................................................................. 14 1.7 Defining the Study Area - the Mainland Gulf of Georgia Region.................................... 28 1.8 Defining the Terms Stó:lō and Coast Salish ..................................................................... 33 1.9 Chapter Outline and Descriptions ..................................................................................... 34 CHAPTER II - LINKING COMMUNITY AND SETTLEMENT ARCHAEOLOGY ....... 39 2.1 The Socio-Political Taphonomy of Community: Defining Agents of Formation and Change............................................................................................................................... 39 2.1.1 Knowledge and Economy ..................................................................................... 40 2.1.2 Time and Strategy ................................................................................................. 42 2.1.3 Power and Habitus ................................................................................................ 44 2.1.4 Tradition and Competition .................................................................................... 51 2.1.5 Interrelationships and Transformation .................................................................. 54 2.2 Integrating Community and Settlement Archaeology....................................................... 58 2.3 Examining Current Relations between Community and Settlement Archaeology........... 61 2.4 Stratification and Corporate-Network Relations: A Framework for Investigating the Evolution of Housepit Communities................................................................................. 66 iv CHAPTER III - DATA COLLECTION: MAPPING AND TESTING HOUSEPIT SETTLEMENTS............................................................................................................. 71 3.1 Housepit Form and Indigenous Identity in the Fraser Valley ........................................... 76 3.2 Archaeological Data on Housepits in the Mainland Gulf of Georgia Region .................. 77 3.3 Settlement Data................................................................................................................. 80 3.4 Feature Data...................................................................................................................... 82 3.5 Housepit Form - Size and Shape....................................................................................... 83 3.5.1 Step 1 - preparing feature-level maps ................................................................... 84 3.5.2 Step 2a - defining feature outline / perimeter........................................................ 84 3.5.3 Step 2b - defining feature dimensions................................................................... 96 3.5.4 Step 3 - gathering accurate measurements ............................................................ 97 3.6 Measuring Age................................................................................................................ 100 3.6.1 Test Excavations: Soil Probes, Auger Tests, and Shovel Tests .......................... 101 CHAPTER IV - HOUSEPIT SETTLEMENT DISTRIBUTION......................................... 106 4.1 Mapping Settlement Location and Transportation Systems ........................................... 108 4.2 Mapping Transportation Networks and Housepit Settlement Locations ........................ 111 4.3 Analyzing Primary Water Travel Route Distances.........................................................114 4.4 Analyzing Secondary Water Route Travel Distances.....................................................124 4.5 Analysis of Terrestrial Route Travel Distances .............................................................. 127 4.6 Defining ‘Hubs’ of Interaction along the Fraser River and its Tributaries ..................... 130 4.7 Discussion of Communication Networks and Settlement Patterning ............................. 134 CHAPTER V - FRAMING TIME: A CHRONOLOGY OF UPRIVER HOUSEPIT FEATURES ................................................................................................................... 138 5.1 Establishing a Chronology of Housepit Features............................................................138 5.2 Defining the Chronology of Settlement Occupations ..................................................... 150 5.3 Chronologies of Rebuilding and Disturbances Affecting Housepit Form...................... 154 CHAPTER VI - ANALYSIS LEVEL I: INVESTIGATING HOUSEPIT AND HOUSEHOLD VARIATION......................................................................................
Recommended publications
  • Fraser River from Source to Mouth
    FRASER RIVER FROM SOURCE TO MOUTH September 5, 2017 - 11 Days Fares Per Person: $3395 double/twin $4065 single $3210 triple > Please add 5% GST. Early Bookers: $160 discount on first 12 seats; $80 on next 8 > Experience Points: Earn 76 points from this tour. Redeem 76 points if you book by July 5. Includes Flight from Victoria to Kelowna St. John the Divine Church in Yale Coach transportation for 10 days Harrison Hot Springs pools 10 nights of accommodation & hotel taxes Copper Room music & dancing with Jones Boys Helicopter to the source of the Fraser River Fraser River Safari boat excursion Fraser River raft float trip (no white water) Paddlewheeler cruise from New Westminster Huble Homestead tour to the mouth of the Fraser River Farwell Canyon and pictographs Gulf of Georgia Cannery National Historic Site Cariboo Chilcotin Museum Transfer from New Westminster to Victoria Hat Creek Historic Ranch and roadhouse tour Knowledgeable tour director Hell’s Gate Airtram Luggage handling at hotels Alexandra Suspension Bridge 21 meals: 8 breakfasts, 9 lunches, 4 dinners Activity Level This is a unique tour with lots of activity and time outdoors while you experience many aspects of the Fraser River. The trip to the source of the Fraser requires getting in and out of a helicopter, and walking about ½ km in an alpine meadow at 2,000 metres altitude. On other days, you are boarding a large raft and two boats. Walks in- clude Farwell Canyon pictographs, Alexandra Bridge, and the boat dock to Kilby Store. This tour has activity ranging from somewhat rigorous to sedentary.
    [Show full text]
  • The Coast Salish: Connecting Art, Environment and Traditions
    THE COAST SALISH: CONNECTING ART, ENVIRONMENT AND TRADITIONS Welcome to 21st Century Learning – Links to Our Collection. This online module and supplemental education guide was developed to allow access to hundreds of digitized images and lesson plans from Glenbow Museum’s collections. Our hope is to extend our vision of ‘More people, interacting with art, culture and ideas more often.’ Please visit and enjoy 21st Century Learning – The Coast Salish: Connecting Art, Environment and Traditions. 1 This educator’s package presents the traditional way of life of the Coast Salish people. The information encourages students to examine artifacts from the Glenbow Museum’s collection and connects them to other cultures, communities and environments from within Canada. Included in this guide are: Information on the Coast Salish people including high-resolution photographs artifacts, archival photographs and essays. Lesson plans including discussions for looking at primary sources, curriculum connections and lesson plans for a variety of ages and abilities. Detailed listing of vocabulary and concepts. Suggested sources for further research and other information. 2 HISTORY OF GLENBOW MUSEUM Glenbow Museum began with the remarkable vision of petroleum entrepreneur and lawyer Eric Lafferty Harvie. Mr. Harvie came into his fortune when oil was discovered in 1949 on land near Leduc and Redwater, for which he held the mineral rights. With this prosperity, he decided to pursue his favourite passion — collecting — and simultaneously return some of his good fortune back to the region that had been so generous to him. Mr. Harvie's goal was to collect the objects representing the history and culture of Western Canada as well as from around the world.
    [Show full text]
  • Simon Fraser University Exchange / Study Abroad Fact Sheet: 2017/18
    Simon Fraser University Exchange / Study Abroad Fact Sheet: 2017/18 GENERAL INFORMATION _________________________________________________ About SFU Simon Fraser University was founded 50 years ago with a mission to be a different kind of university – to bring an interdisciplinary rigour to learning, to embrace bold initiatives, and to engage deeply with communities near and far. Our vision is to be Canada’s most community-engaged research university. Today, SFU is Canada’s leading comprehensive research university and is ranked one of the top universities in the world. With campuses in British Columbia’s three largest cities – Vancouver, Burnaby and Surrey – SFU has eight faculties, delivers almost 150 programs to over 35,000 students, and boasts more than 130,000 alumni in 130 countries around the world. SFU is currently ranked as Canada’s top comprehensive university (Macleans 2017 University Rankings). The QS 2015 rankings placed SFU second in Canada for the international diversity of its students and for research citations per faculty member. For more, see: <www.sfu.ca/sfu-fastfacts> Campus Locations Simon Fraser University’s three unique campuses, spread throughout Metropolitan Vancouver, are all within an hour of one another by public transit. Burnaby (main campus): Perched atop Burnaby Mountain, Simon Fraser University’s original Arthur Erickson-designed campus now includes more than three dozen academic buildings and is flanked by UniverCity, a flourishing sustainable residential community. Surrey: A vibrant community hub located in the heart of one of Canada’s fastest-growing cities. Vancouver: Described by local media as the “intellectual heart of the city”, SFU’s Vancouver Campus transformed the landscape of urban education in downtown Vancouver.
    [Show full text]
  • Francophone Historical Context Framework PDF
    Francophone Historic Places Historical Context Thematic Framework Canot du nord on the Fraser River. (www.dchp.ca); Fort Victoria c.1860. (City of Victoria); Fort St. James National Historic Site. (pc.gc.ca); Troupe de danse traditionnelle Les Cornouillers. (www. ffcb.ca) September 2019 Francophone Historic Places Historical Context Thematic Framework Francophone Historic Places Historical Context Thematic Framework Table of Contents Historical Context Thematic Framework . 3 Theme 1: Early Francophone Presence in British Columbia 7 Theme 2: Francophone Communities in B.C. 14 Theme 3: Contributing to B.C.’s Economy . 21 Theme 4: Francophones and Governance in B.C. 29 Theme 5: Francophone History, Language and Community 36 Theme 6: Embracing Francophone Culture . 43 In Closing . 49 Sources . 50 2 Francophone Historic Places Historical Context Thematic Framework - cb.com) - Simon Fraser et ses Voya ses et Fraser Simon (tourisme geurs. Historical contexts: Francophone Historic Places • Identify and explain the major themes, factors and processes Historical Context Thematic Framework that have influenced the history of an area, community or Introduction culture British Columbia is home to the fourth largest Francophone community • Provide a framework to in Canada, with approximately 70,000 Francophones with French as investigate and identify historic their first language. This includes places of origin such as France, places Québec, many African countries, Belgium, Switzerland, and many others, along with 300,000 Francophiles for whom French is not their 1 first language. The Francophone community of B.C. is culturally diverse and is more or less evenly spread across the province. Both Francophone and French immersion school programs are extremely popular, yet another indicator of the vitality of the language and culture on the Canadian 2 West Coast.
    [Show full text]
  • Indigenous History in Burnaby Resource Guide
    Tsleil-Waututh community members paddling Burrard Inlet, June 18, 2014. Copyright Tsleil-Waututh Nation, Photograph by Blake Evans, 2014. Indigenous History in Burnaby Resource Guide 6501 Deer Lake Ave, Burnaby, BC V5G 3T6 | 604-297-4565 | burnabyvillagemuseum.ca 2019-06-03 The Burnaby School District is thankful to work, play and learn on the traditional territories of the hən̓q̓əmin̓əm̓ and Sḵwxwú7mesẖ speaking people. As we inquire into learning more about the history of these lands, we are grateful to Burnaby Village Museum for working with our host First Nation communities. The knowledge being shared in this resource guide through our local communities supports the teaching and learning happening in our classrooms. It deepens our understanding of the history of our community and will increase our collective knowledge of our host First Nations communities’ history in Burnaby. In our schools, this guide will assist in creating place-based learning opportunities that will build pride for our Indigenous learners through the sharing of this local knowledge, but also increase understanding for our non-Indigenous learners. Through this guide, we can move closer to the Truth and Reconciliation’s Call to Action 63 (i and iii): 63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Indigenous education issues, including: i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Indigenous peoples in Canadian history, and the history and legacy of residential schools. iii. Building student capacity for intercultural understanding, empathy, and mutual respect. We would like extend thanks to Burnaby Village Museum staff for their time and efforts in creating this resource guide.
    [Show full text]
  • Squamish Community: Our People and Places Teacher’S Package
    North Vancouver MUSEUM & ARCHIVES SCHOOL PROGRAMS 2018/19 Squamish Community: Our People and Places Teacher’s Package Grade 3 - 5 [SQUAMISH COMMUNITY: OUR PEOPLE AND PLACES KIT] Introduction SQUAMISH COMMUNITY: OUR PEOPLE AND PLACES KIT features 12 archival photographs selected from the Skwxwú7mesh Úxwumixw: The Squamish Community: Our People and Places exhibit presented at the North Vancouver Museum & Archives in 2010. This exhibit was a collaborative project undertaken by the North Vancouver Museum & Archives and the Squamish Nation. These archival images were selected by the Squamish Elders and Language Authority to represent local landscapes, the community and the individual people within the Squamish Nation. The Squamish Elders and Language Authority also contributed to the exhibit labels which are included on the reverse of each picture. This Kit has been designed to complement BC’s Social Studies curriculum for grades 3 - 5, giving students the opportunity to explore themes related to First Nations cultures in the past and cultural First Nations activities today. Included within this Kit is a detailed teacher’s package that provides instructors with lesson plan activities that guide students in the analysis of archival photographs. The recommended activities encourage skills such as critical thinking and cooperative learning. Altogether, the lesson plan activities are estimated to take 1 hour and 45 minutes and can easily be stretched across several instructional days. Through photo analysis worksheets and activities, students will be introduced to the Squamish Nation and historical photographs. Teachers are encouraged to read through the program and adapt it to meet the learning abilities and individual needs of their students.
    [Show full text]
  • Experience the Fraser Concept Plan Overview
    City of Report to Committee Richmond inR4:s -dvy,g_2 -\::? ;?i)t2- To: Parks, Recreation and Cultural Services Date: May 31 , 2012 Committee From: Dave Semple File: 06-2400-01/201 2-Vol General Manager, Parks and Recreation 01 Re: Experience the fraser Concept Plan Overview Staff Recommendation Then the Experience the Fraser: Lower Fraser River Corridor Project Concept Plan as described in attachment 1 of the report, Experience the Fraser Concept Plan Overview, dated May 22nd 2012 from the General Manager, Parks and Recreation, be endorsed as a regionally beneficial initiative. ave ern Ie ral Manager, Parks and Recreation (604-233-3350) Au. 1 REPORT CONCURRENCE ROUTED TO: CONCURRENCE CONCURRENCE OF G ENERAL MANAGER Arts, Culture & Heritage ~ ~~ / REVIEWED BY TAG INITIALS: REVI E~ AO SUBCOMMITIEE ~ m 3~ 4 S%2 CNCL - 45 ___-' M"'ay--1L 2012 - 2 - Staff Report Origin The Experience the Fraser (ETF) project is a Provincial Government initiative to raise awareness and showcase the rich recreational, cultural and natural heritage of the Lower Fraser Corridor from Hope to the Salish Sea. In 2009, Metro Vancouver and the Fraser Vall ey Regional District rece ived $2.0 million to develop a comprehensive plan for a continuous recreational corridor on both sides ofthe main river - the south ann of the Fraser. City staff have provided input into this concept plan by meeting with regional staff, attending workshops, and providing background information from the City's many existing strategic plans and documents. A draft concept plan has now been completed and was endorsed in principle by both the Metro Vancouver and Fraser Valley Regional District Boards in October 20 11.
    [Show full text]
  • Sto:Lo Xwexwilmexw Treaty Association
    Statement of Intent Sto:Lo Xwexwilmexw Treaty Association 1. What is the First Nation Called? Sto:Lo Xwexwilmexw Treaty Association 2. How is the First Nation established? Legislation Please Describe: The Sto: lo Nation comprises 7 First Nations: Aitchelitz, Leq'á:mél, Popkum, Skawahlook, Skowkale, Tzeachten, and Yakweakwioose. Is there an attachment? Yes 3. Who are the aboriginal people represented by the First Nation? The Stó:lo, in our Halq'eméylem languague means the "People of the River". We the Stó:lo continue to maintain our shared and collective aboriginal rights and title to S'ólh Téméxw - "Our Land". Our language consists of three main dialects including the upriver dialest called Halq'eméylem, the downriver dialect called Hun'qumyi'num and the island dialect known as Hul'q'umínum'. We are part of the larger Coast Salish group. 4. How many aboriginal people are represented by the First Nation? Approximately 1,500 with 1,089 registered. Is there any other First Nation that claims to represent the aboriginal people described in questions 3 and 4? If so, please list. 5. Please list any First Nations with whom the First Nation may have overlapping or shared territory. Chawathil, Cheam, Kwantlen, Kwawkwawapilt, Scowlitz, Seabird, Shxw'owhámél, Soowahlie, Sumas, Peteres, Union Bar, Skway, Chehalis, Skwah, Yale, Matsqui, Musqueam, Tsawwassen, Squamish, Squiala, Katzie, Coquitlam, Semiahmoo, New Westminster, Tsleil-Waututh, Nl'akapamux, and In-Shuck-ch. 6. What is the First Nation's traditional territory in BC? S'ólh Téméxw, "Our Land", stretches from the 49th parallel at Frosty Mountain near Manning Park, northward to Ross Lake watershed and on to the Coquihalla watershed up to the Coquihalla Lakes.
    [Show full text]
  • Recent Research Directions at Keatley Creek (Eeri 7) and Secret Societies in the Pacific Northwest Jesse Morin
    Recent Research Directions at Keatley Creek (EeRI 7) and Secret Societies in the Pacific Northwest Jesse Morin Keatley Creek (EeRl 7) is a prehistoric large pithouse village site on the Fraser River north of Lillooet, and it had an estimated population of 1200-1500 at its zenith, with the Classic Lillooet occupation (2,300-1, 100 BP ), although the extent and development of this and other large communities is currently much debated (Hayden 2005, Prentiss et al2005, Kuijt and Prentiss 2004) (Figures 2 and 3). It has been a focus of considerable archaeologi­ cal investigation, nearly continuously from 1985 to present, and provides almost certainly the largest body of comparative data on household variability (especially living floors) from a single site in the Pacific Northwest (with 7 completely and 15 partially excavated pithouses of all sizes and primarily of Plateau, Kamloops, and Protohistoric Horizons) (Hayden 2000a and 2000b, 2004). It is probably not reasonable to assume all 120 of the housepits at Keatley Creek are the collapsed remains of domestic winter pithouses. We suggest that recent excavations at the peripheries of the site have revealed two sets structures and features that are very distinctive from the domestic housepits that dominate the core of the site. We suggest that the most appropriate cultural model to explain this patterning is that these locations represent two secret society compounds associated with the-site that span Plateau, Kamloops and Protohistoric occupations. Above (Figure 1): Ornaments recovered from ST 106. Includes examples of cervid tooth pendant (one of three recovered from the site), and bird bone beads (three of seven recovered from the site) (Photo by Keith Gavac).
    [Show full text]
  • Coast Salish Culture – 70 Min
    Lesson 2: The Big Picture: Coast Salish Culture – 70 min. Short Description: By analyzing and comparing maps and photographs from the Renton History Museum’s collection and other sources, students will gain a better understanding of Coast Salish daily life through mini lessons. These activities will include information on both life during the time of first contact with White explorers and settlers and current cultural traditions. Supported Standards: ● 3rd Grade Social Studies ○ 3.1.1 Understands and applies how maps and globes are used to display the regions of North America in the past and present. ○ 3.2.2 Understands the cultural universals of place, time, family life, economics, communication, arts, recreation, food, clothing, shelter, transportation, government, and education. ○ 4.2.2 Understands how contributions made by various cultural groups have shaped the history of the community and the world. Learning Objectives -- Students will be able to: ● Inspect maps to understand where Native Americans lived at the time of contact in Washington State. ● Describe elements of traditional daily life of Coast Salish peoples; including food, shelter, and transportation. ● Categorize similarities and differences between Coast Salish pre-contact culture and modern Coast Salish culture. Time: 70 min. Materials: ● Laminated and bound set of Photo Set 2 Warm-Up 15 min.: Ask students to get out a piece of paper and fold it into thirds. 5 min.: In the top third, ask them to write: What do you already know about Native Americans (from the artifacts you looked at in the last lesson)? Give them 5 min to brainstorm. 5 min.: In the middle, ask them to write: What do you still want to know? Give them 5min to brainstorm answers to this.
    [Show full text]
  • The Stō:Ló Is a River of Knowledge, Halq'eméylem Is a River of Stories
    Walking Backwards into the Future with Our Stories: The Stō:ló is a River of Knowledge, Halq’eméylem is a River of Stories by lolehawk Laura Buker M.A. (Education), Simon Fraser University, 1980 B.Ed., University of British Columbia, 1975 Thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in the Curriculum Theory & Implementation Program Faculty of Education © lolehawk Laura Buker Simon Fraser University Summer 2011 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced, without authorization, under the conditions for "Fair Dealing." Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. APPROVAL Name: Laura Buker Degree: Doctor of Philosophy Title of Thesis: Walking Backwards Into the Future With Our Stories: The St6:lo is a River of Knowledge, Haq'emeylem is a River of Stories Examining Committee: Chair: Robin Brayne, Adjunct Professor Allan MacKinnon, Associate Professor Senior Supervisor Vicki Kelly, Assistant Professor Committee Member Elizabeth Phillips, Elder, St6:lo Nation Committee Member Heesoon Bai, Associate Professor Internal/External Examiner Jan Hare, University of British Columbia External Examiner Date Defended/Approved: ii Partial Copyright Licence Abstract Storytelling is the original form of education for the indigenous families along the Fraser River. These stories have informed ecological, linguistic and cultural knowledge for thousands of years. This story begins in the time of the oldest inhabitants of the Fraser Valley along the St ó:lō where the river and the indigenous peopleevolutionary share changethe same and name: transformation Stó:lō, People that of is the personal River.
    [Show full text]
  • Communicating the Cultural Values of a Sacred Mountain Through Collaboration with the Sts’Ailes Nation of British Columbia
    COMMUNICATING THE CULTURAL VALUES OF A SACRED MOUNTAIN THROUGH COLLABORATION WITH THE STS’AILES NATION OF BRITISH COLUMBIA by In Ae Kim B.Sc., Kangwon National University, 2003 M.Sc., Seoul National University, 2005 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Forestry) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) September 2016 © In Ae Kim, 2016 Abstract This research provides communication strategies for First Nations and forestry agencies in British Columbia. I have used a community-based, participatory, and case study approach to conduct an in-depth study of conflict resolution between Sts’ailes, a Coast Salish First Nation located near Vancouver, and the British Columbia Ministry of Forests, Lands and Natural Resource Operations (hereinafter the Ministry of Forests). This study identifies the cultural uses of forest resources among Sts’ailes people and communication challenges central to the conflict, and suggests strategies that can help to achieve meaningful communication and collaboration between First Nations people and forestry staff. The ultimate purpose of this study is to explore cultural values related to forest management among the Sts’ailes Nation and to explore the dynamics of their communication process, focusing on Kweh-Kwuch-Hum, a sacred mountain located on Sts’ailes traditional land. This study asks how First Nations can make themselves heard when “speaking” about cultural values within the context of forest management. It describes Sts’ailes people’s ways of using and maintaining access to forestlands and resources. The cultural values of forest uses are important to the revitalization of the Sts’ailes way of life, cultural identity and well- being.
    [Show full text]