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Indigenous Community Planning: Ways of Being, Knowing and Doing DRAFT

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Indigenous Community Planning: Ways of Being, Knowing and Doing DRAFT PLAN 533: Indigenous Community Planning: ways of being, knowing and doing DRAFT 2019-20 Winter Term 1 Introductory session: Wed 11th Sept, 12.30 – 2pm, WMA 240 (All registered and waitlist students MUST attend this Intro class) Sept 28 and 29: 10am -5pm (Musqueam and UBC) Nov 2nd and 3rd : 10am – 5pm (Musqueam and UBC) Nov 23rd and 24th: 10am – 5pm (Musqueam and UBC) Instructors: Drs. Leonie Sandercock & Maggie Low (SCARP) + Dr. Leona Sparrow, Musqueam Indian Band/ SCARP Adjunct Professor, and other Musqueam knowledge holders. This course is a requirement for ICP students in SCARP, and is limited to 15 students. It is open to all SCARP students, and also to First Nations & Indigenous Studies students (300 and 400 level) who have met Faculty of Graduate and Postdoctoral Studies requirements for taking graduate level courses, and to graduate students from other departments, depending on available space. See Registration form for details: http://www.grad.ubc.ca/forms/students/UndergradEnrol.pdf ATTENDANCE: 100% attendance is mandatory for this course. If you cannot commit to attending all six full days over the three weekends, you should not register for this course. Any half day absence will incur a 10% deduction from your final grade. (Exceptions of course for illness or emergency) Key words Indigenous world view; indigenous planning; Indigenous ways of knowing and governance systems; UNDRIP; comprehensive community planning (CCP); unceded territories; colonization; decolonization; contact zone; settler societies; respect, recognition, rights; traditional ecological knowledge; co-existence, reconciliation, partnership. Course Outline This course starts with acknowledging the history of colonization of Indigenous peoples in Canada, and asks if planning has been a part of that process. The planning field is now (slowly) recognizing Indigenous planning practices and theories of action actually existed long before colonization. The intent of the course is to prepare a new generation of planners by introducing substantive knowledge of contemporary Indigenous community planning, building on a sampling of the political, social and cultural protocols and values, history, philosophy, social structure, traditional knowledge, and ecology of Indigenous peoples. 1 The course focus is three sets of readings and intersecting themes: • Indigenous world views & history of colonization in North America • Indigenous planning concepts: past and present • Comprehensive Community Planning The three weekend sessions are organized around these themes. Within this framework we explore the following: Does planning require decolonizing? What could that look like? • Does an Indigenous planning paradigm exist? • How can mainstream planning adapt and change to include social, cultural, and land justice for Indigenous peoples in Canada? • What are the implications for a more culturally relevant planning profession and practice? • What is the ‘planning contact zone’ (Porter and Barry 2016) in relation to Indigenous interests and what agency do Indigenous Nations have in these zones? • What might western planning gain through understanding Indigenous world views? What is the landscape within which BC First Nations work to plan and implement projects in their on-reserve communities? • What cultural, socio-economic, geographic, legal and administrative realities challenge Indigenous planning? Do these realities vary among communities? • Does First Nations community development (social and economic) affect surrounding jurisdictions? • Do surrounding jurisdictions and policies impact Indigenous planning? What is the role of Indigenous and non-Indigenous planners in Indigenous community? • What do non-Indigenous planners need to know and what skill sets do they need to work with/in Indigenous communities? • What ethical and cultural considerations need to be observed in working with First Nations, on and off reserve? • Can Indigenous planners use the tools of mainstream planning practice in pursuit of culturally appropriate engagement within their own or other communities? 2 Format/Pedagogy As much as possible, this course works from land-based and community-based learning and an introduction to Musqueam history and culture. Student engagement will be through both lecture format and in small groups for open discussion. The course is organized around three weekends during which we combine visits to the Musqueam community, where Musqueam knowledge holders will introduce us to traditional teachings; along with guest speakers, classroom discussion of readings and films. Musqueam community planners will introduce us to their planning process and award-winning Comprehensive Community Plan. Indigenous practitioners will lead skills-based training sessions and non-Indigenous practitioners will be invited to discuss how they work with/in Indigenous communities in BC. The course aims to integrate various ways of knowing, doing, and engaging. Learning objectives 1. Understanding of and respect for Indigenous world views and the possibilities they offer as a basis for sustainability planning. 2. Understanding of and respect for Indigenous planning. 3. Understanding the history of colonization and its ongoing impacts on and within Indigenous communities in North America. 4. Unsettling the assumptions of western planning. 5. Understanding the socio-cultural, political, legal, administrative and economic landscapes against which Indigenous communities plan. 6. Strengthening the basic intellectual, practical, and emotional competencies necessary for working with/in Indigenous communities. 7. Grounding the course concepts through teachings offered by Musqueam. 8. Grounding course concepts through familiarity with a range of Comprehensive Community Planning documents. Assignments and Grading There are three assignments, each one due a week after the related weekend class. You have a choice of writing an essay (1500 - 2000 words) or doing a creative piece (video, photo-essay, short story, epic poem, etc). At least one assignment must be in essay form and at least one must be in a creative form. Each assignment is centered around key textbooks or planning documents for the course, other mandatory readings, and optional readings (see below). 1. Worldviews OR History (30%) deadline 7th Oct 2. Indigenous Planning: past and present (35%) deadline 11th Nov 3 3. Indigenous planning: reflections on your practice (35%) deadline 8th Dec 1. WORLDVIEWS What do you understand by “indigenous worldviews’? What do Indigenous worldviews offer 21st century planning? How do you see the relation between Indigenous and western worldviews playing out in planning in First Nations communities, and/or in other settings? OR History of Colonization Where are you in relation to the history of colonization in Canada? How do you respond/react at this point in your life to your reading of these histories? How does your personal/family history shape your relationship to the current debates around Indigenous cultural issues in Canada? Why are you interested and what do you see as your role? 2. INDIGENOUS PLANNING: PAST & PRESENT How are some of the principles of Indigenous planning, pre-contact, continued today in CCPs or Community Health and Wellness Plans? Give examples. 3. INDIGENOUS PLANNING: REFLECTING ON YOUR FUTURE PRACTICE What do you see as an area where you can contribute as a planner? What do you understand by the term ‘contact zone’ (Porter & Barry 2016) and what opportunities does this space offer for transformative planning practices? What have you learned about how to work in Indigenous communities? What do you need to learn in the remainder of your graduate education to prepare yourself for the role/s you want to play? ASSUMED PREVIOUS READINGS We assume this is the base knowledge coming into this course. Please complete or review these readings prior to the start of class. Susan Roy. These Mysterious people: Shaping History and Archaeology in a Northwest Community (Montreal: MQ University Press, 2010) Bev Sellars. They Called Me Number One: secrets and survival at an Indian Residential School (Talonbooks, 2013) Theodore Jojola. ‘Indigenous Planning: Clans, Intertribal Confederations, and the History of 4 the All-Indian Pueblo Council’ in L. Sandercock (ed) Making the Invisible Visible (University of California Press, 1998) Cole Harris ‘How did colonialism dispossess? Comments from the edge of empire’ Annals of the Association of American Geographers, 94: 1. Paulette Regan. Unsettling the Settler Within: Indian Residential Schools, Truth Telling, and Reconciliation in Canada (Vancouver: UBC Press, 2010) CLASS SCHEDULE INTRODUCTORY SESSION: over lunch (BYO) Wed 11th Sept, 12.30 - 2pm, WMA 240 This session will finalize class numbers, introduce you to each other, to the Instructors and to the course outline. SESSION ONE: INDIGENOUS WORLD VIEWS & HISTORY OF COLONIZATION: SEPT 28 & 29th Saturday 28thth at Musqueam Cultural Centre: 10am – 4pm Morning: Leona Sparrow and other Musqueam knowledge holders, introduction to Musqueam history and culture Film: Musqueam through Time Afternoon Walking tours of Musqueam land and Cultural Centre Museum Sunday 29th at UBC: 10.00am – 5pm Morning: 9.50am meet in lobby of Museum of Anthropology 10 - 12:30 Museum of Anthropology, tour by Sue Rowley ‘Decolonizing museum practices ‘ 1.30 – 4.30pm: Dr. Maggie Low Indigenous worldview and Indigenous wellbeing from a Heiltsuk perspective. 5 SESSION TWO: INDIGENOUS PLANNING: PAST & PRESENT NOV 2nd and 3rd SATURDAY AT
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