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Nak'azdli 'Ink'ez Tl'azt'en Wheni Noh Bulh Yas'ulhtuk

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Nak'azdli 'Ink'ez Tl'azt'en Wheni Noh Bulh Yas'ulhtuk Nak’azdli ‘ink’ez Tl’azt’en Wheni noh bulh yas’ulhtuk Nak’azdli and Tl’azten: We Are Telling You AK’AZD N L I TS’UMUS LH YO U O O L B U A S J I L H Y O O L O K W U N EN B BA WHUT’ A N D IL COUNC AK’AZD N L I TS’UMUS LH YO U O O L B U A S J I L H Y O O L O K W U N EN BA WHUT’ W H UT’EN AK’AZD N L I TS’UMUS LH YO U O O L B U A S J I L H Y the northern way of caring O O L O K W U N EN B BA WHUT’ A N D IL COUNC AK’AZD N L I TS’UMUS LH YO U O O L B U A S J I L H Y O O L O K W U N EN BA WHUT’ W H UT’EN the northern way of caring ’AZD AK L N I ’UMUSY TS OO LH L U U O S B I L Y A O J O H O L KW N U T’E N BA WHU B L A I N C D COUN ’AZD AK L N I ’UMUSY TS OO LH L U U O S B I L Y A O J O H O L KW N U T’E N BA WHU W the northern way of caring HUT’EN Northern Health is committed to partnering with First Nations and Aboriginal peoples and to building a health system that honours diversity and provides services in a culturally safe and relevant manner. Aboriginal Health supports Northern Health in this commitment. Guiding Principles: 1. Respect diversity and the unique interests of First Nations and Aboriginal peoples. 2. Support the inclusion and participation of First Nations and Aboriginal peoples in the Northern Health care system. 3. Incorporate Indigenous knowledge(s) and holistic approaches. 4. Facilitate partnerships, collaborations and capacity building. 5. Ensure relevant initiatives and activities by reflecting the needs of those being served. 6. Build on the strengths of communities. This publication is the result of a partnership between Northern Health, Nak’azdli Whut’en and Tl’azt’en First Nation. We wish to express our gratitude to Nicholette Prince for gathering the information contained in this booklet. ’AZD AK L N I ’UMUSY TS OO LH L U U O S B I L Y A O J O H O L KW N U T’E N BA WHU B L © 2015 Northern Health,Nak’azdli Whuten and Tl’azt’en First Nation. This publication may be reproduced for non-commercialA use, in full or in part, withoutI permission provided the source is fully acknowledged. N C D N Cover photo, ‘Tlazten smokehouse’ Smokehouse in Taché COU ’AZD AK L N I ’UMUSY TS OO LH L U U O S B I L Y A O J O H O L KW N U T’E P-2 N BA WHU W HUT’EN the northern way of caring Table of Contents Tl’azt’en ..........................................................................................................................4 Nak’azdli .........................................................................................................................6 Identity ............................................................................................................................8 What is Dakelh culture? .............................................................................................8 Primitivism ..................................................................................................................9 Pan-Indianism .......................................................................................................... 11 Dakelh Protocol / Etiquette ...........................................................................................12 Clan system and Bahlats ..............................................................................................13 Dakelh Clan System .................................................................................................16 Family Relations ...........................................................................................................17 Community Relations ...................................................................................................19 Relation to the Environment .........................................................................................20 Medicine ...................................................................................................................20 Food .........................................................................................................................20 Spiritual Connection .....................................................................................................21 Obligation and Ownership ............................................................................................21 History ..........................................................................................................................22 The Indian Act and Reserves ...................................................................................22 Highlights of the Indian Act .......................................................................................28 Residential Schools ......................................................................................................28 Understanding Dakelh Syllabic System........................................................................31 Common Dakelh Words and Phrases ..........................................................................31 Glossary of terms: ........................................................................................................32 Recommended Reading ...............................................................................................32 ’AZD AK L N I ’UMUSY TS OO LH L U U O S B I L Y A O J O H O L KW N U T’E N BA WHU B L A I N C D COUN ’AZD AK L N I ’UMUSY TS OO LH L U U O S B I L Y A O J O H O L KW N U T’E N BA WHU P-3 W HUT’EN the northern way of caring Tl’azt’en Band Council – representatives from all three communities form the Band Council. There is one The village of Taché takes its name from Tizli, chief, four Council members from Taché, two from which means upper inlet of a creek or river, and Binché, and one from Dzit’andli. The Council is Ché, which means river or creek outlet. Similarly, elected through a Custom Election Code. Binché means “mouth of Bin Tizli” (Pinchi Creek). Education – provides services for all ages enrolled In 1959 the Federal government amalgamated in school, from daycare through to post-secondary four communities (Taché, Binché, Yekooche, and education. High school students take a bus from Dzit’andli [Middle River]) into one Band, called Tl’azt’en Nation to Fort St. James to attend school then the Stuart-Trembleur Band. The purpose but Taché has its own elementary school. was to make it easier for the Department of Indian Social Development – provides social assistance Affairs to liaise with the Chief and Council, without to community members that are not employed and having to travel to disparate communities. The over the age of 19. It also supports community Stuart-Trembleur Band, based out of Taché, was members with employment planning and meant to provide all of the services for all four accessing other resources to gain employment or communities. reach education goals. In 1987, Stuart-Trembleur officially changed its Operations and Maintenance – responsible for all name to Tl’azt’en Nation to better reflect its own public buildings, sewer lines and water. identity. In 1994 Yekooche decided to separate from Tl’azt’en Nation as it entered into treaty Tl’azt’en also has funding to provide services such negotiations with the Federal and Provincial as Health, which is under the First Nations Health governments (under the BC Treaty Process). Authority. Tl’azt’en Health also has contracts with the Ministry of Child and Family Services and the Tl’azt’en Nation is a non-treaty First Nations Band Justice Institute to provide programs and services with a population of approximately 1700 members. to Band members. There are approximately 900 Band members living in the three communities of Taché, Binché, and Tl’azt’en was involved in the BC Treaty Process Dzit’andli, with Taché being the largest. for many years. It had to withdraw from the process and is currently working toward self- Tl’azt’en Nation receives transfer funds from government through other means. The Tl’azt’en Aboriginal Affairs and Northern Development territory as represented by the map reflects the Canada for the following services: territories used by Tl’azt’en members to continue Band Administration – this includes the Executive their traditional activities and which were acquired Director covering general administration and through inherent right. Finance ’AZD AK L N I ’UMUSY TS OO LH L U U O S B I L Y A O J O H O L KW N U T’E N BA WHU B L A I N C D COUN View of Taché ’AZD AK L N I ’UMUSY TS OO LH L U U O S B I L Y A O J O H O L KW N U T’E P-4 N BA WHU W HUT’EN the northern way of caring AK’AZD N L I TS’UMUS LH YO U O O L B U A S J I L H Y O O L O K W U N EN B BA WHUT’ A N D IL COUNC Tl’azt’en Education Centre offers training programs, adult education and career counselling AK’AZD N L I TS’UMUS LH YO U O O L B U A S J I L H Y O O L O K W U N EN BA WHUT’ W H UT’EN the northern way of caring P-5 Nak’azdli • Operations and Maintenance – responsible for the general maintenance of the Reserve Nak’azdli Whut’en is a non-treaty First Nation and Band-owned properties located adjacent to Fort St. James, BC. It has There are also departments that are not funded eighteen reserves in total in and around Fort St. with AANDC funds: James. Most people live on Indian Reserve (IR) #1 which is separated from Fort St. James by Kwah • Recreation – activities and events for Road. There are also a few families on IR #1A up families and children; often these activities the North Road at Four-Mile and William’s Prairie are open to everyone. Meadow. • Nak’azdli Education and Training Services The current population of Nak’azdli is close to (NETS) – part of the National Aboriginal 2000
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