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Kwakwaka'wakw Dzaxwan Kwakwaka’wakw Dzaxwan: The Development and Evaluation of a Cross-cultural Oolichan Fisheries Curriculum by Donna Cranmer BEd, Simon Fraser University, 1992 A project Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF EDUCATION in the Department of Curriculum and Instruction Donna Cranmer, 2009 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Kwakwaka’wakw Dzaxwan: The Development and Evaluation of a Cross-cultural Oolichan Fisheries Curriculum by Donna Cranmer BEd, Simon Fraser University, 1992 Supervisory Committee Dr. Gloria Snively, Supervisor (Department of Education) Dr. Lorna Williams, Departmental Member (Department of Education) Dr. Ted Rieken, Departmental Member (Dean, Faculty of Education) iii Supervisory Committee Dr. Gloria Snively, Supervisor (Department of Education) Dr. Lorna Williams, Departmental Member (Department of Education) Dr. Ted Rieken, Departmental Member (Dean, Faculty of Education) ABSTRACT The Kwakwaka’wakw (people who speak the Kwak’wala language) sustained themselves for thousands of years prior to contact because of their mayaxa’la – respect for the land, water (both fresh and salt) and the resources, such as the dzaxwan – oolichan that were found in their territory. This thesis describes the development of a cross-cultural science curriculum on dzaxwan, using information gained from interviews with knowledgeable elders that have participated in the annual trips to work with dzaxwan and the rendering of t’łina (oolichan oil). Traditional Ecological Knowledge and Wisdom (TEKW) and Western Modern Science (WMS) concepts are woven into the creation of the dzaxwan curriculum. Lessons were pilot tested in the spring of 2009 with grade 6/7 students at the ‘Namgis First Nation band operated T’łisalagi’lakw School in Alert Bay, BC. Evaluative techniques showed that the students understood the TEKW of the people, a range of WMS concepts, and practiced mayaxala (respect for the people, the land and water, and the dzaxwan. iv Table of Contents Supervisory Committee ................................................................................................................ ii Abstract ......................................................................................................................................... iii Table of Contents ......................................................................................................................... iv List of Tables ................................................................................................................................ vi List of Figures .............................................................................................................................. vii Acknowledgments ........................................................................................................................ ix Chapter 1: Overview of the Study ................................................................................................1 Rationale .............................................................................................................................5 Purpose................................................................................................................................9 Research Questions ..........................................................................................................10 Study Site ..........................................................................................................................10 Participants .......................................................................................................................12 The Curriculum ...............................................................................................................13 Methodology .....................................................................................................................14 Evaluation of the Curriculum .........................................................................................16 Resources ..........................................................................................................................17 Limitations ........................................................................................................................18 Chapter 2: Literature Review .....................................................................................................19 First Nations Education ...................................................................................................21 First Nations Ways of Being............................................................................................23 Traditional Ecological Knowledge .................................................................................23 Cross-Cultural Science Education..................................................................................24 First Nations Language ...................................................................................................28 Kwakwaka’wakw Ways ..................................................................................................29 Oolichan Fishery ..............................................................................................................32 Words of Thanks ..............................................................................................................35 Creating Everyday Materials..........................................................................................37 Kelp Bottles...........................................................................................................38 Beliefs About oolichans....................................................................................................38 T’łina Use ..........................................................................................................................39 ‘Namgis Grease Trail .......................................................................................................40 Oolichans and the Klinaklina River ...............................................................................41 Following the Path of Our Ancestors .............................................................................42 Chapter 3: Gwayi’lelas – “How We do Things” .......................................................................43 Lots of Dzaxwan ...............................................................................................................45 Kwakwaka’wakw Traditions ..........................................................................................46 Getting camp ready in Dzawadi .....................................................................................47 Dzaxwan Teachings .........................................................................................................48 Fishing for Dzaxwan ........................................................................................................49 Preparing for Making T’łina ..........................................................................................50 Ways to Prepare Dzaxwan ..............................................................................................52 Rendering the T’łina ........................................................................................................53 Learning and Teaching....................................................................................................56 Healthy Traditional Food ................................................................................................57 v Concern for the Future ....................................................................................................58 Chapter 4: Dzaxwan Curriculum In Use ...................................................................................61 Dzaxwan Lessons .............................................................................................................61 Pre-Dzaxwan Knowledge ................................................................................................62 Introduce Dzaxwan (Oolichan) with Oral History .......................................................63 Life Cycle of Oolichan .....................................................................................................66 Oolichan Food Web .........................................................................................................69 Oolichan Fishing and Creation of the Lap’is (Oolichan Pit) .......................................72 Making T’łina and T’łinagi’la ........................................................................................80 T’łina Uses - Medicine .....................................................................................................83 T’łinagi’la and Grease Trails ..............................................................................84 T’łina and Grease Trails .....................................................................................88 Evaluation .........................................................................................................................89 Chapter 5: Summary ...................................................................................................................96 Overview of Curriculum Experience .............................................................................96
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