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The Stō:Ló Is a River of Knowledge, Halq'eméylem Is a River of Stories

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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. asIt iswell a narrative as regional of to the Fraser Valley. fail in effortsIndigenous to have narratives all parts areof the guideposts natural and for livingdrawing world strength abide when in harmony. human actionsCorrect protocol for coexisting with the river involved adherence to purposeful use of cedar, salmon and the written language. This narrative begins in time immemorial—a time when stories had a spiritual power to inform a way of life built on respect for all living systems within and along the river. The boundaries of relationship between humans and the environment were tightly interwoven in oral histories. The story of change and transformation at Xá:ytem, Hatzicthe past. Rock, B.C. is told as a teaching story that has influenced the Stó:lō landscape of The tension for correcting or “setting things right” within the river system is relevant and important in appreciating aboriginal pedagogy today. The inclusion of indigenous voice is pivotal to empowering a diverse education curriculum now and into the future. iii Acknowledgements Ibeginning, would like Allan’s to thank support, Dr Allan encouragement, MacKinnon for knowledge, his guidance and of wisdom this work. provided From the the circle ToI needed Siyamiyateli to reflectyot, and Elizabeth to write Phillips, as a river (Chehalis), woman. thank you for your devotion to Halq’emeylem, our river language. You are an inspiration to all people “to hold our languages high” for renewal and revitalization. Thank you to Stelomethet, Ethel Gardner, for building a beautiful narrative on Riverworldview. It is your work that has inspired this thesis. Tocomfort, my family and beliefand friends in my processthroughout to complete Turtle Island, this work. thank you for the support, laughter, Finally, to the River. S - tó:lō ShxwelíYa’lh yex Wíyotha wkw’as ho’y,The Spirit Thank of you the Stó:lō Forever. iv Dedication This work is dedicated to my family. May our hearts be united and our stories continue for as long as the river flows. l the story began. IntoEach the part Mist flowing of Time through Immemoria cycle and season. Towards a passing, like salmon, nearing the channel of origin. What will I leave my family? Theand willlittle never one that mee is waiting seven generations ahead, the one I feel in my heart To the next keeper t?of the family stories: Your roots come from the ancestors of the river. Whenwords, you tobacco are lonely, or cedar. go to the shoreline of the water. Give a blessing with Pray for guidance and strength. An answer will come. Sometimes, the message will be to wait. Let the way unfold. Be brave. Trust. You come from a family with a generous heart. Your spirit is strong too. Children are the gifts given to our family. Love is the teacher. Remember the stories. n elder to help you return to the beginning place. IfOur you elders forget, are find the a precious connection to the past and they hold the faith for the future. Laughter and smiles are the trademarks of our family code. Know, above all else, “you are loved.” Forever. v Story Blanket Dedication The Story Blanket embraces this writing. and Grandfathers of the Babine Corridor. Rivers are the heart of my family’s stories, traditionsIt honors my and Stó:lō heritage. River Grandfathers and Grandmothers as well as my Grandmothers Salmon is the bond that unites my family. paddling her canoe at night down the river, with a torch lantern. The story rock and the bulrushesThe maker on of thethis bank blanket and describes the mountains the story in the this background way: A River giving Woman strength, in a Cedar and a Hat salmon moon in the sky shining bright. The Story Blanket has over 300 Buttons. Deepest Respect and Gratitude to: Cathie Tonkins, Loxahatchee Florida Sounding Woman Designs, 2010. vi Table of Contents Approval ................................................................................................................................................................ ii Abstract ................................................................................................................................................................ iii Acknowledgements ......................................................................................................................................... iv Dedication ............................................................................................................................................................. v Story Blanket Dedication .............................................................................................................................. vi Table of Contents............................................................................................................................................. vii List of Figures .................................................................................................................................................... ix List of Photographs ......................................................................................................................................... ix List of Maps ......................................................................................................................................................... ix ....................................................................................................................................... x ................................................................................................................. xi TheHalq’eméylem Bend in the Words River at X’at’seq .............................................................................................................. xii ProloguePrayer: “To ................................ Write on My ................................Heart” ............................................................................................. xiii Introduction ...................................................................................................................................... 1 ...................................................... 1 TheEverything River Is is ain Living Motion. System: It Has Been The LanguageSince Time Is Immemorial a Living System ...................................... 7 Stories of the Past, Present and Future ................................................................................................... 7 Clay, Silt, Sandbars and Currents ............................................................................................................. 17 Listening at the Edge of the River ........................................................................................... 20 ..................................................................... A River Language Evolving ......................................................................................................................... Kw’ekw’e’iqw: Sumas Mountain and the Great Flood 20 Narrative in Context to Indigenous Research ..................................................................... 2421 ................................................................................................................. Storyteller as Researcher ............................................................................................................................. Dwelling in a Place of Knowing ................................................................................................................................. 3024 28 AnStó:lō Indigenous Shxwelí Wiyotha Paradigm ............................................................................................................ 33 Constructing Meaning,
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