“VIEWPOINTS” ON RECONCILIATION: INDIGENOUS PERSPECTIVES FOR POST-SECONDARY EDUCATION IN THE SOUTHERN INTERIOR OF BC 2020 Project Synopsis By Christopher Horsethief, PhD, Dallas Good Water, MA, Harron Hall, BA, Jessica Morin, MA, Michele Morin, BSW, Roy Pogorzelski, MA September 1, 2020 Research Funded by the Social Sciences and Humanities Research Council of Canada. Executive Summary This research project synopsis presents diverse Indigenous community perspectives regarding the efforts needed to enable systemic change toward reconciliation within a public post-secondary educational institution in the Southern Interior of British Columbia. The main research question for this project was “How does a community college respectfully engage in reconciliation through education with the First Nations and Métis communities in the traditional territories in which it operates?” This research was realized by a team of six Indigenous researchers, representing distinct Indigenous groups within the region. It offers Indigenous perspectives, insights, and recommendations that can help guide post-secondary education toward systemic change. This research project was Indigenous led within an Indigenous research paradigm and done in collaboration with multiple communities throughout the Southern Interior region of British Columbia. Keywords: Indigenous-led research, Indigenous research methodologies, truth and reconciliation, Indigenous education, decolonization, systemic change, public post- secondary education in BC, Southern Interior of BC ii Acknowledgements This research was made possible through funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada. The important contributions from the Sinixt, Ktunaxa, Syilx, and Métis Elders, Knowledge Keepers, youth, men, and women within this project are essential to restoring important aspects of education that have been largely omitted from the public education system. The many voices and perspectives included in this project provide valuable tools and insights for guiding the process of systemic change in public post-secondary education within the Southern Interior of British Columbia, toward the ultimate goal of reconciliation and right relationship. Selkirk College acknowledges the shared journey in public post-secondary education alongside institutional partners, Okanagan College and College of the Rockies in the Southern Interior of BC. Selkirk College is also grateful to Nicola Valley Institute of Technology (NVIT) and the En’owkin Centre for their institutional guidance and leadership in Indigenous education. Special thanks to Dr. Neil Coburn, former Vice President and Dr. Theresa Southam, Chair, Teaching and Learning Institute at Selkirk College who initially helped realize the SSHRC Community College Innovations fund proposal. Much gratitude also to Shanaya Nelson, our editor, for her support in preparing this synopsis. Hu sukiǂq̓ ukni Codie Morigeau, Director of Employment and Education, and Jason Andrew, Contracts and Client Services Manager, Ktunaxa Nation Council, lim’ləmt Pauline Terbasket, Executive Director, Okanagan Nation Alliance and Marcee Colleen Hodgson, Director, Ministry of Education, Métis Nation BC, for trusting in the collaborative work for this project. This research acknowledges the traditional and unceded territories of the First Nations of the West Kootenay and Boundary regions: the Sinixt (Lakes), the Syilx (Okanagan), the Ktunaxa, and the Secwépemc (Shuswap) peoples. The mountains, rivers, lakes, and lands of these territories have sustained life and human communities since time immemorial. Learning and education have been part of this land for millennia. Selkirk College is honoured and grateful to the keepers of these territories where we live and learn, and the wisdom and beauty that surrounds us. iii Table of Contents Executive Summary ................................................................................................................................................................. ii Acknowledgements ............................................................................................................................................................... iii Chapter 1: Bringing “Viewpoints” into Focus ............................................................................................................... 1 Project Background ........................................................................................................................................................ 1 First Nations in the Southern Interior of British Columbia ........................................................................... 3 Additional Indigenous or Aboriginal Peoples ..................................................................................................... 3 Primary Investigators ................................................................................................................................................... 3 Project Coordination ...................................................................................................................................................... 4 Goals of this Research Project .................................................................................................................................... 4 Public Post-Secondary Colleges in the Southern Interior .............................................................................. 5 Chapter Summary ........................................................................................................................................................... 7 Chapter 2: Separate but Together ..................................................................................................................................... 8 Early Insights .................................................................................................................................................................... 8 “Viewpoints” Overarching Project Methodology ............................................................................................... 9 Chapter Summary ........................................................................................................................................................ 11 Chapter 3: Distinctive Methodologies ........................................................................................................................... 12 Ktunaxa Methodology: ʔuk̓ iniɬwiytiyaɬa (Thinking with One Heart) .................................................... 12 Syilx-1: Methodology .................................................................................................................................................. 12 Syilx-2: Methodology .................................................................................................................................................. 14 Métis Methodology ...................................................................................................................................................... 15 Chapter Summary ........................................................................................................................................................ 17 Chapter 4: Research Findings ........................................................................................................................................... 18 Syilx-1 Findings............................................................................................................................................................. 18 Syilx-2 Findings............................................................................................................................................................. 19 Elders/Tradition ................................................................................................................................................. 19 Youth/Vision ........................................................................................................................................................ 21 Mothers/Relationship ...................................................................................................................................... 22 Fathers/Action ..................................................................................................................................................... 23 Story ......................................................................................................................................................................... 24 Ktunaxa Findings.......................................................................................................................................................... 24 Métis Findings ............................................................................................................................................................... 26 Identity .................................................................................................................................................................... 26 Education ............................................................................................................................................................... 28 Chapter Summary ........................................................................................................................................................ 29 Chapter 5: Recommendations .........................................................................................................................................