“The Mountains are Healing”: Engaging with Splatsin Knowledges of Wellbeing, Dispossession and Land-based Healing by Natali Euale A Thesis Presented to the University of Guelph In partial fulfillment of requirements for the degree of Master of Arts in Public Issues Anthropology Guelph, Ontario, Canada © Natali Euale, December, 2018 ABSTRACT “THE MOUNTAINS ARE HEALING”: ENGAGING WITH SPLATSIN KNOWLEDGES OF WELLBEING, DISPOSSESSION AND LAND-BASED HEALING Natali Euale Advisor: University of Guelph, 2018 Dr. Thomas McIlwraith Guided by decolonizing methodologies, Indigenous Knowledge systems and environmental dispossession and (re)possession theories, this thesis explores Splatsin perspectives on the connection between land and wellbeing in the context of historical and on-going alienation from traditional lands and cultural practices. A community-based participatory research approach framed this project conducted in collaboration with ten members of the Splatsin community who are part of the Secwépemc (Shuswap) Nation of southern interior British Columbia, Canada. Informed by participant observation, field trips, and semi-structured interviews, this project centers the voices and experiences of Splatsin Elders and community Knowledge Keepers as a way to decolonize what can be known about wellbeing. The greater goal of this project was to explore the possible benefits of restoring Indigenous land-based and cultural practices for community wellbeing. iii DEDICATIONS I dedicate this work to the Elders and Knowledge Keepers of the Splatsin community who— along with their ancestors—have worked at preserving the cultural knowledge of their people. This dissertation would not have been possible without their guidance, participation, and patience. I will be forever grateful for the kindness of the Secwépemc peoples for sharing the beauty and energy of your land, Se . I cannot thank you enough for welcoming me into your homes, taking me under your wing, and sharing your stories, laughter, teachings, and tasty meals. I will keep your teachings with me always. Kukwstsésemc iv ACKNOWLEDGEMENTS I would first like to acknowledge and honor the spirits of the land of the Secwépemc peoples, which became teachers for me in so many ways, as well as the Splatsin Elders and Knowledge Keepers whose words and knowledge shaped this work. These include Julianna Alexander, Marie Thomas, Shirley Bird, Edna Felix, Donna Antoine, Laura William, Trina Antoine, Randy Williams, Gloria Morgan and John-Paul Thomas. I would also like to express my gratitude to my academic advisor, Dr. Tad McIlwraith, for creating countless opportunities for me that I never would have imagined possible and for your patience, wisdom, enthusiasm, and support throughout this work. I am honored that you believed in me enough to invite me into a community that you hold so dear. Thank you for being my mentor since I first started this program and for providing me with the knowledge and tools that I needed to continue this work on my own. This thesis was strengthened by your knowledge, your questions and your encouragement. I am grateful to Dr. Elizabeth Finnis, for providing me with excellent feedback and guidance throughout my entire University experience. Thank you for believing in me as an undergraduate stud nt and su orting y d ision to ursu a Mast r’s d gr . Thank you to the Department of Sociology and Anthropology staff, especially Shelagh Daly for your kindness, willingness to help and for having all the answers! Finally, I would like to thank all the amazing Indigenous scholars and educators whose writings provided me with inspiration and guidance throughout this journey. v CONTENTS ABSTRACT ................................................................................................................................................. ii DEDICATIONS ......................................................................................................................................... iii ACKNOWLEDGEMENTS ...................................................................................................................... iv CONTENTS................................................................................................................................................. v FIGURES ................................................................................................................................................... vii Chapter 1: Reaffirming Indigenous Knowledges through Splatsin Narratives .................................... 1 1.1 Introduction ......................................................................................................................................... 1 1.2 Decolonizing Knowledge Production within Anthropology ............................................................... 2 1.3 Situating myself within the research ................................................................................................... 7 1.4 Research rationale ............................................................................................................................. 11 1.5 Theoretical Framework: From a Western to an Indigenous Research Paradigm .............................. 13 1.5.1 Environmental dispossession ..................................................................................................... 14 1.5.2 Environmental (Re)possession ................................................................................................... 16 1.5.3 Indigenous Knowledge Systems ................................................................................................. 17 1.6 Research Design: towards a decolonized form of community engagement ..................................... 19 1.6.1 Decolonizing Community Engagement ...................................................................................... 19 1.6.2 Community-based participatory research.................................................................................. 21 1.6.3 Learning from the land through participant observation and field trips ................................... 24 1.6.4 Ethical concerns ......................................................................................................................... 26 1.7 Research Gap and Objectives ........................................................................................................... 28 1.8 Overview of chapters ........................................................................................................................ 30 Chapter 2: Secwépemc Place-based Knowledges and the Impacts of Dispossession .......................... 32 2.1 Introduction ....................................................................................................................................... 32 2.2 Who are the Splatsin? ....................................................................................................................... 33 2.2.1 Traditional Secwépemc subsistence practices ........................................................................... 35 2.2.2 Secwépemc stewardship of the land .......................................................................................... 37 2.2.3 Secwépemc relationship to place ............................................................................................... 39 2.2.4 Introducing Sek’lep (Coyote) as a Secwépemc way of knowing about the world ...................... 42 2.2.5 The attempted erasure of Secwépemc peoples from Secwépemc ecw ...................................... 44 2.3 Splatsin experiences of environmental dispossession ....................................................................... 51 2.3.1 Direct processes of environmental dispossession ...................................................................... 51 vi 2.3.2 Indirect forms of environmental dispossession: ......................................................................... 55 2.4 Conclusion ........................................................................................................................................ 58 Chapter 3: “Walking good on earth”: Interconnections of culture, land and wellbeing ................... 60 3.1 Introduction ....................................................................................................................................... 60 3.2 Understanding Place and Wellbeing: Existing Approaches .............................................................. 61 3.2.1 Health Geography ...................................................................................................................... 62 3.2.2 Anthropology of Wellbeing ........................................................................................................ 64 3.3 Splatsin definitions of wellbeing....................................................................................................... 68 3.3.1 Learning balance through the medicine wheel .......................................................................... 70 3.3.2 Spiritual wellbeing ..................................................................................................................... 76 3.3.3 Emotional wellbeing .................................................................................................................. 77 3.3.4 Mental wellbeing ........................................................................................................................ 78 3.3.5 Physical wellbeing ....................................................................................................................