Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk Han, David (2020) Rethinking Indigenous Christianity in Northwest Canada: perspectives from the Nuu-chah-nulth. PhD thesis, Middlesex University / Oxford Centre for Mission Studies. [Thesis] Final accepted version (with author’s formatting) This version is available at: https://eprints.mdx.ac.uk/30866/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. 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See also repository copyright: re-use policy: http://eprints.mdx.ac.uk/policies.html#copy ‘Rethinking Indigenous Christianity in Northwest Canada: Perspectives from the Nuu-chah-nulth’ David Han OCMS, MPhil. /Ph.D. August 2019 ABSTRACT The Nuu-chah-nulth origin myths, potlatches, feasts and ceremonies such as the tloo- qwah-nah offer a view of their social and religious structure. This research focusses on the form of Indigenous Christianity from Northwest Canada and attempts to represent the perspective of Nuu-chah-nulth people. The study shows that the Nuu-chah-nulth culture and religious traditions are in many ways synonymous, and this makes it possible to see the origin and formation of their religious ideas through cultural sources. The findings are based on the primary source of written records, archives, and interviews. At the centre of the study lies the inquiry of how each aspect of the Nuu-chah-nulth culture gives an understanding of their religious ideas and how they compare with Christian theology, to re-imagine the gospel narrative for the Nuu-chah-nulth as part of a larger narrative of Christianity in the cultural contexts of Indigenous peoples. The main agency for change in the religious, social and communal realms was through the compulsory attendance in Indian Residential Schools. Christian mission and the colonial government played an important role in this. Despite the experience of the residential schools, Christian traditions were still delivered to the Nuu-chah-nulth. However, their conversion to Christ did not displace traditional spirituality. Their religious concepts were not known, but the origin myths provide an image of the creator N’aas who appears to display their cultural characteristics and offers a balance to an all- powerful image of God in the Christian religion. The dynamics of community-centred culture maniFests itself in their understanding of the nature of God. The Nuu-chah-nulth notion of kinship which encompasses all beings and nature contributes to a more holistic theology and the traditional Nuu-chah-nulth way of life lived in community informs a distinctive Christology and ecclesiology. This study calls for a re-evaluation of the Christian missionary approaches to traditional indigenous communities of Northwest Canada and invites to the re-examination of theoretical concepts of religion in light of presented Nuu-chah-nulth religious phenomena. 1 3 ‘Rethinking Indigenous Christianity of Northwest Canada: Perspectives from the Nuu-chah-nulth’ by David Han B.A. (King’s College, Edmonton, AB) M.Div. (Fuller Seminary, Pasadena, CA) A thesis submitted to the faculty in partial fulfilment of the degree of Doctor of Philosophy in Middlesex University August 2019 Oxford Centre for Mission Studies 5 7 DECLARATIONS [In absentia, sign, date, scan (preferably into .pdf), and e-mail; or post or fax] This work has not previously been accepted in substance for any degree and is not being concurrently submitted in candidature for any degree. Signed (Candidate) Date STATEMENT 1 This thesis is the result of my own investigations, except where otherwise stated. Where correction services have been used, the extent and nature of the correction is clearly marked in a footnote. Other sources are acknowledged by mid-notes or footnotes giving explicit references. A bibliography is appended. Signed (Candidate) Date STATEMENT 2 I hereby give consent for my thesis, if approved, to be available for photocopying by the British Library and for Inter-Library Loan, for open access to the Electronic Theses Online Service (EthoS) linked to the British Library, and for the title and summary to be made available to outside organizations. Signed (Candidate) Date 9 11 Acknowledgements I am grateful for all the prayers, guidance, and the help received for the project from all my teachers, Nuu-chah-nulth elders and chiefs, and my family. Supervisory Team: Primary Supervisor: Dr Ben Knighton, Oxford Centre for Mission Studies, Oxford, UK Secondary and Content Supervisor: Dr Paula Sampson, Vancouver School of Theology, British Columbia, Canada Advisor: Dr Martin Brokenleg, Native Ministries Consortium (VST), British Columbia, Canada Nuu-chah-nulth Language Consultant: Dr Helen Sunghwa Lee, University of Victoria House Tutor: Dr Thomas Harvey, Oxford Centre for Mission Studies, Oxford, UK PhD Stage Leader: Dr David Singh, Oxford Centre for Mission Studies, Oxford UK Mentors: Rev Dr Wonsuk Ma, Dr Julie Ma, Oral Roberts University, Oklahoma, USA Nuu-chah-nulth Friends who taught me about their culture: Christine Jules, Margaret Miller, Darlyn Dick, Hilda Hanson, Louie Frank, Sr., Victor Hanson (mit), Sheila Jules, Louie Joseph, Dave Frank, Chief Fred Adams (mit), Irene Thomas (mit), Tessie Hanson, Rev Dr Dean Johnson, Louie Frank, Jr., Salina Frank, Luke Swan, Patti Frank, Caroline Frank, Carissa Campbell, Marshall Thomas, Rev Richard Lindholm, Cathy Thomas, Saasin, Ciisma Titian, Caroline Frank, Doris Robinson, Dr Charlotte Coté (UW), and all of my Nuu-chah-nulth friends. Sponsors: Rev Dr Robert Oh, Jenny Oh, Dr Chul Yung Kim, Young Mi Chung, Sung Hun Kim, Rev Noriyuki Miyake Myung Sung Presbyterian Church, Seoul, Korea Elite Education Group, Tokyo, Japan My loving and supportive family: Lydia, Matthew, Eric and Mom 13 15 TABLE OF CONTENTS ACKNOWLEDGEMENTS .......................................................................................................................................................... 13 TABLE OF CONTENTS ..................................................................................................................................................... 17 ABBREVIATIONS .............................................................................................................................................................. 29 CHAPTER ONE .................................................................................................................................................... 33 INTRODUCTION ................................................................................................................................................. 33 1.1 BACKGROUND .................................................................................................................................................................. 33 1.2 RESEARCH PROBLEM ..................................................................................................................................................... 34 1.3 METHODOLOGY AND SCOPE .......................................................................................................................................... 40 1.3.1 Methodology ............................................................................................................................................................ 40 1.3.2 Scope of Study ......................................................................................................................................................... 42 1.3.2.1 Origin Myths .................................................................................................................................................................. 42 1.3.2.2 Potlatches ........................................................................................................................................................................ 43 1.3.2.3 Wolf Dance ..................................................................................................................................................................... 43 1.3.2.4 Indian Residential Schools .....................................................................................................................................