EDUC 440-970 – Alternative Assignment: Learning from the Land Galla (Summer 2019)

Name: ______________________________

The following activity is adapted from Dr. Christine Bridge’s dissertation, “Land Education and
Reconciliation: Exploring Educators’ Practice” (2018).

For this self-guided land-based activity, you will visit two locations.
 ʔi:ɬqəy̓ qeqən (Musqueam, double-headed serpent post) (located just outside the campus bookstore
facing east at University Boulevard and East Mall.
 xʷməm̓qʷe:m (Camosun Bog) (located just off West 19th Avenue and Camosun St. in Pacific Spirit
Park: Google map location for the bog. By bus: Take the #25 from UBC and get off on 16th and
Camosun in front of Queen Elizabeth Elementary. Walk past the school to the end of Camosun – there
is a boardwalk that will take you into the Bog.

A. Before your visit to the two locations, read/listen to the following resources provided below. Identify 1-2
additonal resources for each of these areas and include it below.

ʔi:ɬqəy̓ qeqən
1. Interview with Brent Sparrow Jr. and photo gallery: http://news.ubc.ca/2016/04/06/musqueam-
post-dedicated-at-ubc-vancouver-campus-today/
2.

3.

xʷməm̓qʷe:m
1. Interview with Larry Grant. Camosun Bog: Member of the Musqueam Nation:
https://www.youtube.com/watch?v=v6K7jASVzl8
2.

3.

Please respond thoughtfully with a well-written paragraph to the following questions below.
B. Based on your resources (listed above), respond thoughtfully with a well-written paragraph for each of the
following questions:
a. How is Indigenous knowledge situated in land and place?

b. How does land and place shape identity?

c. How have we benefitied from the displacement of Indigenous peoples from land/place?

C. How do you pronounce each of these names? What resources do you have access to help with your
pronunciation? List at least one resource per name.

ʔi:ɬqəy̓ qeqən

xʷməm̓qʷe:m
D. Provide a brief summary of the place names. Share how the story of the place name is connected to the
land.

ʔi:ɬqəy̓ qeqən

xʷməm̓qʷe:m

E. Visit the two locations. For each location, take a photo (with you in it near signage/landmark), and take 2
additional photos that connect to the story of these two places.

ʔi:ɬqəy̓ qeqən

xʷməm̓qʷe:m

2
While visiting the two areas, engage with your surroundings and listen with your “three ears” – two on our
head and one in our heart (Archibald, 1997). Think about what you learned from your research, the interviews
and stories you’ve heard.

F. Observe how visitors interact and engage with ʔi:ɬqəy̓ qeqən and xʷməm̓qʷe:m. Based on your
observations, how do you think Indigenous and Western perspectives on land and place differ? How is
your experience different or similar? Why?

G. What syllabus course themes do the ʔi:ɬqəy̓ qeqən and xʷməm̓qʷe:m speak to? Explain.

H. In what ways could the land/place-based approaches to ʔi:ɬqəy̓ qeqən or xʷməm̓qʷe:m be used as a
primary source, or “first teacher” in your teaching area?