Since the fall of 2023, students and community members have gathered at the University of Victoria to learn what it means to be a respectful visitor on the territories of the Lək̓ʷəŋən and W̱SÁNEĆ Peoples, on whose traditional territory the University stands.
With guidance from course weavers Mick Scow (Kwakwaka’wakw/Snuneymuxw) and W̱SÁNEĆ Matriarch Tracy Underwood, participants in Indigenous Studies 100: Relational Responsibilities to Coastal Indigenous Peoples & Lands meet weekly to hear from community-based knowledge holders.
Building the foundation
When Dr. Lisa Kealohapaʻaokahaleole Hall became the Indigenous Studies program director in 2019, she initiated the development of what would become Indigenous Studies 100. She secured grant funding and brought together Indigenous instructors at UVic and local community members for discussions around local Indigenous histories and protocols to visualize and shape the course.
“Many people at UVic need this knowledge of how to be a good visitor on these territories, whether visiting Indigenous students, staff, or faculty, many of whom are from other territories,” says Scow, who has been involved in the course since its early stages. When Underwood joined the Indigenous Studies program, she built momentum to centre W̱SÁNEĆ knowledges by working collaboratively with local knowledge holders.
Hosted once a week in the evenings, Indigenous Studies 100 was designed to be accessible both for participants and for the community members who share their knowledge in the course.
A different way of doing things
From the very beginning, cultural protocols of the Lək̓ʷəŋən and W̱SÁNEĆ Peoples were built into Indigenous Studies 100. Students ask for permission to learn on the territory, and every semester begins and ends with a shared meal prepared by the Songhees Nation. For some students, sharing this meal is also part of their learning experience, the first time they’ve eaten frybread or begun a course in this way. In Scow’s words, “from day one, students are thrown into this different way of doing things, so they learn by being in it, rather than just us telling them about it.”
Each week, local knowledge holders in the community share their expertise in reef net fishing, sports, plant medicines, canoeing, music and dance. “We prioritized local knowledge holders who haven’t had a place to share knowledge at UVic, which is quite novel,” shares Scow. For many of these knowledge holders, the course becomes a platform to share their accomplishments, from international victories in canoe racing to award-winning artwork.
One particularly memorable class session featured a reef net fishing display. Built by Rob Sam, the display demonstrates reef net fishing technology, emphasizing the use of items like stone anchors and glasses.
“The students were captivated,” says Underwood, reflecting on the first time Rob Sam brought his display to class. “When the class was over, he must have had ten students gathered around him, captivated with every word he said, and he was in his element. He’s passionate about reef net fishing. That was just the beginning.”
Classes in Indigenous Studies 100 are made up of current UVic students, as well as community members who can take the course through Continuing Studies. Bennett Issel, a UVic staff member in the Faculty of Humanities, took the course as a community member in 2023. Reflecting on their time in the course, they said, “My experience in IS 100 was both educational and humbling. Tracy Underwood brought in members of the community for many lessons, allowing us to hear histories from multiple perspectives and generations.”
I left most classes with a deep sense of appreciation and much to reflect on. I feel that this course was incredibly important for me, as a white settler, to continue decolonizing my practices and to gain a deeper understanding of Indigenous relationships with the land on which the university stands.”
—Bennett Issel
Giving back to community
A crucial pillar of Indigenous Studies 100 is giving back to the community, especially to community members who share their knowledge and experience with course participants. Students are encouraged to reflect critically on their skills and resources when deciding how to contribute. Whether putting together presentations for knowledge holders who regularly teach in schools or at community events; removing invasive species on campus with the A Place of Medicine restoration project, led by čésəlit̓əšən (Loreisa Lepine); or purchasing art or medicine directly from knowledge holders, students find ways to action the learning happening inside the classroom, giving back to local communities and lands.
A path forward
Reflecting on the importance of Indigenous Studies 100, Underwood says, “I hope everyone learns the basics to seeing our people as human. Because racism is alive. We still face genocide and harm from dehumanization.” The course, particularly its call to give back to communities, offers a place for people to come together in a good way.
For both Underwood and Scow, Indigenous Studies 100 is an ongoing learning and growing process. While there are still challenges, Scow says, “It’s been a fun journey, and we’re always excited for what’s to come, how we can improve the course for the next offering and continue strengthening what’s already an amazing course.”
