an tl’i7 xwekwstas kwétsi sníchim tl’a temíxw kwis chet ḵ’ánatsut wa lhtim̓acht wánaxws kwétsi temixw tl’a Sḵwx̱wú7mesh tim̓á ta skwul syétsem




Daniels, Leateeqwhia

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There are multiple layers of Indigenous language revitalization. British Columbia is the home of many unacknowledged Indigenous languages that have been here since time immemorial. Some language programs operate within educational settings, thus, creating a curriculum gap. The objective of this project is to bridge the existing gap of Sḵwx̱ wú7mesh/Squamish curriculum and using sníchim tl’a temíxw (language of the land) to help strengthen language growth. To uphold Sḵwx̱ wú7mesh/Squamish curriculum the project uses wa lhti ̓má (real life experience) of k’xwum kwétsi kwelmexwus (cedar root basketry) to inform the creation of Sḵwx̱ wú7mesh/Squamish curriculum. Our Sḵwx̱ wú7mesh/Squamish knowledge systems are strengthened by gathering, harvesting, and weaving on our homelands. The project weaves together my primary teaching experience and my family upbringing into the project. Learning Sḵwx̱ wú7mesh/Squamish language on the land is transformative and connects me to the land we descend from. Our homelands are veiled against the cityscape, but language and land erase the façade of the city. The project exemplifies decolonizing, indigenizing, culturally responsive teaching practices, our ways of education, land as pedagogy, practice of land-based pedagogy, and language curriculum. This project is an extension of previous Sḵwx̱ wú7mesh/Squamish education work that has come before me. It is important to centralize our Sḵwx̱ wú7mesh/Squamish ways within our educational system. The project documents my curriculum creation process and is an example of Sḵwx̱ wú7mesh/Squamish knowledge as pedagogy. In conclusion, through the experience of learning on the land and using sníchim tl’a temíxw (language of the land) we can create curriculum that targets specific language areas to help develop and improve our Sḵwx̱ wú7mesh/Squamish vernacular usage. Our land is essential in the process of developing curriculum.



Indigenous language revitalization, education, curriculum gap, Sḵwx̱ wú7mesh/Squamish curriculum, language on the land, decolonize, indigenize, culturally responsive teaching practices, pedagogy, learning on the land