Learning at Ye'yumnuts in Reflections




Martindale, Ella

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This document represents a holistic account of two years’ work thinking about place-based learning at Ye’yumnuts from a Quw’utsun Mustimuhw perspective. In acknowledging individual and collective responsibility, and accounting for the slowness of work in place over time, this document signals the need for specific careful conversations about Quw’utsun ways of being in place. Some of the topics highlighted for subsequent engagement include prioritizing Indigenous futures over settler futures when constructing and imagining Indigenous land; the need for a strengthening of Quw’utsun community engagement at Ye’yumnuts in support of further local public-school learning at the site; the potential for a deeper recognition of Quw’utsun protocols to ensure safety for Indigenous and settler visitors at Ye’yumnuts, and a nuanced understanding of visiting a place such as Ye’yumnuts in a public school-setting. This work affirmed my own commitment to thinking through the ways in which Quw’utsun Mustimuhw and their futures can be prioritized at Ye’yumnuts – how this place can be appropriately reintegrated into Quw’utsun territory and into our daily lives. This document indicates a shift in my research and personal intentions, shifting from a focus on public-school resources to an attention to the importance of Ye’yumnuts’ unique connection to its people, and the ways in which this strengthened connection will one day best support public-school learning at Ye’yumnuts and other places in Quw’utsun territory.



place-based learning, place-based education, Indigenous education, Quw'utsun, Ye'yumnuts, ancestors, place