These teachings have been gifted to MBNS from Hulq’umi’num Elders and Knowledge Keepers. We share them with deep respect and gratitude.

Building Community

• We will look at the components of community – from a Hulq’umi’num perspective
• We will begin the process of building community – through experiential learning opportunities
• We will be challenged to consider our colonial notions of what community is and processes for reimagining and unlearning

Circle Pedagogy

• We will look at the circle – from a Hulq’umi’num perspective
• We will begin the process of living in circle – through experiential learning opportunities
• We will be challenged to view power as shared, and wonder how all voices can be heard. What are the implications of “the wisdom is in the room.”

Walking Together/Paddling Together

• We will look at the components of concerted action/unity of purpose – from a Hulq’umi’num perspective
• We will begin the process of ‘Q’shintuling’ – through experiential learning opportunities
• We will be challenged to interrogate our colonial notions of the purposes of school – from individualism to a collective view.

Acknowledging the Truth

• We will look at land acknowledgements, and share how they have evolved at Q’shintul/Mill Bay Nature School through our children’s growing understandings of the history of the Hulq’umi’num Peoples in the Cowichan Valley from the teachings of Elders and Knowledge Holders.
• We will begin the process of co-creating authentic, heart-based acknowledgements that speak the Truth.

Witnessing

• We will look at the components of witnessing – from a Hulq’umi’num perspective
• We will begin the process of witnessing – through experiential learning opportunities
• We will be challenged to consider our colonial notions of what it means to communicate/document
  learning, and learn to write learning stories inspired by Hulq’umi’num practices.

‘Xe’ Xe’ Smune’em’ – Centering Sacred Children

• We will look at the image of the child – speq’um (flowers) – from a Hulq’umi’num perspective
• We will be challenged to consider our colonial norms of raising children – what children need in order to thrive – and explore how the Core Competencies of the B.C. Curriculum are embedded in Hulq’umi’num ways of being with children.

Restorative Justice

• We will look at the components of restorative justice – from a Hulq’umi’num perspective
• We will begin the process of practicing restorative justice – through experiential learning opportunities
• We will be challenged to consider our colonial notions of discipline, punishment, and shame – reimagining and unlearning new possibilities for supporting the development of self-discipline in children.

Play

• We will look at the components of play – from a Hulq’umi’num perspective
• We will begin the process of creating a space of lighthearted interactions – through experiential learning opportunities
• We will be challenged to consider our colonial notions of what work is and what play is. How has the brain evolved to learn deeply, to thrive ?

Walking gently on Mother Earth/Animal Relations

• We will look at the Natural World – from a Hulq’umi’num perspective
• We will begin the process of walking gently on Mother Earth – through experiential learning opportunities
• We will be challenged to consider our extractive colonial notions of the natural world – how we teach these to our children – and how we can begin to be on the Land in a much more respectful way – viewing Her as sacred.

Patience

• We will look at the implications of living from the perspective that “things take the time they take.”
• We will begin the process of exercising patience – through experiential learning opportunities
• We will be challenged to consider our colonial notions of efficiency and speed – and how they hinder the growth and development of children.

‘Huy ch q’u’ – Gratitude

• We will look at the implications of living from the perspective of gratitude in schools.
• We will begin the process of exercising gratitude – through experiential learning opportunities
• We will be challenged to consider our colonial notions of expectations and entitlement, and the Hulq’umi’num value of cultivating gratitude and tending to those who tend to our sacred children – Xe’Xe’ Smune’em.

Ceremony

• We will look at the components of ceremony – from a Hulq’umi’num perspective
• We will begin the process of repetition and collective remembering – through experiential learning opportunities
• We will be challenged to consider our colonial notions of ceremony, and how children can be invited to bring their whole self and range of emotions to the moment – the impact of this way of living and being.