CFP – Ethics of Belonging: Protocols, Pedagogies, Land and Stories – Indigenous Literary Studies Association Conference. Due: Jan 31, 2017

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Ethics of Belonging: Protocols, Pedagogies, Land and Stories: ILSA’s Annual Conference

this year held at the Stó:lō Nation Teaching Longhouse 7201 Vedder Road, Chilliwack on the Unceded, traditional territories of the Stó:lō peoples

We invite scholars, knowledge-keepers, artists, and community members to join us in generating new conversations about protocols, pedagogies, land, and stories from a wide variety of perspectives, including tribally-centred, inter-tribal, pan-national, urban/suburban, and trans-Indigenous, at ILSA’s third annual gathering, this time taking place on the unceded, traditional territories of the Stó:lō peoples in the Stó:lō Teaching Longhouse in Chilliwack, B.C. In a 2007 essay Stó:lō historian Dr. Albert Sonny Naxaxalhts’i McHalsie shares a Halq’emélem statement that is often interpreted as an assertion of Aboriginal rights and title: “S’ólh Téméxw te ikw’elo. Xolhmet te mekw’stam it kwelat,” which can be translated as “This is our Land. We have to take care of everything that belongs to us” (85). As McHalsie reflects on the boundaries of his territory, he follows the protocols of his community, consulting his elders to uncover teachings embedded in the Halq’emélem language and in Stó:lō stories. Through these protocols he replaces Western concepts of ownership with Stó:lō understandings of personal connection to place, sharing stories that explicate multiple ways of reading the land around him. McHalsie concludes that the statement is not merely an assertion of what belongs to Stó:lō but of belonging, insisting that as his people take care of their territory they necessarily have to take care of stories and understandings of the world embedded within wider kinship relations—between communities, nations, cultures, languages, as well as with the other-than-human.

Inspired by McHalsie’s words, Ethics of Belonging: Protocols, Pedagogies, Land and Stories asks participants to consider ways in which our scholarship, activism, and creative work cares for stories and centres Indigenous perspectives. In what ways can this care and attention honour Indigenous protocols and shape our pedagogies? How might writers or artists who live distanced or alienated from home territories practice such ethics? How might we consider Indigenous cultural production in cyberspace as linked to land? What does it mean to read texts through treaty documents, the history of colonization, or stories that emerge from land-theft and dislocation? What new traditions are Indigenous people, especially those who live in the city, creating?

The Indigenous Literary Studies Association supports diverse modes of creating and disseminating knowledge. Prospective participants are invited to propose conference papers, panels, roundtables, workshops, performances, and other formats for special sessions. Panel sessions will be 90 minutes in duration, with at least 15 minutes for questions and discussion. In keeping with our desire to enable dialogue and community- based learning, we welcome session proposals that utilize non-standard or alternative formats. While open to all proposals dealing with Indigenous literary arts, ILSA encourages proposals for sessions and individual presentations that engage with the following topics:

• “Taking care of everything that belongs to us,” land claims and cultural repatriation
• Stó:lō narrative arts and Stó:lō literary history, present, and future
• Politics of belonging and kinship relations
• Land, ecological responsibility, and environmental ethics
• Land-based solidarities, urban Indigenous communities, and the literary arts
• Literary methods and Indigenous protocols
• The politics of protocols—gender and surveillance
• Two-Spirit and queer Indigenous critical ecologies
• Land, stories, and narrative arts as praxis
• Autonomy and alliance in unceded traditional territories
• Community-based participatory research, pedagogies, and literary studies
• Alliances among Indigenous and diasporic artists
• Mediations of orality and Indigenous material cultures
• Collaborative creation and multi-media
• Artistic expressions of sovereignty and self-determination
• Responsibility, community, and artistic expression
• Community-specific Indigenous knowledge and ethics in scholarship or art
• methodologies and practices in Indigenous literary studies to serve the needs of Indigenous communities

The Indigenous Literary Studies Association (ILSA) was founded in 2014 to promote the scholarship and teaching of Indigenous writing and storytelling in Canada. One way to make our study of Indigenous literatures relevant to the writers who produce the stories we read, teach and study is to meet every other year at national conferences as part of Congress, and meet alternating years in Indigenous communities. In 2015 we met at Six Nations of the Grand River, near Hamilton, Ontario, and in 2016 we met at Congress, hosted that year at the University of Calgary. From June 18-20, 2017 we will be meeting on the unceded, traditional territories of the Stó:lō peoples, in Chilliwack, B.C., about a half hour drive from the Abbotsford airport and about a one and a half hour drive from downtown Vancouver. This time was chosen to coincide with the annual conference of NAISA, the Native American and Indigenous Studies Association meeting, at UBC from June 22-24, 2017.

Proposals are due on Tuesday, January 31, 2017 and this year’s proposals can be submitted to If you do not receive an acknowledgment of your proposal within 7 days, please contact the ILSA council members directly, especially in-coming ILSA President Deanna Reder or ILSA Secretary Sophie McCall. We remind you that prospective participants must be members in order to present at ILSA 2017 in Chilliwack.

Membership Rates are $40 (faculty) or $20 (students, community members, or underwaged) for one year. Please visit our website at
ILSA 2017 Call for Papers to complete your membership.

Thank you for your continued support. Please note that for the 2016-2017 year, we will be using this email,; we encourage our members to contact the ILSA Council directly should you have any concerns or ideas you wish to share.

The Indigenous Literary Studies Association Council 2016-2017
Deanna Reder, President (
Jesse Archibald-Barber, President Elect (
Sophie McCall, Secretary (
June Scudeler, Treasurer (
Sarah Henzi, Early Career Member (
Angela Semple, Graduate Member (
Sam McKegney, Past President (

Call for Participants – Paths to Sustainability: Creating Connection through Place-based Indigenous Knowledge

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Call for Participants

Paths to Sustainability: Creating Connection through Place-based Indigenous Knowledge

Seeking people to participate in a Vancouver-area research project on Indigenous world view, Place-based education and the practice of sustainability. This is for a research study conducted by Celia Brauer, a Graduate Student in Socio-cultural Anthropology at the University of British Columbia.

Participants must be available: Aug 2016 – Nov 2016 for 5, 5 hour Sessions, on weekend afternoons.

Plus: pre-and post-interview sessions of about 2 hours.

Participants must be 19 years or over and able-bodied. They should be interested in the subject matter and follow the whole course of educational sessions, plus all the interviews: approx. 25 hours total.

Contact Information: Co-Investigator: Celia Brauer:


Summer Course: Place-based learning in Huu-ay-aht Territory

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Summer Course: Place-based learning in Huu-ay-aht Territory

This intensive two-week course (Jul 24 to Aug 4) offered by the Bamfield Marine Sciences Centre will give undergraduate and graduate students an opportunity to engage directly in the emerging realm of place-based learning. The course is structured around foundational questions, such as, “How are people and place connected in ecologically unique landscapes?” and “What can we learn from the relationship between land, water, history, and contemporary revitalization efforts in the region?” Instructor: Dr. Tracy L. Friedel (UBC).

On-campus info sessions:

Wed, Feb 3, 5 – 6:30 PM, Room BIOL 2200
Thur, Feb 4, 5 – 6:30 PM, Room BUCH B210

For more information, email Meylin Zink Yi or call 604-728-3256.

Source: The Talking Stick: News and Information from the First Nations Longhouse, February 1, 2016

Learning from the Land: Indigenous Land-based Pedagogy and Decolonization

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Abstracts Due January 15th, 2014.

Papers due May 5th, 2014.

Decolonization: Indigeneity, Education & Society invites submissions from scholars, artists, and activists for a new issue of the journal exploring Land Based Education in theory and practice, guest edited by Glen Coulthard (University of British Columbia, Dene), Stephanie Irlbacher-Fox (University of Alberta), Matthew Wildcat (UBC, Cree) and Mandee McDonald (University of Victoria, Cree) in conjunction with the Editors of Decolonization.

Confirmed contributors to this volume include Glen Coulthard, Leanne Simpson, Taiaiake Alfred, Richard Van Camp, Stephanie Irlbacher-Fox, Matthew Wildcat and Mandee McDonald.

This issue invites contributors to discuss the role of land based education in the process of Decolonization. The issue will have two broad themes but contributors are encouraged to employ multiple orientations and emphasis.

The first theme is the practice of land based education. Submissions can range focus from pedagogical to political considerations, including:

  • Land based pedagogy: content, methods, and values within the practice of land based education for students and educators;
  • Indigenous articulations of land based education;
  • Contemporary and historical examples of Indigenous understandings of land based education;
  • The practice of working with communities, community members and elders in land based education;
  • How elder and community based perspectives are given space within land based education and the obstacles presented by orientations that (implicitly) privilege the epistemic standing of Universities and University affiliated educators;
  • Creating and maintaining sites of land based education within a contemporary context focused on prioritizing cost saving and job training education models;
  • Practices of education outside of mainstream institutions of education, or land based education as a site of struggle within institutions of education.

The second theme invites theoretical contributions about the land as a source of knowledge, learning and critique. As many have explored, engaging in a relationship with the ecology of the land, and non-human persons contains cultural knowledge about self, person-hood and relationships. Building upon indigenous epistemologies and other scholarly writing, the second theme asks for contributors to reflect upon ideas such as:

  • Land as a source of knowledge, learning and critique;
  • Indigenous conceptions of land, self, personhood and relationship;
  • Land relationships and ethics – personal, environmental, economic;
  • Articulating the connection between of land as a source knowledge to the practice of land based education;
  • Connections between land, dispossession, education, self-determination and decolonization.

The special issue is intended for audiences including and beyond academia including classroom and land based educators, policy makers, artists, and community members.

The editors welcome non-peer review papers, visual art, audio, photography, video, poetry or personal narratives that challenge the boundaries of scholarly production, either integrated with/in an article or as stand alone pieces.

Contributions are asked to submit an abstract by January 15th, 2014. Abstracts should be submitted Abstracts should be no longer than 200 words and indicate the following:

  • What theme your paper most closely aligns with.
  • The format of your submission (article, poetry, etc)
  • If you wish to have your article peer reviewed.

Article length submissions will be due May 5th, 2014. Selected articles will be published in late November/early December 2014.

Articles should follow our journal style guidelines, which can be found here:

Scholarly articles are subject to a double-blind peer review and details can be found here: