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Mapping Five Months of

image of Mapping Five Months of Treaty Walking

This chapter examines an a/r/tographic inquiry within a SSHRC funded research project aimed at revitalizing stories of cultural, artistic, and educational significance across local, regional, and transnational routes of significance. The particular inquiry involve walking as mapmaking—to engage the reconciliatory work of surveying one's own footsteps in relation to landmarks established by tradition, topography, and memory. The authors share and discuss the work of artist/researcher/teacher, Sheena Muirhead Koops who performs Treaty Walks to realize a pedagogy in land forces and local stories. Treaty Walks are undertaken as occasions to impact more intensely, the condition of daily life and its capacity for response, while maintaining awareness of the socioecological-political relations reverberating in the territory being mapped.

Keywords: a/r/tography ; art ; cartography ; ethical space ; landscape ; mapmaking ; relationality ; Saskatchewan ; settler colonialism ; walking

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References

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References

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     [Google Scholar]
  2. Beal, B. (2007). An Indian chief, an English tourist, a doctor, a reverend, and a member of parliament: The journeys of Pasqua's pictographs and the meaning of Treaty Four. The Canadian Journal of Native Studies, XXVII(1), 109–188.28
     [Google Scholar]
  3. Cardinal, H., & Hildebrandt, W. (2000). Treaty elders of Saskatchewan: Our dream is that our peoples will one day be clearly recognized as nations. University of Calgary Press.
     [Google Scholar]
  4. Chambers, C. (2008). Where are we? Finding common ground in a curriculum of place. Journal of the Canadian Association for Curriculum Studies, 6(2), 113–128.
     [Google Scholar]
  5. Daschuk, J. (2013). Clearing the plains: Disease, politics of starvation, and the loss of Aboriginal life. University of Regina Press.
     [Google Scholar]
  6. Donald, D. (2012a). Forts, colonial frontier logics, and Aboriginal-Canadian relations: Imagining decolonizing educational philosophies in Canadian contexts. In A. A. Abdi (Ed.), Decolonizing philosophies of education (pp. 91–111). Springer.
     [Google Scholar]
  7. Donald, D. (2012b). Indigenous métissage: A decolonizing research sensibility. International Journal of Qualitative Studies in Education, 25(5), 533–555.
     [Google Scholar]
  8. Ermine, W. (2002). The Cree first nations sweat lodge. In J. Downes and A. Ritchie (Eds.), Sea change: Orkney and Northern Europe in the later iron age AD 300–800 (p. 204). Pinkfoot Press.
     [Google Scholar]
  9. Ermine, W. (2007). The ethical space of engagement. Indigenous Law Journal, 6(1), 193.
     [Google Scholar]
  10. Haig-Brown, C., & Dannenmann, K. (2002). A pedagogy of the land: Dreams of respectful relations. McGill Journal of Education, 37(3), 451–468.
     [Google Scholar]
  11. Hanson, E. , Gamez, D. , & Manuel, A. (2020, September). The residential school system. Indigenous Foundations. https://indigenousfoundations.web.arts.ubc.ca/residential-school-system-2020/
  12. Harmon, K. (2009). The map as art: Contemporary artists explore cartography. Princeton Architectural Press.
     [Google Scholar]
  13. Kanarinka F. A. (2006). Art-machines, body-ovens and map-recipes: Entries for a psychogeographic dictionary. Cartographic Perspectives, 53, 24–40.
     [Google Scholar]
  14. Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants. Milkweed Editions.
     [Google Scholar]
  15. Koops, S. (2012). Treaty Walks for Kids Treaty Walks. http://treatywalks.blogspot.com/2012/10/treaty-walks-for-kids_11.html
  16. McGinnis, A. , Tesarek Kincaid, A. , Barrett, M. J. , Ham, C. , & Community Elders Research Advisory Group. (2019). Strengthening animal-human relationships as a doorway to Indigenous holistic wellness. Ecopsychology, 11(3), 162–173.
     [Google Scholar]
  17. Malpas, J. (1999). Place and experience: A philosophical topography. Cambridge University Press.
     [Google Scholar]
  18. Marker, M. (2011). Teaching history from an indigenous perspective: Four winding paths up the mountain. In P. Clark (Ed.), New possibilities for the past: Shaping history education in Canada (pp. 97–112). UBC Press.
     [Google Scholar]
  19. Office of the Treaty Commissioner. (2007). Treaty implementation: Fulfilling the covenant. www.otc.ca
  20. O'Sullivan, S. (2001). The aesthetics of affect: Thinking art beyond representation. Angelaki: Journal of the Theoretical Humanities, 6(3), 125–133.
     [Google Scholar]
  21. Ray, A. , Miller, J., & Tough, F. (2002). Bounty and benevolence: A history of Saskatchewan treaties. McGill-Queen's University Press.29
     [Google Scholar]
  22. Simpson, L. (2013). Restoring nationhood: Addressing land dispossession in the Canadian reconciliation discourse [Simon Fraser University lecture]. Vancouver, BC. https://www.youtube.com/watch?v=fH1QZQIUJIo
  23. Simpson, L. (2018). Coming into wisdom: Community, family, land & love. Northern Public Affairs Magazine. http://www.northernpublicaffairs.ca/index/
  24. Snowshoe, A., & Starblanket, N. V. (2016). Eyininiw mistatimwak: The role of the Lac La Croix Indigenous Pony for First Nations youth mental wellness. Journal of Indigenous Wellbeing: Te Mauri – Pimatisiwin, 1(2), 60–76.
     [Google Scholar]
  25. Solvey, S. (2018). Treaty entanglements: Exploring educational significance of Treaty understandings amongst Alberta preservice teachers [Master's thesis, University of Alberta]. https://doi.org/10.7939/R3NP1X044
  26. Solvey, S., & Koops, S. (in press). Going beyond the space of acknowledgement: Place, provocations, and precarious practice. In J. Markides & J. MacDonald (Eds.), Brave work in Indigenous education. DIO Press.
     [Google Scholar]
  27. Starblanket, G. (2019). Crisis of relationship: The role of treaties in contemporary Indigenous-settler relations. In G. Starblanket , D. Long , & O. P. Dickason (Eds.), Visions of the heart: Issues involving Indigenous peoples in Canada (5th ed., pp. 175–208). Oxford University Press.
     [Google Scholar]
  28. Stonechild, B. (2005). Treaty 4. Indigenous Saskatchewan Encyclopedia, University of Saskatchewan. https://teaching.usask.ca/indigenoussk/index.php
  29. Tuck, E. , & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
     [Google Scholar]
  30. Tupper, J. (2011). Disrupting ignorance and settler identities: The challenges of preparing beginning teachers for treaty education. Education, 17(3), 38–55.
     [Google Scholar]
  31. Tupper, J., & Cappello, M. (2008). Teaching treaties as (un)usual narratives: Disrupting the curricular commonsense. Curriculum Inquiry, 38(5), 559–578.
     [Google Scholar]
  32. Venn, S. (1997). Understanding Treaty 6: An Indigenous perspective. In M. Asch (Ed.), Aboriginal Treaty rights in Canada: Essays of law, equality, and respect for difference. (pp. 173–207). UBC Press.
  33. Weenie, A. (2020). Askiy Kiskinwahamakewina: Reclaiming land-based pedagogies in the academy. In S. Cote-Meek & T. Moeke-Pickering (Eds.), Decolonizing and Indigenizing education in Canada (pp. 1–17). Canadian Scholars.
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  34. Zournazi, M. (2003). Hope: New philosophies for change. Routledge.30
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