Culture Camp: Learning from the St’át’imc, Nlaka’pamux, and Secwépemc nations

By Anna Driehuyzen, teacher, Gold Trail

One of the highlights of the school year in the Gold Trail School District is attending what has come to be known as Culture Camp—a professional development opportunity for teachers and staff to learn about the cultures of the St’át’imc, Nlaka’pamux, and Secwépemc nations. It is a day in which participants are immersed in hands-on, experiential, cultural learning activities, within First Nations communities whose territories reach across one of the geographically largest school districts in BC.

The geography of the school district and St’át’imc, Nlaka’pamux, and Secwépemc nations is a semi-arid plateau, bordered by steep mountain ranges, through which the Fraser River snakes its way toward a confluence of the Fraser and Thompson rivers in Lytton, BC. The area is marked by deep gorges, desert-like landscapes, and areas of sparse vegetation but also lush green pockets where land has been irrigated. Dry conditions give rise to a unique grassland ecosystem throughout the region. The chiselled contours of mountains, lakes, and rivers against the backdrop of frequently radiant blue skies is awe inspiring. This is the setting in which our yearly culture camps occur.

For some of us, given the distances, participating in a day of Culture Camp means getting up early and setting off as the sun is rising. It can be a long journey but one full of anticipation. It is a privilege to be invited each year into the First Nations communities that are located in the proximity of various schools throughout the region.

... we were reminded of the many ways that nature nourishes and shelters us when we are in right relationship to it, and how our connection to the land can be experienced as a kind of coming home.

Again this year, Elders and members of the First Nations communities throughout our district carefully prepared the day’s activities. We were welcomed in the traditional languages of the territories, followed by singing and drumming. In one of the communities, an Indigenous leader shared insights about the geography and history of the region and their connection to the land, giving participants a preview of the activities to follow.

After the morning’s opening remarks, participants broke into smaller groups to either take part in land-based activities or moved to other indoor spaces where workshops were held guiding participants in cultural activities. We were offered workshops in salmon preparation and canning; we took nature walks to learn the identification and medicinal uses of local plants; an Indigenous leader shared tools for body-centred, land-based approaches to counselling and relationship-building; and a young member of the local Indigenous community guided participants in the protocols and safety requirements, before launching the canoe that would carry teams of twelve across the windy waters of Kwotlenemo (Fountain) Lake.

Throughout the day we were reminded of the many ways that nature nourishes and shelters us when we are in right relationship to it, and how our connection to the land can be experienced as a kind of coming home. A feeling of gratitude and reverence for the abundance of nature was a theme throughout the day and suffused the varied activities and skills that were taught.

Since returning to our schools, the many lessons gained during Culture Camp continue to resonate in our classrooms. In an age of increasing digitalization and disconnectedness, we were reminded once again of how nature is itself a healer and teacher, and how when we bring ourselves and students into connection with it, balance and well-being can be restored.