Community-Based Archaeologies and Indigenous Archaeologies: New Voices, New Perspectives

Session Hosting Format: 
pre-recorded session
Date/Heure: 
Samedi, mai 6, 2023 - 1:00pm - 4:00pm
(ADT)
Room: 
Kluskap C (Hybrid)
Organizer(s): 
  • Steven Dorland, Grand Valley State University
  • Jordan Jamieson, Mississaugas of Credit First Nation
  • Councilor Veronica King-Jamieson, Mississaugas of Credit First Nation
  • Jonathan Ferrier, Dalhousie University
Contact Email: 
Session Description (300 word max): 

In this session, we want to hear about community-based archaeologies or Indigenous archaeologies that have taken place in the last few years. With COVID-19 and the continuing impacts of this pandemic on Indigenous communities, archaeologists and Indigenous communities have gotten creative in finding ways of bringing heritage and archaeology to Indigenous communities in ways that address their needs and interests. In this session, we want to hear about new methods of engagement, or effective methods of engagement in community-based archaeologies and Indigenous archaeologies that have laid a foundation for relationship building between research institutions and Indigenous partners across Turtle Island. In this session, we are hoping to provide an opportunity to hear from community members who are often not given platforms to speak about their experiences with archaeology and heritage driven projects and how we can move forward in partnership with Indigenous communities when developing projects. 

Présentations
01:00 PM: Relationship Building: Community-Based Archaeology in Partnership with Mississauga Nation
Format de présentation : Online - pre-recorded
Auteur-e(s) :
  • Steven  Dorland - Grand Valley State University
  • Jordan  Jamieson - Mississaugas of the Credit First Nation
  • Veronica King-Jamieson - Mississaugas of the Credit First Nation
  • Jonathan  Ferrier - Dalhousie University
  • Lindi  Masur - Sewanee: University of the South
  • David Smith - University of Toronto Mississauga

Recently, the growth of community-based archaeology has resulted in a diverse collection of approaches that braids together archaeology and the needs and interests of Indigenous communities. In this paper, we provide an overview of our community-based archaeology project with Mississauga Nation, Learning about Learning. Established in 2019, this research project in southern Ontario is a community driven educational program for youth across the six Mississauga First Nations that bridges archaeology and Indigenous knowledge through hands-on learning and the centering of Mississauga voices and perspectives. A central component of our project is providing capacity building for youth through transferable skill development and paid training of archaeological and cultural heritage methods. In this paper, we highlight the importance of relationship building and how this is entangled in all project stages, including, development, application, and knowledge dissemination practices. I emphasize the importance of creating true partnerships that continuously challenge the outside researchers involved in this project to unlearn traditional ways of knowing and doing and to learn about learning the Mississauga way. Archaeology is a very effective tool and resource for Indigenous communities, but only when we democratize knowledge and work alongside each other to meet their needs and interests. 

 

 

01:20 PM: Learning about Learning: A Mississaugi Youth Perspective
Format de présentation : Online - pre-recorded
Auteur-e(s) :
  • Nicholas Cada - Mississaugi First Nation
  • Chinoodin  Armstrong - Mississaugi First Nation
  • Alexander Debassige - Mississaugi First Nation
  • Steven  Dorland - Grand Valley State University

 

Community-based archaeology has developed in various ways to emphasize the voices of Indigenous communities and enhance archaeology as a discipline. In this two part paper series, we focus on the experiences of youths from two Mississauga First Nations. In a discussion with Steven Dorland and Mississauga Nation youth, you will learn about our experiences in the Learning about Learning community-based archaeology camp. We will talk about what drew us into this project and how this archaeology camp has impacted our understanding of archaeology and allowed us to develop transferable skills. In the first paper, you will hear from Nicholas, Chinoodin, and Alexander,  youth from Mississaugi First Nation. What is clear in our discussion with Dorland is the importance of providing opportunities for Indigenous youth to learn about archaeology and do this in a fun and safe way that emphasizes hands-on learning and fun educational exercises to learn archaeology. At times, archaeologists can complicate things when working with Indigenous communities, but for this project, sticking to the basics created an enjoyable and lasting cultural learning experience. We hope our words help inspire future community-based archaeology projects.

 

01:40 PM: Learning about Learning: A Mississaugas of the Credit Youth Perspective
Format de présentation : Online - pre-recorded
Auteur-e(s) :
  • Nimkii King - Mississaugas of the Credit First Nation
  • Steven  Dorland - Grand Valley State University

 

Community-based archaeology has developed in various ways to emphasize the voices of Indigenous communities and enhance archaeology as a discipline. In this two part paper series, we focus on the experiences of youths from two Mississauga First Nations. In a discussion with Steven Dorland and Mississauga Nation youth, you will learn about our experiences in the Learning about Learning community-based archaeology camp. We will talk about what drew us into this project and how this archaeology camp has impacted our understanding of archaeology and allowed us to develop transferable skills. In the second paper, you will hear from Nimkii, a youth from Mississauga of the Credit First Nation. What is clear in our discussion with Dorland is the importance of providing opportunities for Indigenous youth to learn about archaeology and do this in a fun and safe way that emphasizes hands-on learning and fun educational exercises to learn archaeology. At times, archaeologists can complicate things when working with Indigenous communities, but for this project, sticking to the basics created an enjoyable and lasting cultural learning experience. We hope our words help inspire future community-based archaeology projects.

 

02:00 PM: Anishinabe Odjibikan: Implementing Indigenous Led Archaeology on Algonquin territory
Format de présentation : In-Person
Auteur-e(s) :
  • Kyle Sarazin - Algonquins of Pikwakanagan First Nation
  • Jennifer  Tenasco - Kitigan Zibi Anishinabeg
  • Drew Tenasco - Kitigan Zibi Anishinabeg
  • Emma Logan - Algonquins of Pikwakanagan First Nation
  • Jenna Kohoko L - Algonquins of Pikwakanagan First Nation
  • Bryton  Beaudoin - Kitigan Zibi Anishinabeg
  • Alina Jerome - Kitigan Zibi Anishinabeg

We are an Anishinabe-Algonquin led archaeological field school operated by two communities, The Algonquins of Pikwakanagan First Nation and Kitigan Zibi Anishinabeg. We are a youth-led team backed by the support of our communities and the support of our partners who give us strength in undertaking the projects that we are exploring each day. We wish to tell our story of how we are conducting Indigenous archaeology, and how we wish to do archaeology in our own way. Archaeologists should take greater care and be mindful of the cultural objects they uncover. We will share our goals of returning artifacts and the good that will come of it, as well as our goals moving forward. Our Group, Anishinabe Odjibikan, allows us to communicate and connect with many other First Nation groups, to learn from them, and to share knowledge with them where we can. This presentation will explain what we perceive for our future in archaeology and the future of what archaeology in our territory may look like, through the protection, management, and stewardship of archaeological resources.

02:20 PM: Le Patrimoine culturel et le Patrimoine naturel sont indissociables
Format de présentation : In-Person
Auteur-e(s) :
  • Isaak  Lachapelle-Gill - Bureau du Ndakina, Grand Conseil de la Nation Waban-Aki
  • Genevieve Treyvaud - Bureau du Ndakina, GCNWA

Isaak occupe le poste de gardien du territoire. Celui-ci s’assure de surveiller et de mieux protéger le territoire ayant une valeur culturelle et écologique pour les communautés w8banakiak dans le but de veiller au respect des habitats. Depuis l’arrivée d’Isaak, la protection du patrimoine archéologique et culturel fait partie des obligations des Gardiens du territoire. Lors de cette présentation, les aspects du travail de protection et leur méthodologie vous serons présentés ainsi que trois exemples de projets en cours qui portent sur les problèmes d’érosion des sites archéologiques, la documentation des sites d’importance et la gestion du patrimoine funéraire de la Nation Waban-Aki.

Isaak holds the position of Guardian of the territory. He ensures and protects the territory of cultural and ecological value for w8banakiak communities in respect of traditional habitats. Since the arrival of Isaak, the archaeological and cultural heritage protection has been a duty of Guardians of the territory. During this presentation, different protection aspects of their work and methodology will be presented through three examples of current projects which deal with problems of erosion of archaeological sites, the documentation of important sites and the management of funerary heritage of the Waban-Aki Nation.

02:40 PM: The Six Seasons of the Asiniskaw Īthiniwak Project: Innovative Applied Archaeological Contributions
Format de présentation : In-Person
Auteur-e(s) :
  • Jill Taylor-Hollings - Dept. of Anthropology, Lakehead University; President, Ontario Archaeological Society
  • Scott Hamilton - Dept. of Anthropology, Lakehead University

Lakehead University archaeologists are playing important roles in the Six Seasons of the Asiniskaw Īthiniwak (Rocky Cree) SSHRC Partnership, a unique educational project led by Northern Manitoba communities. The academic host is University of Winnipeg with many other partners. Research outputs include developing historical picture books, based on the stories of Knowledge Keeper William Dumas, and set in the 1600s. Amō’s Sapotawan was recently published, being set in nīpin (summer). It is a result of these collaborations with the companion teacher’s guide and interactive app. just being finalized.

The main project goal is to support ongoing reclamation of asiniskaw īthiniwak languages, histories, and traditional knowledge by young people in communities but also to improve Indigenous content in the Manitoba school system and further afield. We will discuss the archaeology team’s work at Lakehead University, which is collaborating with community members and illustrators, writing sidebar texts, completing fieldwork in actual story locations, contributing to the teacher’s guide and app, but also undertaking conventional research projects. Some items from Rocky Cree traditional territories, borrowed from the Manitoba Museum, are being studied, modeled, and 3D printed in order to create replica edu-kits for communities.