Stories in/relation Episode 1: The Story So Far by UBC-CTLT

Tawâw (come in, you're welcome here)!

UBCCTLT — 2024-10-31 16:30:46 UTC

Thank you for listening to Episode 1: The Story So Far. We wanted to provide a space for your initial thoughts and reflections post-listening.

Your reflections are anonymous but will be available to your peers attending the workshop and the facilitators. Comments have been allowed for you to share amongst each other with the caveat that we are being intentional with responses and coming with curiosity and an open heart.

Your responses will help us (the facilitators) create the containers for our conversations together.

Have fun! Express yourself in whatever way feels good to you! You can use .gifs, images, YouTube, Spotify, if you'd like to stretch into that realm. Feel free to respond in paragraph form, bullet points, poetry, song, ballad, etc. etc. etc.

Thank you and I look forward to meeting you all soon!

Sam (Facilitator).

Read Me!

UBCCTLT — 2024-10-31 16:36:48 UTC

To post a response, click the "+" sign found at the bottom of each reflection question. You may also use the large white "+" found in the orange circle at the bottom left of the page.

If your response ends up under the "wrong" response question, you can click and drag your response to your intended place.

To add media to your responses, underneath the "subject" heading you will see a white rectangle with various icons inside of it. Click the icon that reflects the media you'd like to share and follow the prompts on the screen to either search or upload your media. If you are unsure of what the icons mean, you can hover your cursor over it (without clicking) and a small bubble with tell you what they are.

Happy posting!

What is your story so far with connecting Indigenous topics, contexts, and histories within your teaching/learning journey?

UBCCTLT — 2024-10-31 16:39:48 UTC

What’s your introduction? How do you introduce yourself to peers or groups, and in what ways do you locate your relationship to the people, lands, and waters you are living on and with?

UBCCTLT — 2024-10-31 16:41:47 UTC

[Optional] Use this space to reflect on how you're feeling after listening to the podcast. How is the podcast resonating for you? How are you feeling in your body after listening?

UBCCTLT — 2024-10-31 16:44:47 UTC

Please share any questions you have coming into the session. We can't promise we will be able to answer each and every question directly in the session, but we can better curate the session and resources to themes coming up.

UBCCTLT — 2024-10-31 16:46:02 UTC

UBCCTLT — 2024-10-31 16:46:43 UTC

My story so far

2024-11-28 19:10:19 UTC

Hi! My name is Carrie. I'm a staff member in the Faculty of Medicine at UBC (Vancouver campus). In my work, I support medical educators with developing teaching and assessing workshops for their colleagues. Some topics we are interested in incorporating into our workshop series include Indigenous Health, creating a safe environment for Indigenous learners, and sharing resources for the teachers to support their teaching and development of a safe and inclusive learning environment. I have much to learn regarding Indigenous topics.

My introduction

2024-11-28 20:01:30 UTC

I am still finding it uncomfortable to share a land acknowledgment. Most times, I would go with the default used in the Faculty of Medicine "With gratitude, we acknowledge that the University of British Columbia Faculty of Medicine and its distributed programs, which include four university academic campuses, are located on traditional, ancestral and unceded territories of Indigenous peoples around the province."

If I were to personalize the land acknowledgment piece, I would probably say something along the lines of "I am Canadian-born Chinese with parents who immigrated to Vancouver for better opportunities. Me and my family are uninvited settlers on this land. I am grateful to live and work on the traditional, ancestral, and unceded territories of the Musqueam, Squamish, and Tsleil-Waututh peoples. I am committed to learning and being a part of reconciliation."

Question on teaching tips

2024-11-28 20:04:58 UTC

I am curious about how I can better support educators who are not experts in this topic work with other subject matter experts to deliver a session on Indigenous Health for educators teaching medical students at UBC.

Podcast reflection

2024-11-28 20:06:55 UTC

Great podcast episode! Looking forward to future recordings :)

I found the podcast entertaining and was well planned.

It was nice to hear about the speakers' stories and relating it back to my own story and connections with the land and the Indigenous peoples. Thank you

My introduction

2025-01-09 20:17:59 UTC

I am slowly getting more comfortable introducing myself as a "being" before stating who i am as a "doer". I am a settler, of Scottish ancestry on my mother's side and on my father's side from Britain. I grew up in rural Quebec and feel very connected to Land and landscape as a family we spent much of our time in the natural world and i have lived in many different provinces and territories. Currently, I am living on the traditional, unceded territory of the Lheidli T'enneh, a Dakelh First Nation and I am grateful to the Elders and knowledge holders for stewarding the land and water that I engage with everyday on my runs, walks and skis with my dog, Nika.

Podcast reflection

2025-01-09 20:24:25 UTC

I love the story telling component. I am so shy story telling. The active listening and interaction are so casual and yet meaningful. I love terms like sticky truth and holding uncomfortableness. And also consider what things we do are active responsibilities! I think the conversation about vulnerability is interesting as I know that our students really value when faculty show vulnerability.

How can we share Indigenous art/examples in the classroom in non-harmful ways, supporting non-experts in their learning

2025-01-09 21:34:20 UTC

Sharing Indigenous art and examples in the classroom in non-harmful ways requires careful consideration and respect for the culture and people from whom the art originates. Here are some strategies to support non-experts in their learning:

Consult and Collaborate with Indigenous Communities: Involve Indigenous artists, educators, or cultural representatives in the planning and delivery of lessons. Their firsthand perspectives can ensure accurate representation and provide authenticity.
Use Authentic Resources: Select materials that are created or endorsed by Indigenous communities. This helps ensure that the content is accurate and respectful of the culture it represents.
Teach Cultural Context: Provide students with a thorough understanding of the cultural and historical context behind the art. Explain the significance of symbols, stories, and traditions to foster a deeper appreciation and understanding.
Avoid Stereotypes and Generalizations: Present the diversity within Indigenous cultures. Avoid oversimplifying or reducing the rich variety of traditions, languages, and practices to a single narrative.