Uncovering Indigenous knowledge in nature

Two students explore the history of Montreal’s First Nations in the Botanical Garden

The Olympic Stadium looms in the background as snow slowly falls on The First Nations Garden. Part of the Montreal Botanical Garden, the installation was founded in 2001 with the help of Innu singer Florent Vollant. While the rest of Montreal resembles any other North American metropolis, the garden is one of the few spaces in the city that still honours its Indigenous history. However, the relationship between Indigenous knowledge and urban spaces is much more complex than a single spot in the middle of the city.

According to the Espace pour la vie Montréal website, the garden is intended to represent the knowledge of Montreal First Nations. “Native people were ecologists before the term was ever coined,” the website reads. “Over time, they acquired an intimate knowledge of nature, knowing exactly where in its natural habitat to find a particular plant to meet a specific need.” This knowledge has been suppressed by settlers’s hegemonic education system that values European traditions and actively subordinates Indigenous knowledge in the process. This settler legacy is reflected in the way the city is designed; there is a lack of visual indication that Montreal is on unceded land.

The Olympic Stadium looms in the background of the First Nations Garden. Photos by Hussain Almahr and Maria Lucia Albarracin.

The Olympic Stadium, which stands directly beside the garden, is quite indicative of the city’s priorities. The stadium is a representation of the way Montreal sought to attract visitors, grow its economy and give the city international recognition—during the Olympics, all eyes were on Montreal. The economic benefits of the stadium did not necessarily go according to plan, with maintenance costing millions of dollars, making the stadium a financial burden. According to CBC, the project cost taxpayers more than $1.5 billion dollars, despite the fact that then-mayor Jean Drapeau said there would be no deficit.

Photos by Hussain Almahr and Maria Lucia Albarracin.

The Saint Lawrence River also suffers. Mohawks, or Kanien’keh, have a special tie to the river; it is a place for traditional fishing, which provides people with a constant source of sustenance. Despite this, the Saint Lawrence is polluted and uncared for. In an interview with the CBC, Eric Kanatakeniate McComber, a local traditional fisherman, spoke about the state of the river, saying “People are so detached from the river now, they only notice it when they go over the bridge or to go to the movies. We were people of the river here, before the seaway was made 60 years ago. People used to live and fish off that river.”

This is why the First Nations Garden is important—it is a physical space that represents knowledge that has long been suppressed in Montreal. The garden provides information about plants, crafts and activities that various First Nations around Montreal continue to practice and engage with. Plaques around the garden inform visitors of the traditions and practices of various tribes. One plaque explains the differences between the canoe bark of each of the Nations; Malecite canoes have very elaborate decorations, while the Cree canoe is more rough. Birchbark was also used to make baskets and decoys with designs inspired by plants and animals, sometimes with a geometric flare.

Photos by Hussain Almahr and Maria Lucia Albarracin.

The organizers and builders of the garden consulted with various First Nations about what to include in it. One of these features is a sweat lodge, a structure made for a ritual meant to cleanse the mind and spirit, while also serving as a rite of passage. It is said that sweat lodges are also used in a ceremony to transition from one life stage to another. According to one of the plaques, from the mid 1800s until 1951, the Canadian government banned the use of sweat lodges, which affected the dissemination of traditions in many Indigenous communities. The garden’s designers decided to include a sweat lodge in order to provide a space to alleviate the stresses that Indigenous people face.

Inside a sweat lodge. Photos by Hussain Almahr and Maria Lucia Albarracin.

Mohawk elder Sedalia Fazio conducts the sweat lodge ceremonies in the garden. Fazio is outspoken when it comes to the violence that Indigenous people face. At a recent public inquiry for mistreatment of Indigenous people in Quebec, she condemned the not-guilty ruling of the killing of 22-year-old Colten Boushie.

In the city, places like the First Nations Garden are reflections of how Indigenous spaces are distinct and cordoned off, instead of being incorporated into the population’s everyday life. The colonial impact on Montreal is felt everyday, but is practically invisible to settlers. For example: Montreal’s streets are named after colonial explorers and officials. This city sits on unceded Indigenous territory, yet there are many representations of European colonialism, and very little of Indigenous peoples. According to Francis Adyanga Akena, a professor of education who studied the relationship between colonialism and the production of Indigenous knowledge in Uganda, Western education systems devalue Indigenous knowledge. This stifles the growth and emancipation of Indigenous knowledge in society as a whole, and within Indigenous communities as well.

Cattails, or passwekenak in Algonquin and pisekan in Attikamek, are commonly used as a remedy by the Algonquin people. Photos by Hussain Almahr and Maria Lucia Albarracin.

At a time when we are finally beginning to acknowledge the cultural, ecological and spiritual value of Indigenous peoples, it is crucial to also question the European foundation of Montreal.

By fostering more Indigenous places in cities, like the Native Friendship Centre of Montreal and the First Nation Garden, we can challenge the hegemony of European settler values and knowledge systems.

Story and photos by Hussain Almahr and Maria Lucia Albarracin

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The right to learn comes before the right to free speech

Why universities should encourage developing knowledge-based opinions

I believe freedom of speech on college and university campuses should be limited when it jeopardizes academic endeavours. Academic institutions were originally intended to provide a wide understanding of the world through the lenses of the fields students were interested in. Research was mostly done to be able to understand certain phenomena, rather than to prove a certain ideology right or wrong.

This is where programs such as gender studies, First Peoples studies and exchange programs can be beneficial. When completed with academic rigor, they shed light on issues and perspectives that are unknown to those who don’t experience them firsthand.

As learners of the world, students should be exposed to as much knowledge as possible in order to take informed stances and develop thoughtful perspectives on various issues. I believe that advocates for free speech on university campuses often skip over another important right: the right to know as much as possible about a topic. The right to access information as free from censorship, bias and prioritization as possible before forming an opinion on a subject. However, the atmosphere of higher education has shifted to a more active and socially involved mindset which leads people to skip this first step that is necessary for them to form accurate and truthful opinions.

Universities have become a place where students can be more active about social issues and take on more significant roles inside the learning institution. For instance, the student strike in 2012 and the much earlier Concordia computer riots of 1969 proved it’s possible to apply physical force to disrupt classes and stop people from learning in order to demonstrate one’s political beliefs.

I fondly remember the first few times I entered the Hall building in the winter of 2016 and saw the big red and black CSU banners decrying tuition hikes and advocating for fossil fuel divestment. I was a new student at the time, and I felt intellectually too young to take a side. I needed to learn more about what was going on before I could jump on the bandwagon and express myself with words and slogans I’d feel comfortable standing by.

This is where the shift has occurred on college and university campuses. Students today form arguments on matters prior to considering all of the existing arguments and facts on the topic. I don’t think this is a positive change, as it makes it easier to disrupt people’s learning by creating tensions between those who hold opposite views. We must consider the possibility that many students advocate for ideas they hold as truths before they even fully understand what their message entails.

Most of us don’t take enough time to wonder why we hold certain opinions, as it just seems “obvious” that it’s the right one. Freedom of speech allows you to say what you believe, but what many forget is you first need to know whether what you want to say is, in fact, true.

This is where the rigor and methodology of academia comes in handy. In class, you need to cite evidence, formulate sound and logical arguments that stand together and, more importantly, you have to understand the opposite view.

I hope this won’t be forgotten as many more students use their freedom of speech to become involved in activism of all sorts. A new academic year is beginning at Concordia, and I know that many students will jump in the ring to advocate for certain issues that resonate with them.

I hope they won’t forget that Concordia means “harmony” in Latin. Even though no one will ever be satisfied with the level of free speech they are given on campus, hopefully we’ll all strive to create a harmonious place of learning with a safe and self-improving mindset.

Graphics by Alexa Hawksworth

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How our modern education smothers real learning

A focus on the economically viable kills our pursuit of knowledge

It is truly the end of science. You can only tell that something is dying when the very basis of it starts to fade away. Wisdom, love of knowledge, the ever-strong human affinity to develop mental and physical tools that protect human survivability, and the unsaturated human zeal for knowledge, are all becoming uncommon and will one day be extinct. Currently, science is being driven by money.

If your research will have a positive economic impact, it will be funded and encouraged. If not, your research will be stillborn. People conveniently forget that money does not have a great moral purpose; it was only made to serve its own existence, which is generating more money.

I don’t blame corporations for funding research that only add to their bottom line, neither do I blame governments which only fund research that reinforces their political ideology because—simply put—it does not make any sense. These institutions are structured only to perpetuate their own existence, isolated from the concept of public good and good citizenship.  Blaming them would be like blaming a lion for killing its prey to eat.

I think the blame is to be put on smaller social circles. Families are urging their children to study topics that match the market’s needs. Universities are channeling money into subjects that serve the current capitalist industry, such as engineering and business. Topics like philosophy, political science and social studies are heavily under-attended and under-funded. Eventually, this will lead to a society that does not question things, a society that does not understand the theories of power and hence its own exploitation, a society that cannot govern itself democratically and in an egalitarian way, and most importantly: a society that does not search for purpose or meaning.

The only society we are producing, then, is a collection of antisocial individuals who can only apply pre-made tools, and produce businesses that, in its totality, serves only its own bottom line. Hence, the environment and morality’s bottom lines (so to speak) will suffer. Humanity’s daunting task of searching for meaning and purpose in a universe filled with puzzles will eventually stop, after a journey of several millennia.

If families want to see their children happy, if universities and schools wish to see their graduates truly inflict fundamental change in society, they should help them search for meaning and purpose—and most importantly, question the status quo through their education.

Philosophy, for example, taught us that human knowledge only developed when people started questioning things, loving wisdom, and worked to satiate their intellectual hunger.

These habits, I believe, generated quite a lot of human happiness.  When philosophy was the mother of all sciences, we all felt that we are part of a collective effort to unravel the puzzles of the world. Nowadays, we all feel lonely in dark cubicles working for business silos: we lost the joy of the collective and the coziness of a universal purpose.

We always wonder why there is global warming, why children are consuming drugs to escape reality, and why porn penetrated society like a golden bullet.
These dangerous phenomena clearly show that our society is heading towards an education that discourages reflection and analysis, but encourages fast solutions and lack of social responsibility, which clearly reflects the capitalist market needs.

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