Coyote and Raven (Pre-visit) - Environmental Education, Sustainability, and Run-away Capitalism

Oct 15, 2026

Uploaded by pop out

Coyote and Raven bring trickster discourse and narrative shapeshifting into shared research protocols and community conversations with four Lower Stl’atl’imx communities in British Columbia. The work centers language and cultural regeneration, community sustainability, and self-determination, linking environmental education to relational knowledge and land-based learning. It reflects on historical disruption through churches, residential schools, and imposed languages, and reframes education “with and on the land” as a pathway for renewal.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Research with Lower Stl’atl’imx communities

Environmental education and community sustainability

Language and cultural regeneration

Protocols, conversations, and narrative shapeshifting

Coyote and Raven (P)re-visit Environmental Education, Sustainability, and Run-away Capitalism Peter Cole & Pat O’Riley, University of British Columbia, Canada Abstract Together with ubiquitous agent evocateurs, Coyote and Raven, the authors engage trickster discourse and narrative shapeshifting as they share research protocols and community conversations based on their research with the four Lower Stl’atl’imx communities (Xa’xtsa, N’Quat’qua, Skatin and Samahquam First Nations) of British Columbia, Canada, in their efforts toward language and cultural regeneration, community sustainability and self-determination. Résumé En collaboration avec les personnages évocateurset omniprésents que sontle Coyote et le Corbeau, les auteurs, par la voix du Filou et la narration des métamorphoses, exposent les protocoles de recherche et les discussions communautaires d’aprèsleur étude auprès des quatre collectivités Lower Stl’atl’imx (les Premières Nations Xa’xtsa, N’Quat’qua, Skatin et Samahquam) de Colombie-Britannique, au Canada, dans le but de régénérer la langue et la culture, d’atteindre une durabilité communautaire et de susciter l’autodétermination. Keywords: environmental sustainability, community regeneration, language revitalization, self-determination coyote and raven are sitting under a beautiful cedar tree on the banks of lillooet lake up in stl’atl’imx territory in the coastal mountains of southwestern british columbia inshuckch mountain stands behind them with the sun high overhead they are thinking about the 5th world environmental education congress to be held in montreal later in the spring they have been invited to give a keynote that speaks to the theme “the earth is our common home” the organizers are hoping to encourage ministries and faculties of education to recognize environmental education as a vital part of a child’s education whew it’s hot for this time of the year those alaskans must be playing their haarp I feel tingly you lost me what does playing the harp have to do with the weather not h a r p h a a r p the high frequency active auroral research program they’re bombarding the ionosphere with massive quantities of radio waves for military and commercial purposes hey coyote how about a paddle down lillooet lake you paddle I’ll steer Canadian Journal of Environmental Education, 15, 2010 25 sounds good I need a break from all this relaxing let’s go! kalan7wi raven my friend you seem to be missing your paddle ohh I must have uh forgotten it that’s okay I’ll just rest my feet in the water on each side of the gunwale and steer that way like back in traditional premodern post paleo times hmmm I think we can do better than that put your arm out coyote measures let me get you one coyote being a trickster and shapeshifter shapeshifts a paddle from a piece of driftwood whooooooosh here you are raven 62 inches with a voyageur blade your favourite thank you coyote nice carving job you didn’t have to sand and oil it too mutter mutter mutter lifting his feet from the water removing his pillow and earphones coyote and raven load their picnic basket and a fishing net and camping equipment into the canoe push off into the lake and start paddling south along the western shore paddle paddle rest rest paddle rest coyote I’m thinking that we should start our talk by acknowledging the aboriginal peoples on whose traditional territory we will be speaking the ancestors the descendants the coming generations that is the proper protocol as a guest of course raven we’ll thank the animal and plant nations the stones the sky people the star people and the ones that went before using both coyotec and ravenese dialects which I hope the translators can handle as well as the ubiquitous talking ‘indian’ language kukwstum creator for the sky our brother who gives us breath and rain and wind kukwstum for the earth our mother from which our bodies come and to which they return thank you for th

FAQs

What historical forces does the text describe as disrupting Indigenous education and language?

It describes the coming of churches, residential schools, and prisons, where children were punished for speaking their own language and were forced to adopt imposed languages, religions, and ways of life.

Oct 15, 2026

Uploaded by pop out