Over thousands of years, Indigenous peoples have developed a wide range of traditional food practices, including:

• Hunting
• Fishing
• Gathering
• Cultivating a vast number of plants and animals in fields, forests, and waterways

The many Indigenous communities within what is now called B.C., including First Nations, Métis chartered communities and Inuit, are unique and diverse, and their food practices are likewise unique and diverse. These food practices continue to support and sustain Indigenous cultures, economies, and ecosystems.

Indigenous foods are grounded in place and reinforce the reciprocal relationships between humans and the natural world. Many Indigenous foods practices foster interconnectedness, such as:

• Harvesting
• Processing
• Preparation
• Sharing of food

When school food programs offer Indigenous foods that are grounded in local cultures, ecosystems, and seasons, they embed Indigenous principles and ancestral teachings into school food environments. This decolonizing approach helps to resist and repair some of the lasting impacts of colonialism, and re-establish and center Indigenous voices, values, teachings, and food systems.

Connecting students to the land where their food comes from and the people that steward this land through storytelling and hands-on, land-based learning activities, can be a powerful act of reconciliation.

Food is integral to identity, connection, and well-being for Indigenous individuals, deeply tied to family, culture, and tradition. As society seeks food origins, Indigenous practices are gaining renewed appreciation.

Video: Cúagilákv (Jess Housty), Co-lead at Right Relations Collaborative and Andrew George, Chef Instructor and Director of Truth and Reconciliation for SkilledTrades BC.

Understanding the origins and seasonal rhythms of food is a crucial lesson in sustainability and environmental stewardship. It instills a deep respect for nature and the cycles of life, echoing the ancestral wisdom that has long guided sustainable practices.

Video: Attendees of the Métis Nation BC Conference 2023.

The following sections provide some considerations as you embark on increasing your school’s access to Indigenous foods. As you review, please keep in mind that there are diverse Indigenous communities throughout B.C., each with their own foods, cultures and practices. Some suggestions may or may not apply to the Indigenous communities in your region. Building relationships with people in your Indigenous communities is key to this work, as they are the knowledge that you need to learn what is appropriate.

• Involve Elders and Knowledge Holders as much as possible and ensure they are compensated adequately
• Approach your school district to explore partnering with local First Nations and Métis chartered communities in your area
• Share food related words in local Indigenous languages
• Incorporate a values-based approach to choosing food for meals and snack programs (honour the land, reciprocity, sustainable harvest, holistic, respect, cultural safety, etc.)
• Consider taking a seasonal approach to food; develop a seasonal foods calendar if culturally appropriate, based on the advice from the Indigenous communities in your region
• Understand that Indigenous foods differ across the province
• Be inclusive: All students benefit from learning about and having more access to Indigenous foods
• Create an environment that is safe for Indigenous students to feel comfortable and proud to share information about their culture and history. For example, consider having a food chart or survey available in school classrooms for students to provide suggestions of their favourite traditional foods
• Connect with your region’s First Nations Health Authority (FNHA) Environmental Health Officers (EHO) to learn more about ways to incorporate traditional foods into school meal programs

Some questions to consider:

• How can we honour the social, traditional, and cultural values around harvesting, preparing, serving, and eating food together?
• What opportunities exist to partner with Elders, Knowledge Holders, community members or local farmers to bring local and Indigenous food and knowledge into our school?
• Can we connect with Indigenous Educators, Knowledge Holders and/or Elders to gather, harvest, prepare or share Indigenous foods? How can we make this relationship reciprocal?
• What resources and support does your School District’s Indigenous Education Department,  Indigenous Education Council, or local equivalent, offer around local and Indigenous foods?

Community elders are pivotal in transferring traditional knowledge. One example is an elder from Tl’al who imparts the proper techniques for harvesting and cleaning sea asparagus, enriching communal learning and fostering effective alignment with ancestral wisdom.

Video: Kuunaajaad (Jenny Cross), Early Childhood Educator.

Connecting with local First Nations and Métis chartered communities requires a deep appreciation of cultural differences and sensitivities, as well as the history and context of relations with settler populations. Consequently, there is often distrust among community members and relationships can take many years to form. Furthermore, First Nations Bands and Métis chartered communities often have limited time and capacity to engage due to competing priorities and obligations. This means that sometimes, multiple efforts have to be made before a response occurs. Relationships takes time, effort and commitment to build and are foundational to collaborative work. How do we build relationships?, Where do we begin? and Cooking in Two Worlds are recommended reads no matter where you currently are on this journey.

Some ideas to consider

• If you have not heard back from an email, follow-up with a phone call
• If you want to engage with Elders, consider offering to meet them at their home, or on their own territory for a cup of tea*. This may help reduce barriers such as mobility challenges and transportation. Ask about the appropriate protocol for compensation (e.g., gifts, honorarium)
• If invited, attend a public event organized by a local First Nations Band or Métis chartered community, such as community presentations, feasts, or powwows
• Learn about community champions: It’s helpful to identify who within a community also shares enthusiasm about the topic for your school project
• Keep in mind that some Indigenous communities, particularly in rural and remote areas, may have limited access to the internet or phone and may require further creativity to connect
• Be sure to discuss with Traditional Knowledge Holders how they would like to ensure that their intellectual property rights are respected and protected

*This may depend upon the comfort of the Elder. Keep in mind that some may not be comfortable with having people come to their homes and some communities are still closed to the general public due to the risk of illness.