This thesis focuses on manomin (wild rice) ecocultural restoration by Wabaseemoong Independent Nations (WIN) in Northwestern Ontario. Ecocultural restoration includes the recovery of habitats and re-establishment of relationships between WIN and manomin. The objectives are to: 1) Describe the past and present state of rice-related practices in WIN and changes of the 20th century 2) Select and document a restoration site(s) 3) Identify the possibilities for the involvement of school students in the restoration process 4) Design a prototype for a wild rice camp that contributes to relationship re-establishment. The main pillars of the WIN restoration process - traditional ecological knowledge (TEK), site selection, involvement of children and young people, and transformative learning experienced by adult participants of a wild rice camp – are the main study components. The project is guided by a design-based methodology with data gathered through interviews, design workshops, participant observation, and biophysical methods. / May 2016

The Nuu-chah-nulth and other First Nations of coastal British Columbia used to maintain gardens of indigenous plants with edible roots on their estuarine tidal flats. Tasty and nutritious, these roots were carefully tended and nurtured to enhance their productivity and quality. Within the last century, the Nuu-chah-nulth diet has changed significantly, and these indigenous root vegetables are not as well known. This community-based action research project (The λ’aayaʕas Project) was suggested by members of the Nuu-chah-nulth communities of Clayoquot Sound, as a way of maintaining and strengthening traditional knowledge, cultural identity and ultimately, community health and well-being through renewal of awareness of these and other traditional foods. The λ’aayaʕas project engaged students and community members of all ages in a diverse range of activities aimed at revitalizing the knowledge, skills and cultural practices involved in caring for traditional root gardens. These activities have included: hosting community steam-pit cooking events; learning from knowledgeable community members; re-creating a root garden in the community of Ahousaht; and implementing and observing the results of traditional management techniques on a root garden plot at the Atleo River estuary. This thesis documents the development of this community action research project and examines the role of ecocultural restoration projects in providing opportunities to strengthen and facilitate the connection of youth to their land and culture through experiential learning. Discussions incorporate a summary of feedback and reflections on the project, and of the revitalization of traditional iv knowledge and practices locally, globally and in the future. In closing, I draw together thoughts and ideas from local community members and others who recognize and hope to revitalize the inextricable relationships between cultural and ecological health and diversity.