Southern rural farming communities and northern Indigenous communities in the Prairie Provinces of Canada each experience the Globalized Agri-Food System (GAFS) as detrimental to their food sovereignty. This study explores the Northern food crisis from an Indigenous perspective. It examines the degree to which rural-settler and Indigenous food sovereignty initiatives can benefit by combining their resistance to the GAFS through North-South collaborative networks, and the pivotal role that youth and youth learning might play in achieving these ends. Insights derived from a youth-focused garden project in the South were complemented by interviews with youth and adults in both locations. The outcomes of this research position the Northern food crisis as a justice issue with connections to culture, environment and food, which in turn reflect a historic and ongoing colonization of Indigenous territories and communities. Successful intercultural alliances towards Alternative Food Systems (AFS) must work towards Indigenous food sovereignty in addressing these issues.

Southern rural farming communities and northern Indigenous communities in the Prairie Provinces of Canada each experience the Globalized Agri-Food System (GAFS) as detrimental to their food sovereignty. This study explores the Northern food crisis from an Indigenous perspective. It examines the degree to which rural-settler and Indigenous food sovereignty initiatives can benefit by combining their resistance to the GAFS through North-South collaborative networks, and the pivotal role that youth and youth learning might play in achieving these ends. Insights derived from a youth-focused garden project in the South were complemented by interviews with youth and adults in both locations. The outcomes of this research position the Northern food crisis as a justice issue with connections to culture, environment and food, which in turn reflect a historic and ongoing colonization of Indigenous territories and communities. Successful intercultural alliances towards Alternative Food Systems (AFS) must work towards Indigenous food sovereignty in addressing these issues.

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Indigenous values, epistemologies, and indicators have always been ways of teaching and learning about change, and planning for the future. Indigenous food systems are central capacities supporting social-ecological resilience and resistance. Settler-colonialism and environmental degradation are two drivers of rapid and cumulative change over the past century that are at the root of health challenges experienced by Indigenous people and impacts to Indigenous food systems. Indigenous food sovereignty is a framework many Indigenous communities have been working within to support the restoration of Indigenous food systems, knowledges, and relationships to land in this time of resurgence. Recent scholarship highlights the importance of biocultural and culturally grounded values frameworks, aligning with Indigenous epistemologies, for measuring social-ecological resilience and resistance. Indigenous scholars and communities are also calling for more respectful and meaningful research practices in alignment with Indigenous priorities and worldviews. The Neskonlith Band’s Switzmalph community near Salmon Arm, British Columbia, has been working towards restoring Secwépemc plants and food systems through land-based education projects and collaboration in multi-scalar partnerships. This study highlights two cultural concepts or values related to Secwépemc food systems restoration and land based education in Switzmalph and Secwépemc territory more broadly, and their role in guiding future pathways and multi-scalar relationships supporting Secwépemc food systems restoration. This study also highlights the role of storytelling as a method and context for teaching and learning about cultural concepts and values in land-based settings. This study discusses the importance of process-oriented approaches to research for demonstrating how Indigenous ways of knowing can guide ongoing and embodied applications of ethical frameworks. The results of this work highlight the importance of culturally-grounded values in measuring, guiding, and reflecting on change, as well as the vital importance of Indigenous ways of knowing in guiding ethical research processes, and participatory and community-led research throughout all stages of research design. / Graduate

As knowledge about the constellating set of environmental and social crises stemming from the neoliberal global food regime becomes more pressing and popularized among US consumers, it has brought Indigenous actors asserting their political sovereignty and treaty rights with regards to their homelands into new collaborations, contestations, and negotiations with settlers in emerging food politics domains. In this dissertation, I examine solidarities and affinities being forged between Coast Salish and settler food actors in Puget Sound, attending specifically to how contested sovereignties are submerged but at play in these relations and how settler desires for belonging on and to stolen Indigenous lands animate liberal and radical food system politics. The dissertation presents my ethnographic fieldwork in South Puget Sound over a period of 18 months with two related Coast Salish food sovereignty projects that brought Indigenous and settler food actors into weedy collaborations. One was a curriculum development project for Native and regional youth focused on the revitalization of Coast Salish plant landscapes, knowledge, pedagogies, and systems of reciprocity. The other was a campaign to counter the introduction of genetically engineered salmon into US food markets and coastal production facilities across the Western Hemisphere, which I situate within longstanding salmon-centered social and political struggles in Coast Salish territories in the context of Indigenous/settler-state relations. Throughout these engagements, I identified how multicultural, anti-racist, and anti-capitalist food movement frameworks share in common with neoliberal nature privatization schemes modes of disavowing the geopolitics of Indigenous sovereignty within the US settler state. The research reveals patterns in how Coast Salish food actors push back against the ways settler food actors are plugged into settler colonial governmentality. These insights, in turn, helped to make legible how inherited liberal mythologies of the nation-state and legal orders rooted in the doctrine of terra nulliuslimit the stakes of food system work in terms of inclusion and equality, and miss their collusion with structures that unmake the human-land relationships that Coast Salish people define as existential and (geo)political. In my analysis, I engage Indigenous critiques of settler colonialism to complicate Marxian, Deleuzian, and Foucauldian analyses of North American alternative food politics, while doubling back to consider the ways the disavowal of ongoing Indigenous dispossession functions across these literatures and the social practices they influence, ultimately to consider how food-centered scholarship, environmentalism, and politics in North America stand to be transformed by what I argue is a Coast Salish ‘politics of refusal’. This project is unique in attending to how settler colonial theory, Indigenous critical theory, and Indigenous politics in North America enrich and complicate the literatures provincializing the Nature-Culture divide, as well as a largely Marxian and antiracist critical food studies literature. It contributes to settler colonial studies as a project of redefinition for the study of US politics and society while specifically bringing that interdisciplinary project into the ambit of North American critical food studies scholarship.

Through exploring nine Indigenous young adults’ perceptions of their roles in building health and wellness through traditional food sovereignty, I assessed the effectiveness of using John Paul Lederach’s (1997) framework of conflict transformation within an Indigenous context for the purpose of creating Indigenous food sovereignty. Conflict transformation does not acknowledge or address the detrimental effects colonization has had on Indigenous peoples within their daily lives. This gap in analysis stunted the effectiveness of conflict transformation in helping young Indigenous adults to challenge colonial authority and work towards developing sustainable approaches to Indigenous food sovereignty. Within the findings, roles emerged related to a generational cycle of learning and teachings traditional knowledge and cultural practices that are applied in the everyday lives of Indigenous peoples. “Learner-teacher cycles” are an Indigenous response to conflicts stemming from colonization. The cycle follows a non-linear progression of learning cultural and traditional knowledge from family and community and the transmission of that knowledge back to family and peers. Learner-teacher cycles are an everyday occurrence and are embedded within Indigenous cultures. Through the learner-teacher cycles, young adults challenge the effects of colonization within their day-to-day lives by learning and practicing cultural ways of being and traditional knowledge, and then transferring their knowledge to next generations and peers. I have concluded that conflict transformation is not an effective tool in resolving protracted conflicts within an Indigenous context, particularly with reference to Indigenous peoples from CoSalish and Dididaht territories on Turtle Island. Learner-teacher cycles, a framework based on Indigenous methods of challenging colonialism through learning, teaching and practicing cultural and traditional ways of being within everyday life, is an appropriate model for young Indigenous adults to use in creating Indigenous food sovereignty. / Graduate