Learning from the land, the sea and its people in the Broughton Archipelago

Learn more about the Masters of Arts in Environmental Education and Communications

Students enrolled in the Masters of Arts in Environmental Education and Communications program participate in field school as part of their study experience. They explore the relationship between cultural and environmental sustainability through real-life situations and learn from local communities who are grappling with what words like "adaptation" and "sustainable development" mean to them. This year, students travelled to the Broughton Archipelago as part of The Biosphere & Sustainability course taught by associate faculty member, Dr. Ashli Akins.

Akins shared their experience with us, in her own words:

Welcomed. Resourceful. Community. Compassion. Connection. Invigorated. Inspired. Clarity. Rooted. Grateful. 

These are just a few of the words that students used to describe their experience during Field School. In many ways, it was both the precipice and culmination of the Masters of Arts in Environmental Education and Communications program: an invitation to question, to explore, and to learn with a beginner’s mind curiously and humbly – together, on the land and ocean. 

Thirteen of us embarked on a week-long field school in the Broughton Archipelago, on the unceded, traditional, ancestral territories of the Kwakwaka’wakw Awi’nagwis and Musgamagw Dzawada’enuxw First Nations, including the ‘Namgis and Kwikwasut’inuxw Haxwa’mis First Nations (KHFN). This region is dear to my heart and family, and a magical place for many who have had the opportunity to experience its wonders. When I was asked to design a Field School experience for EECO 586’s “The Biosphere and Sustainability,” I immediately knew it would have to be here.

In this course, we explored intersectional issues of sustainability through the lens of socioecological systems theory. We examined the concept of cultural sustainability; tensions between ecological, cultural, economic, and social trade-offs; and reflected on how we (through our personal and professional roles) could contribute to innovative solutions reconciling these tensions. 

And Royal Roads University aimed to curate the Field School in a way that “walked the talk,” supporting local people and businesses, Indigenous-run organizations, and holistic NGOs with every decision made and dollar spent.

To me, one of the greatest joys of Field School were the unexpected themes that emerged. Generosity was one theme that was ever-present throughout the week. A welcoming of open arms and hearts – not only to us, but among community members who support one another in a collective effort towards collective resilience. 

A few (of the many) highlights during Field School included:

• a deeply personal Welcome to the Land by Chief Dave Knox
• orcas dancing alongside our boat (at a safe and legal distance!)
• a journey to my parents’ off-grid weaving studio and homestead at BA Weaving Studio, where we were nourished with a delicious zero-mile home-cooked meal
• a visit to the abundant food garden of Nawalakw, a holistic cultural and language healing society
• learning about Humpbacks and whale-human interactions, through the engaging environmental communicator, Jackie Hildering, of MERS
• learning about stories, art, and culture by a ‘Namgis student at the stunning U’mista Cultural Centre
• learning to “map” the land using all of our senses. 

We ended the week by joining forces with our dear friends of the Awi’nakola Foundation, in a Sała, or mourning ceremony for the forest – a profound way to end the Field School and transition students into the rest of their final residency at Royal Roads University.

To me, it is in these moments of experiential learning when abstract definitions take on tangible meanings. I find that reality is often much murkier and messier than the theory, leaving us with yet more questions than when we began. But it is in these muddy waters – in dialoguing, sharing meals, and cooking with one another – that we begin the catalyzing shifts towards a more sustainable world. 

- Ashli Akins

Learn more about the Masters of Arts in Environmental Education and Communications