Abstract: In the context of expanding community engagement efforts by universities and growing awareness of the past and current impacts of settler-colonialism in Canada, this study explores one Indigenous-settler, community-university partnership. Building on a framework of community-university engagement and decolonization, this case study explores a partnership between Fraser Valley Aboriginal Children and Family Services Society (Xyolhemeylh) and the Division of Health Care Communication at the University of British Columbia (UBC-DHCC). This partnership, called the “Community as Teacher” program, began in 2006 and engages groups of UBC health professional students in three-day cultural summer camps. This qualitative case study draws on analysis of program documents and interviews with Xyolhemeylh and UBC-DHCC participants. The findings of the study are framed within “Four Rs”—relevance, risk-taking, respect, and relationship-building—which extend existing frameworks of Indigenous community-university engagement. Committed to a foundation of mutual relevance to their missions, both community and university partners undertook risk-taking, based on their respective contexts, in establishing and investing in the relationship. Respect, expressed as working “in a good way,” likewise formed the basis for interpersonal relationship-building. By outlining the findings in relation to these four themes, this study provides a potential framework for practitioners and researchers in Indigenous-university partnerships





Abstract: The Canadian and international scholarship on settler colonialism has focused primarily on relationships between Indigenous people and settlers and the connected practices of racialization, dispossession, and violence that underpin these. Investigating British family letters from early settler British Columbia – a widely produced and circulated body of sources that largely ignore these scholarly foci – this article contends that settlers’ personal everyday also played a significant role in the foundations of settler colonialism. Taking epistolary discussions of food as a specific lens onto this issue, it explains that correspondents used descriptions of food acquisition and preparation to explain key points of difference between British Columbia and the United Kingdom, while writing about dining in ways that emphasized their continued connections and aspirations to metropolitan family norms. At the same time, this focus sustained silences, most notably about Indigenous people. Overall, the article argues, British family letters largely did not construct meaning for settlers’ lives in antagonistic contrast to the practices of locally racialized “others” but, rather, in trans-imperial communication and comparison to metropolitan “others.” In doing so, this correspondence reproduced Britons’ disregard of Indigenous people, translated British Columbia into a legible, relatable, and exclusive settler home, and entrenched this understanding as colonial knowledge in extended family networks. In this way, letters about food reflected a broader politics of the personal everyday that underpinned the settler colonial project.