Hello friends and relatives welcome back to another episode of all my relations. We're so happy you're here.

Hello, good morning, good afternoon, good evening. Hello. Hello. We have a really great episode for you

today. We're talking with Thosch Collins and Chelsea Luger of the Well for Culture initiative.

They are two of our friends and colleagues who we have known for a long time in different areas of

their life. And we recorded this episode a few months ago back when Matika was still pregnant. So it

was a really amazing opportunity to talk with them about the work that they do in thinking about

wellness from a really kind of holistic perspective and indigenous perspective and how that takes into

account what we eat, how we move our bodies, what we think about especially during the time of

life that Matika was in and that Chelsea had been in not long before her. So we were

bonus double excited because we knew we had this episode coming and a couple of weeks ago in

the New York Times there was an article about food movements in Indian country. And it featured

some really beautiful photographs of Thosch and Chelsea and their daughter Aloe and talked to them

a little bit about the work they do. So we thought that could be a really great entry point into our

conversation thinking that many people might have encountered their work recently in the New

York Times. But then Matika and I started actually reading the article. And the article did

what we always see, which is that it reinforced that poverty-poorn narrative. And it framed native

people from this perspective that put them in a place of danger, of survivalism, of extinction.

I think it's essentially another extinction narrative almost. And so I'd be really interested

a Drian in wondering how you might frame that if you were going to let's say write the article for

the New York Times. Well, okay. So I am someone in my education research world. I think a lot about

what we call deficit framing. And it's something that you see a lot in research about quote-unquote

marginalized communities about native students in particular, where our communities, our students,

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