Category Archives: UBC – ETEC 521 Indigeneity

Indigenous identify and contrasting societal values (ETEC 521)

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Article “Introduction to decolonizing methodologies”, Smith, Linda.

What is the general tone of the Indigenous memory of scientific research?

The general tone of the Indigenous memory of scientific research is very negative. So much so that it is constantly reiterated by the author, who describes it at “dirty”. 

How have Indigenous communities and the revival of Indigenous culture become spaces of resistance and hope?

The revival of Indigenous culture becomes a beacon of hope when attempts are made to deconstruct; take apart history; reveal underlying messages; and give voice to unspoken truths.

This deconstruction of Western views allows for Indigenous communities to reinvent themselves. They find their vocabulary, their insights, their explanations to express experiences that are meaningful to them.

Can technology be useful in supporting Indigenous communities’ efforts to de-colonize values and thoughts?

In terms of a technology, I would offer the use of digital film. E-learning platforms are ideal to facilitate the involvement of Elders in the education of indigenous students. Web-course designers can undoubtedly find videos or organize the creation of digital films providing precious interviews with Elders speaking in their native tongue.

For young native learners who may not be fluent in their tribe’s language, sub-titles are easily added, or a simultaneous translation is also possible. For easy downloads, an audio only option may be advisable. With the use of an I-pod (or a modern telephone), students can effortlessly access these types of interviews.

What are some questions a non-Indigenous researcher should ask her/himself before going to do research in an Indigenous community?

  • Are the indigenous people participating in the research taking ownership of it?
  • Do the participants have a say in the way the results of the research will be used?
  • Will the research benefit the community?
  • How will the members of the community be empowered to participate in the framework of the research? \
  • How will the participants actively co-work with the researchers?
  • Can the participants be encouraged to verify the data; double check the transcription of the interviews, etc.?

 Can an Indigenous person who is educated in a mainstream research university ever be a representative of a traditional Indigenous community?

Yes, as long as they continue to hold the greatest respect for their ancestral wealth, their elders, and their communities at large.

Can a “traditional” community person become “educated” at a university and still remain traditional?

Yes, but the process is facilitated if the people experience a “bi-cultural” education. On the one hand, the students learn and research about their own communities; learn the tribal language, etc. On the other hand, they become acquainted with a common system of educational structures that permits them to fully participate in the “information” age.

Traditional Culture, Technology and Youth (ETEC 521)

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History, Representation; globalisation and Indigenous Cultures: A Tasmanian Perspective

Julie Gough, a Tasmanian artist, re-contextualizes historical narratives by “retelling documented events from an alternative perspective […]”, (ch. 5, p. 106).

Her exposé on hybridity, and the fact that it is NOT new, contrasts with the recent idea that globalization created hybridity just recently.

Developing the theme of hybridity the artist goes on to explain how the “other” has been seen historically and manipulated by dominant cultures in order to fit the social order of the day. Changing native names, for example, represents a clear path to assimilation or the devaluation of indigenous identities.

Add to this an account of the re-naming written by a colonizer, and the story takes a Westernized twist, distorting and depreciating native languages and cultures.

In other words, historical “facts” are often either fabricated by the ones in power of biased according to one’s perception of reality.

To go even further, Gough speaks of a native image, devised by “Westerners”, relegating aboriginals to a “non-real” no man’s land type of a world. This is generated by over idealizing the “native” concept, making it impossible for natives to ever impersonate this ideal. Furthermore, it is produced by denying native perspectives altogether.

The author concludes by analyzing the meaning of globalization. On the one hand, the term implies freedom and non intervention from centralized powers. On the other hand, who is to keep the “wannabes” from distorting aboriginal messages and transmission of ancestral wisdom?

“We are captured, contained and therefore exist within the framework of this identifying and locational device of colonialist propaganda” (p. 102).

Do you think that the web will help native peoples to “free” themselves from this captivity?

Video “Fraser River Journey and March Point Trailer” (ETEC 521)

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Video “Fraser River Journey and March Point Trailer”

March Point – via YouTube

Legacy of colonialism

 The video clearly shows young people using digital film communication to take their education into their own hands. They try to understand how their way of life and customs (fishing, for instance) is affected by industrial development (the refinery nearby for example).

Despite their challenges at school, they manage to get organized and to secure interviews with VIP’s like senators.

This production clearly demonstrates that young native people are ready to face the challenges of the communication age by using the tools it offers to become active in their community.

__________

 How are these communities using a combination of technology and traditional knowledge to help youth heal and gain vision for their lives? What is the role of elders in these situations?

Elders

In native cultures elders, who may be men or women, personify wisdom. They often preside over ceremonies and usually possess a variety of spiritual gifts. Some interpret dreams; others are knowledgeable herbalists or healers, for instance.

In this video, elders are shown as knowledgeable people. They are either political activist, political representatives or members of the community, who respect the traditional way of life.

Elders are the formal transmitters of traditions, tribal knowledge, values (such as introspection), self-directed learning, and connectedness. Whereas, in non-native cultures, elderly citizens’ knowledge may be informally appreciated, in aboriginal societies elders play an official role.

Elders are: “embodied learning and performed knowledge” (Córdoba, n. d., para. 6) seeking to nurture relationships between the individual, the family, the community, the nation and all sentient beings. This genuine transmission of knowledge is crucial for young and mature native students. It offers a counterpart to the mass media’s sensationalist depiction of aboriginal peoples and promotes healthy, respectful representations of indigenous realities, past and present.

Ref:

Córdoba, T. (n.d.). Aboriginal literacy and education: a wholistic perspective that embraces

intergenerational knowledge. Ontario Institute for Studies in Education of the University of Toronto. Retrieved October 21, 2009 from http://www.cst.ed.ac.uk/2005conference/papers/Cordoba_paper.pdf

Contemporary Indigenous identities (ETEC 521)

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Contemporary Indigenous identities  & 21st Century skills

Website: First I must say that I was very impressed with the Principles for the Conduct of Research in the Arctic website.What a wealth of information in one place!

Article: From what I have learned in this course and in the article .Education Indigenous to Place: Western Science Meets Native Reality, in order to accommodate indigenous students, educational pathways must be designed holistically and knowledge must be contextualized.

  • Another sine qua non for indigenous learners is the use of authentic activities epitomized by the guidance of elders through artistic creations; story-telling; songs; anecdotes; vision quest; etc.
  • As shown in the Alaska Native knowledge network, the appreciation of indigenous languages within formal educational settings are various ways of promoting and protecting their distinctive identities.
  • Encouraging a form of literacy interlacing education with relationship, reciprocity and responsibility challenges the Eurocentric models of schooling. “From observing nature, Native people learned that the earth and the universe are built upon the premise of cooperation and interdependence” (Kawagley & Barnhardt, p. 9).

How do you react to this statement?

Aboriginals’ collective and situated (culturally, ecologically, historically) pedagogical approaches are well suited to deliver 21st century skills, such as interconnectedness and relevance, and positions indigenous learners & educational designers as leaders in the implementation of educational innovation.

References:

Education Kawagley, A. Oscar and Barnhardt, Ray, .Education Indigenous to Place: Western Science Meets Native Reality.”

Website: Principles for the Conduct of Research in the Arctic

E-learning Design for Indigenous Communities (ETEC 521)

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E-learning Design for Indigenous Communities:

Towards a Pedagogy of On-line Education for Aboriginal Cultures

5000 words (text only: including neither references nor tables)

Chantal Drolet

For: ETEC 521 (Michael Marker), University of British Columbia, 2009

 Introduction

Is web-based instructional design tailored for the needs of powerful ethnic groups? Is it conceivable to devise an e-learning model with the potential of accommodating multiple cultures? If technology supported educational environments can embrace cultural diversity, what are the best online practices for aboriginal learners?

            The problem resides in the divestment of communal learning traditions. Contemporary academic research stipulates that dominant cultures are responsible for producing instructional design models that de-contextualize the learning experience (Collis, 1999, as cited in McLoughlin & Oliver, 1999). Moreover, studies show that the creation of web-based education is influenced by the designers’ theories of knowledge and objectives.

Part 1

Concepts and Assumptions 

            This research project explores the ways in which on-line delivery of instruction can include various communicating and information processing preferences. The paper bases its approach on Lave & Wenger’s 1991 conceptual framework (as cited in McLoughlin & Oliver, 1999) concerning communities of practice and examines the possible development of an e-learning design model including: structures, processes, tasks, activities and educational outcomes tailored to the needs of indigenous societies.

To read the entire paper, please click on: cdrolet ETEC521 major paper

Indigenous cultures in an interconnected world (ETEC 521)

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Indigenous cultures in an interconnected world

In this chapter, it is made very clear that aboriginal peoples want to be in charge of their online image.

  • The authors underline the negative perception that natives seem to have of the “Indian wannabes”.
  • The web seems to be a fruitful avenue for indigenous learners as long as:
    • There is an involvement of the community
    • There are ways to ascertain the non interference of wannabes
    • Internet / Advantages:
      • There are ways to join with other tribal or traditional groups
      • Internet / Drawbacks:
        • How to compose with powerful concepts like: “One web, one culture… “

Chapter 4 of book (Indigenous cultures in an interconnnected world, Claire Smith & Graeme K. Ward, 2000)

Nanook of the North (ETEC 521)

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Nanook of the North

Archaic:

Of course this video was made a while ago and it represents the perception that the “white man” had of the “Eskimos”: wild people dressed in furs and looking a bit disheveled.

Dramatized:

As we know, some parts were “dramatized”, as when Nanook “tastes the vinyl disk”. I loved the beginning of the movie with all these people and the dog coming out of this seemingly very small canoe! Was that staged too?

Educational ambivalence:

Frankly, this is very much what I remember watching when I was in elementary school. “Primitive” cultures were presented to us as a heritage to be protected. The members of these cultural traditions were portrayed as innocent; naïve; unaware and uninterested in modernity.

  • Nanook trades his valuable furs for a few knives and necessities… What a bargain for the traders!
  • It shows indigenous people as a collective. They are always in a group.  Individuality seems not to exist (denied?)
  • The members of the family are seen in nature; struggling against the elements; even the comment about how Nanook killed the bears with his own hands suggests a battle with the environment.

So, basically, the Inuit are seen as one with their environment; “uncivilized”; probably illiterate (at least in regards to the traders’ languages).

Entertainment vs. information:

On the one hand the movie is a fiction and should be entertaining. On the other hand, the impressions that we keep propagate the stereotypes of the “noble savage”.

It is not a bad image but it can be disconcerting when non-natives, who see aboriginals this way, have to reconcile today’s issues with that representation. It’s almost as though, when a native person treats the environment (or animals) badly, we are disappointed… even if in fact non-native are much more responsible than First Nations for the destruction of the planet.

This YouTube video called “Dr. Daniel Wildcat – Mother Earth speech” presents a very different vision of what a native person looks like, sounds like and believes:

http://www.youtube.com/watch?v=FkPtyDr8PNA&feature=related (4 min.)

“Wholism”: Analysis of two videos (ETEC 521)

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In the first video, with Alannah Young (First Nations counsellor)

What caught my interest:

  • Communities define elders.
  • Through ceremonies: build relationships.

 “Wholism” was linked with

  • balance of male and female
  • giving value to locals

Amy Parent (Masters student in Educational Studies)

Her research focused on Aboriginal youth their relationship to traditional knowledge in urban settings.

  • Indigenous knowledge important in their lives
    • Wholism meant something to them
  • Indigenous knowledge a process for native youths
    • Indigenous knowledge can be expressed in different ways
    • No youth talked about technology / hip hop
  • Need for place based education; getting out of the city
  • Youth want to know about their languages

LOVE THIS:
Real Youth:

  • film / taught how to make claymation videos
  • Film competition
    • Won awards

Of course I am the Digital Film Communication Curriculum Leader at my school and I really do believe that digital film can be an incredible means of expression for young people.

When making a simple animation; a public service announcement or a short narrative, students take charge of their learning. That’s why they did not want to leave at the end… it was “their” film… they took ownership. That’s powerful!

The reason why young Aboriginals did not talk of the technology, in my opinion, is that they were talking of substance, not tools. In education, technology should be a means to communicate. Not a goal in itself. That being said, we all know that it affects the message…

 amyparent

 

 


 

 

 Amy Parent

The Media, Aboriginal People and Common Sense (ETEC 521)

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Re: The Media, Aboriginal People and Common Sense

Before becoming an educator, I was a journalist. So, when I read this article, I was inclined to look back at my experience as a national reporter.

At one point, the author mentions that journalist often have to rely on second hand sources. I would add that time is often very scarce and there is a lot of pressure to deliver “the news” first. This is no excuse for misinformation, of course; but it’s reality too.

After all, newspapers and many other communication channels are commercial media.

On the other hand, the public is also in a hurry and few can take the time to research complicated issues.

In the end, the information is … superficial; we make judgments based on “bumper stickers”, slogans, repetition and stereotypes.

From the points of view of the reporters and the public:

Is the lack of well researched information due to laziness? Is it justified by the frenetic pace of our lives? Is it caused by apathy?

References:

Harding, Robert,“The Media, Aboriginal People, and Common Sense.”

“Visual Media and the Primitivist Perplex” (ETEC 521)

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A pact with the “devil”

In Pins’ article entitled “Visual Meida and the Primitivist Perplex”, a dilemma is explained in the form of stories.

The filmmaker recounts his experiences with various tribes as he endeavored to produce documentaries about their lives; their political desires and their need to preserve their traditions.

What I find interesting about the article is this whole dichotomy or contradiction between having to deal with the “Western world”, while also wanting to protect customs historically kept hidden from outsiders.

The “devil” or “Faustian” expression may not mean solely “Western culture” in this paper, but rather the dangers of revealing ancestral secrets coupled with the use of modern technology. The ladder implies a certain “dependence” on “civilized cultures”.

This type of dependence, if managed properly, can play in the advantage of Aboriginal cultures. However, there may also be a tendency to “assimilate” the members of the tribe to new ideas or “tint” the ancient knowledge with foreign concepts.

References:

Prins, Harald E.L., “Visual Media and the Primitivist Perplex: Colonial Fantasies, Indigenous Imagination, and Advocacy in North America,” in Media Worlds: Anthropology on a New Terrain, eds. Faye D. Ginsburg, Lila Abu-Lughod, and Brian Larkin, Berkeley: University of California Press, 2002, 58- 74

The Gitxaata Nation & Dr. Lee Brown (ETEC 521)

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 Essay Response to Videos on Culture and Community 

For: ETEC 521 (Michael Marker), U.B.C.

Part 1:  Through the Eyes of the Gitxaata Nation: Seeking Authenticity in Indigenous Research

Part 2: Dr. Lee Brown on Emotional Skills: I feel therefore I am 

Through the Eyes of the Gitxaata Nation: Seeking Authenticity in Indigenous Research

As the curriculum leader of a digital film communication program, I have often facilitated the production of documentaries. Watching the ethnographic video about the Gitxaata people brought back memories of similar ethical issues experienced by my students.

On a recent service trip to Ecuador, for instance, some of my film students decided to take cameras and record the experience. Their intent was to create an audio-visual document that would be used as a promotional and fund raising tool by the Ecuadorian orphanage. The challenges they encountered included the language barrier; conflicting value systems; technological disparity and distinctive philosophical perspectives.

Language barrier or linguistic treasure? On such a service trip, where Anglophones traveled to give charitable assistance to Hispanics, linguistic differences could have created a structure of dominance and subordination. In fact, languages can come to represent the relationship between giver and receiver, needy and wealthy.

According to a language needs assessment concerning the Gitxaata nation (2008), out of the 1700 community members who speak Sm’algyax: 20 speakers are fluent, 55 understand or speak to some extent, and 8 are learning the dialect[i]. From an observer’s point of view, these modest numbers can result in a tendency to marginalize the Sm’algyax speakers. On the other hand, the dialect can be perceived as a precious cultural resource to be nurtured and preserved.

The danger, for the UBC researchers who spoke the predominant English language, was to stereotype the Gitxaata as a marginalized group. This type of categorization could have confined their opinion of the population to a lower social standing. It may also have given the academics a justification for denying the indigenous participants a degree of power in the investigations’ procedures. Thankfully, the video shows that the investigators chose to value the Gitxaata’s uniqueness, an attitude that encouraged the creation of a respectful research process. 

(To read the complete original paper, click: ETEC 521 Brown & Gitxaata videos final)

Dr. Lee Brown on Emotional Skills: I feel therefore I am

The previous discussion outlined the importance of esteeming indigenous community members in order to get to the heart of their reality. In his scholarly commentary on the importance of harmonizing the heart and mind in native education, Dr. Lee Brown sheds more light on the power of emotions.

His observations are centered, not so much on the way others see Aboriginals, but rather on indigenous people’s own emotional competency. The coordinator of the “Emotional Education Initiative”[iii] at UBC defines affective competence as a combination of skills allowing First Nations to facilitate the transformation of their destructive emotions in constructive experiences.

(To read the complete original paper, click: ETEC 521 Brown & Gitxaata videos final)

Are Indigenous Communities Different? (ETEC 521 – Module 1)

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Are Indigenous Communities Different?

Let me start with two major criteria:

(The Trojan Horse of Globalization, p. 356)

  • Communal vs individualistic societies
  • Hierarchical vs non-hierarchical societies

We could say that indigenous cultures usually have communal structures. However, you could also say that of Asian cultures and several traditional cultures as well.

First nations usually value and respect their elders. Again, we could say the same of various Asian cultures. So, what makes aboriginal cultures really different?

Perhaps for each culture, it is the combination of factors that accounts for their specificity. For example, even though aboriginal cultures may be hierarchical and communal, like other traditional cultures, their connection with nature may be what distinguishes them from, say, oriental traditions.

Here is another thought… can we actually put all “indigenous” cultures in the same category?

Is technology culturally neutral? (ETEC 521 – Module 1)

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Is technology culturally neutral?

No, in my opinion, technology is not culturally neutral.

Culture permeates learning.

Issues concern:

  • the social and cultural dimensions of task design
  • communication channels
  • structures of information

The use of technology in education, to mediate learning, carries cultural values and assumptions.

For example, computer-based collaborative work can transform classroom cultures, the roles of teachers and the expectations of learners.

References:

http://elrond.scam.ecu.edu.au/oliver/2000/ajet.pdf

Weblog / cyber-traveller’s reflections (ETEC 521)

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ETEC 521: Weblog Activity

Five (5) postings (entries) into a weblog for each of the 4 modules .

These entries describe: 

  • resources available
  • links to other sites
  • usefulness for research on Indigenous knowledge, media, and community reality

 

Module 4 weblog 5 (Chantal Drolet)

by Chantal Drolet

iPortal: Indigenous studies portal research tool

The Indigenous Studies Portal (iPortal) connects faculty, students, researchers and members of the community with electronic resources: books, articles, theses, documents, photographs, archival resources, maps, etc.

It is an initiative of the University of Saskatchewan Library.

Resources available:

  • The iPortal has more than 17,000 records.
  • This includes:
    • photos,
    • anthropological field notes,
    • diaries,
    • correspondence and
    • other textual documents

Links to other sites:

A great number of links to:

  • arts
  • business
  • community
  • first nations; tribes; reserves
  • government
  • health
  • history
  • indigenous knowledge
  • land claims
  • and more…

Usefulness for research on Indigenous knowledge, media, and community reality:

The indigenous Studies Portal provides one place to look to find resources for Indigenous studies.

In the section “Media and communication” alone (http://iportal.usask.ca/index.php?sid=992445708&t=sub_pages&cat=13), you can find film critiques (films about aboriginals or made by natives themselves). You will also find excellent articles on images and stereotypes; as well as radio, audio and television information. There are references to websites; book reviews; theses, etc.

This site seems to be very reliable.

Address:

http://iportal.usask.ca/index.php?sid=992445708&t=sub_pages&cat=565

 

Module 4 weblog 4 (Chantal Drolet)

Spirits for Sale

Theme: inspired by “Indian wannabes”

 

Synopsis:

 

When Annika got a sacred eagle feather from a Native American visiting Sweden she realized that it was a very sacred object which should probably not be in her  hands. What was she supposed to do with it? Should she return it and if so, to whom?

Her quest to find the right owner took her deep into Indian communities, where she learned about the anger and sadness of traditional Natives.

 

”First they killed our people. Then they took our land. Now they steal our faith.”

 

But the indians are fighting back. This time the fight is not mainly about protecting life and land.

Instead they´re fighting to protect their culture.

 

But would the feather find an owner?

 

Resources available:

  • Information about various films festivals
  • Protection of ceremonies:
    • The information in Europe about Native Americans and Native Canadians is most often full of fantasies and lies. People in general know very little about American Indians and their general view is based on stereotypes, mascots and film clichés. In some cases the belief is that “Indians do not exist.” Europe has also seen a growing interest in so called Native American spirituality. Ceremonies and rituals together with sacred objects are being sold on websites and in papers. Cults and organisations offer people to become “an Indian shaman” or a medicine man during a weekend course. Seldom or never do Native voices get heard and because of the lack of information, con-men make a considerable amount of money while they violate the spirituality of mostly Plains Indians.

Links to other sites:

  1. •www.world-foundation.nu

  2. •www.indianz.com

  3. •www.filmepidemin.se

Usefulness for research on Indigenous knowledge, media, and community reality:

This film will address the issue of spiritual exploiters and the harm they do towards Native cultures but also to followers who, in many cases, “don´t have a clue”.

Address: (trailer for film)

http://www.spiritsforsale.com/Film.html

 

Module 4 weblog 3 (Chantal Drolet)

September 28th, 2009 by Chantal Drolet

State of the World’s Minorities and Indigenous Peoples 2009

Written by Minority Rights Group International (Unicef):

The report reviews the challenges that minorities and indigenous peoples face in education and strategies to overcome them. The recommendations are first and foremost built on the existing international legal framework of the right to education, minority rights and the rights to non-discrimination and to equality.

Resources available:

Recent and detailes reports:

  • Overcoming exclusion in education
  • Fulfilling the right to education for minority and indigenous children: were are we in international legal standards?
  • The gender dimension of minority and indigenous education
  • Status of ratification of major international and regional instruments relevant to minoriy and indigenous rights 

Links to other sites:

  •  Contributors are listed at the end
  • References are provided after each report Usefulness for research on Indigenous knowledge, media, and community reality:

Very detailed reports about various countries in the world. Quantitative and qualitative analysis are provided. You will find tables, diagrams and many images depicting the state of minorities and indigenous people on our planet.

Address:

http://www.unicef.org/lac/worlds_minorities_and_indigenous_peoples_2009.pdf

 

Module 4 weblog 2 (Chantal Drolet)

September 28th, 2009 by Chantal Drolet

REBEL MEDIA

Here are a variety of excellent short films about indigenous peoples around the world.

  1. Bolivia Indigenous Media
    • Excellent short film (8:44 min.) with eloquent aboriginals explaining why their radio station is important to them.
    • Address: Bolivia indigenous media

 

  1. Indigenous People’s Role in the Media
    • Cliff Curis, famous indigenous actor (Whale Rider) talks about what indigenous peoples can bring to the media. Well spoken; intelligent; informative.
    • Address: Indigenous Peoples Roles in the Media

 

  1. Breaking Down Stereotypes: the Adam Beach story

 

  1. Indigenous Voices 2009: A Media Celebration of Identity

 

  1. Jerry Mander – Globalization and Indigenous Cultures

 These films are very instructional. They present a number of fresh perspectives on Native peoples. I recommend watching them for more insights on indigenous points of view.

 

Module 4 weblog 1 (Chantal Drolet)

September 28th, 2009 by Chantal Drolet

Liberating Voices

A Pattern Language for Communication Revolution

Indigenous people in rural and urban areas in developing and developed countries around the world need to create —as well as use —information and communication systems to promote education, health, governance, cultural life and many other important values.

Resources available:

Polished visual patterns are contextualized and followed by discussions and issues on various indigenous subjects of interest.

Example of themes:

Linguistic Diversity
Arts of Resistance
Roles in Media
Influencing the Design of Information Technologies
Mobile ICT Learning Facilities for 3rd World Communities
International Networks of Alternative Media
Control of One’s Representation
Solidarity Networks
Ordinary Protagonists and Everyday Life

 Links to other sites:

  Alternative Media

Offers multiple links to excellent artistic representation of indigenous realities concerning themes like:

  • Digital divide
  • Education
  • Media critique
  • Engagement
  • Etc.

Usefulness for research on Indigenous knowledge, media, and community reality:

This richness of representation in media production results in additional diversity of ideas and perspectives in the media. Positive consequences can be: more interest for political participation and knowledge about rights.

Indigenous people who are denied their voice will find it difficult to fight oppression, work with allies, or maintain their culture. Without the means to make their voices heard, communities become atomized within themselves and invisible to the outside world.

Address:

http://www.publicsphereproject.org/patterns/pattern.pl/public?pattern_id=393

 

Module 3 weblog 5 (Chantal Drolet)

September 25th, 2009 by Chantal Drolet

Native Education in Canada and the Provinces

A guide to finding library information: University of Alberta

Resources available:

Links to other sites:

  • American Indian Culture and Research Journal 
    U of A Rutherford Library, Call Number: E 75 A515 (1974+)
  • American Indian Quarterly
    U of A Rutherford Library, Call Number: E 75 A525 (1974+)
    Internet access through Project Muse (2000+)
    Internet access through Academic Search Premier (1990+) 
  • Anthropologica 
    U of A Rutherford Library, Call Number: GN 1 A62 (1955+)  
    Internet access through CBCA FullText Reference (1993+)
  • Anthropology and Education Quarterly
    U of A Rutherford Library, Call Number: LB 45 C856 (1977+) 
  • Canadian Journal of Native Education
    U of A Coutts Library, Call Number: LC 2629 I382 (1980+)  
  • Native Americas: Akwe:kon’s Journal of Indigenous Issues
    U of A Rutherford Library, Call Number: E 75 N38 (2001+) 
  • Native Studies Review – abstracts from 1984-2000
    U of A Rutherford Library, Call Number: E 78 P7 N278 (1984+) 
  • Wicazo sa Review
    U of A Rutherford Library, Call Number: E 75 W633 (1985+)
    Internet access through Project Muse (2000+) 

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers access to scholarly research concerning indigenous nations accross Canada. I particularly like their “Indigenous and First Nations Education Web Resources” section:

These links are very rich in dependable resources. I recommend this site for excellent research papers and documents.

Address: http://www.library.ualberta.ca/subject/education/native/index.cfm

 

Module 3 weblog 4 (Chantal Drolet)

September 25th, 2009 by Chantal Drolet

First Nations / American Indian / Native People / Aboriginal Media

Initiated by the Turtle Islan Native Network: a site where you will find numerous aboriginal cultures represented through their own media.

Resources available:

  • National Native news
  • Aboriginal Peoples television network
  • Cherokee Youth Native ration theatre
  • Metis radio
  • First nations languages (information on many different dialects)

Links to other sites:

  • Directory of Native radio (USA)
  • Storyteller Native radio
  • Northern Native Broadcast Access program
  •  CTV First Story (Canada)
  • UN radio

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers an impressive compilation of Firts nations, Aboriginal and Native peoples’s traditional and contemporary writings; communciations and media channels (radio, tv and online); books; films and other publications.

The most interesting aspect of this site is that it presents media that portray Natives as they wish to be seen. Not as other media conglomerates may want to depict them.

Address: http://www.turtleisland.org/news/news-media.htm

 

Module 3 weblog 3 (Chantal Drolet)

September 23rd, 2009 by Chantal Drolet

Native American Wisdom, Sayings, Quotes, Philosophy & Issues

A collection of sayings, quotes and words of wisdom reflecting the beliefs and philosophy of the Native Americans. Also offered are a selection of Native American books and Native American music.

Articles and links provide information dealing with the issues of prejudice and shameful displacement that are still faced by the Native Americans to this day.

Resources available:

  • Quotes; books; music; meditations
  • Film:
    • Canada’s Complicity in Genocide
      A contemporary David and Goliath tale that will inspire and challenge the reader. It is the personal story of Reverend Kevin Annett, the minister who single-handedly exposed the murder and genocide of aboriginal people by the government of Canada and his employer, the United Church of Canada. This is his own gripping and passionate account of his heroic efforts against insurmountable odds to document hidden crimes among west coast native people after he began a ministry among them in Port Alberni, British Columbia in 1992.

Links to other sites:

  • My Two Beads Worth
    Native American Indian/First Nations/Indigenous Peoples’ News Online.

Usefulness for research on Indigenous knowledge, media, and community reality:

“Pearls of Wisdom” offers an artistic and mystical view of the indigenous world.

Address:

http://www.sapphyr.net/natam/

 

Module 3 weblog 2 (Chantal Drolet)

September 23rd, 2009 by Chantal Drolet

First Nations Pedagogy Online

This site provides best practices and support for online learning initiatives that are intended for aboriginal students, elders, educators, curriculum developers, and educational leaders.

Resources available:

Pedagogy: (examples)

  • Best practices
  • Talking circles
  • Culture
  • Elders
  • Holistic balance
  • Interconnection
  • Literacy
  • Natural world
  • Respect
  • Storytelling

Links to other sites:

  • Multimedia
    • Aboriginal Communities on Google Earth
    • Connecting Traditions: Tsimshian Pre-Contact Life
    • Digital Drum
    • First Nations Film
    • etc.
  • Presentations:
    • First Nations Pedagogy for Online Learning
    • Podcasting for the Benefit of Aboriginal Languages: How to establish a Podcast Website via iweb
    • Digital Literacy in BC First Nations

Usefulness for research on Indigenous knowledge, media, and community reality:

This excellent site, divided in community; practices; learning; resources and circles, offers valuable resources about onine learning designed for indigenous cultures. It also includes articles and various sites about planning and future trends.

Address:

http://firstnationspedagogy.ca/planning.html

 

Module 3 weblog 1 (Chantal Drolet)

September 23rd, 2009 by Chantal Drolet

 Indigenous Education

  • Aboriginal Language Education
  • Associations, Organisations & Unions
    • Includes both Aboriginal and other groups interested in developing Aboriginal education and opportunities.
  • Commonwealth
    • Includes educational and other supportive processes.

Resources available:

  • Australian Institute of Aboriginal …
    [And Torres Strait Islander Studies]
  • Dare to Lead
    ‘Dare to Lead is a Commonwealth funded national project with a focus on improving educational outcomes for Indigenous students.’ Access information, resources, professional development, research, professional readings, school initiatives and much more.

Publications
Includes Bibliographies, Books, Journals, …

  • A Model …
    [Of More Culturally Inclusive and Educationally Effective Schools]
    Downloadable document.

Links to other sites:

Usefulness for research on Indigenous knowledge, media, and community reality: 

This site offers articles and general information on aboriginal education.

  • Australian Journal of Indigenous Education, The
    ‘Is the only journal for educators devoted specifically to issues of practice, pedagogy and policy in Indigenous education in Australia. The journal has an international audience and is highly valued by its readers as a reliable source of information on Indigenous education issues.’

A teaching resource section offers strategies for Aboriginal education:

  • Aboriginal Astronomy
    ‘Australia’s indigenous peoples have a rich heritage of astronomical observation and story telling. Archaeoastronomy is an important field of research in Australia and other parts of the world. These stories are from Questacon’s book The Emu in the Sky, a collection of Aboriginal astronomy stories from all around Australia.’
  • Aboriginal Dreaming Stories
    Include The Dreaming and Dreaming Stories, Aboriginal Dreaming Stories Online, Games, Lesson ideas and Dreaming Stories in the Classroom – a lesson plan by Jackie Miers and Loraine Turner. A quite extensive collection.
  • Aboriginal Dreamtime Stories
    Listing of Aboriginal stories [with authors] compiled by a Victorian library.
  • Aboriginal Education Research & Curriculum Resources
    From the New South Wales Board of Studies, links to information regarding ACAP, numeracy, literacy and Primary Links. A number are to PDF documents. Also try the listing of sites [almost 40] from EdNa Online

Address:

http://www.aussieeducator.org.au/resources_indigenous.html

Module 2: weblog 5 (Chantal Drolet)

September 19th, 2009 by Chantal Drolet

Aboriginal Themed Lesson Plans

This resource was created to provide instructional ideas in a ready-to-use lesson format (for Aboriginals) from Kindergarten to Grade 12 Social Studies.

Resources available:

Links to other sites:

Usefulness for research on Indigenous knowledge, media, and community reality:

Example of lesson

Diversity – Grade 11

Topic: Diversity/Human Rights / Social Studies

Knowledge Objectives:

Acculturation – Indigenous Peoples worldwide have had to face the cultural collapse that accompanies the loss of their land, their language, their social and political systems, and their knowledge

Racism – know that racism and prejudice are used to justify inhumane treatment of Indigenous Peoples by an exploitive mainstream society

Human dignity – Indigenous Peoples have never accepted the assault on their lands and culture passively. They have fought back in every area with the weapons available to them.

The central issue confronting Indigenous Peoples is the recognition of the inherent right to self-determination.

Address:

http://www.saskschools.ca/curr_content/aboriginal_res/

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Module 2: weblog 4 (Chantal Drolet)

September 19th, 2009 by Chantal Drolet

Aboriginal Education Curriculum: Saskatchewan

  • Elementary Level / Middle Level / Secondary Level
    • Aboriginal Languages
    • Languages Arts for Aboriginal and Métis students: adapting the elementary curriculum  

Resources available:

Links to other sites:

 Usefulness for research on Indigenous knowledge, media, and community reality:

The major goals of this curriculum are:

  • to promote student participation in varied learning situations and activities that will assist them in acquiring listening, speaking, reading and writing skills in an Indian or Michif language;
  • to develop an understanding and an appreciation of Indian and Métis cultures through language;
  • to develop students’ listening skills which will assist them in the learning of an Indian language in various social contexts and situations;
  • to encourage enjoyment of learning to converse and to write in an Indian or Michif language;
  • to cultivate positive personal and social growth through use of an Indian or Michif language.
  • to encourage students to continue to acquire fluency through independent study with Elders and other fluent speakers.

Address: http://www.sasked.gov.sk.ca/branches/curr/evergreen/indlang.shtml

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Module 2: weblog 3 (Chantal Drolet)

September 19th, 2009 by Chantal Drolet

Native Education College

The Native Education College is BC’s largest private Aboriginal College. It NEC provides a culturally appropriate and supportive learning environment for Aboriginal learners.

Resources available:

  • Aboriginal Adult Basic Education (AABE) / BC Adult Graduation Diploma (Grade 12)
    • The program recognizes the unique history and culture of Aboriginal people.  Students focus on achieving their academic and employment goals while learning and sharing their cultural knowledge and skills. Courses are developed and taught from a First Nations’ cultural perspective.
  • Applied Business Technology Program:
    • provides essential computer, communication and business skills in the field of office administration. In addition to classroom knowledge, students gain first-hand experience in office environments, through industry support, work experience, guest speakers and field trips.
  • College Connections Program
    • prepares students who have completed their Grade 12 graduation requirements, or are in the process of completing, to succeed at a college level.  All courses emphasize study skill development and college level academic skills. Students choose College Connections because they want to increase their self-confidence and ensure they have the right academic foundations
  • Aboriginal Basic Early Childhood Education
    • ECE students explore child development, the role of the professional early childhood educator, create early education curricula, practices, and stimulating learning environments for young children.   

Links to other sites:

  • The site offers a variety of “partners” in education: companies and institutions that participate in the programs. For example:
    • Aboriginal Tourism BC
    • ACCESS: Building Futures Today

Usefulness for research on Indigenous knowledge, media, and community reality:

NEC offers a variety of programs and services to Aboriginal learners throughout the province who attend the Longhouse located in the Mount Pleasant area of Vancouver. NEC also works with Aboriginal organizations to deliver programs in other locations throughout British Columbia. NEC focuses on meeting the needs of Aboriginal adult students requiring developmental, vocational, and applied academic programs that provide access to employment or further post-secondary education.

Adress: http://www.necvancouver.org/

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Module 2: weblog 2 (Chantal Drolet)

September 19th, 2009 by Chantal Drolet

Canadian Education Association: Aboriginal Peoples

An “Expected Outcome” of the United Nations Literacy Decade (2003-2012) is to increase the literacy levels in communities or groups that are excluded from the mainstream, namely indigenous groups, where literacy is “inextricably linked to cultural survival.”

Resources available:

The situation today

In Canada, […] the achievement levels and graduation rates for Aboriginal students are significantly lower than those of non-Aboriginal students. The majority of Aboriginal youth do not complete high school; leave the school system without skills for employment; without adequate language and cultural knowledge of their own people; and feel that schooling experiences erode their identity and self-worth.

Links to other sites:

Usefulness for research on Indigenous knowledge, media, and community reality:

In the context of the struggle for cultural survival and self-determination faced by many indigenous groups, raising literacy levels in the dominant language of the larger community can be a tool for indigenous political action.

Address:

http://www.cea-ace.ca/foo.cfm?subsection=lit&page=pol&subpage=lan&subsubpage=abo

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Module 2: weblog 1

September 17th, 2009 by Chantal Drolet

First Nations Pedagogy

Indigenous communities around the world are creating programs of significant value to cultural preservation and indigenous empowerment. 

Resources available:

  • First Nations pedagogy, curriculum, education, and ways of knowing and being
  • Curriculum development, Consultant and Writing services related to First Nations education and knowledge
  • Theory:
    • Related to the unique and sacred tenets of First Nations pedagogy, education and Way of Life
    • Curriculum:
      • Examples, principles and services related to the development of First Nations governed,
      • Developed and implemented curriculum from K-12
      • Post-secondary, and continuing life-long education

Links to other sites:

Many interesting articles:

  1. Indigenous knowledge and pedagogy in First Nations education
    1. Article by Battiste, M. (2002): extensive literature review with recommendations for the Indian and Northern Affairs Canada
    2. Long term strategies for institutional change in universities and colleges: Facilitating native people negotiating a middle ground.
      1. Bobiwash, A. R. (1999). Center for World Indigenous Studies

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers insights about “the ways of knowing, learning, and teaching inherent to the traditional methods of informal and formal aboriginal education.”

Address: http://firstnationspedagogy.com/index.html

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Module 1: weblog 5

September 11th, 2009 by Chantal Drolet

Center for Indigenous Cultural Survival

Indigenous communities around the world are creating programs of significant value to cultural preservation and indigenous empowerment. 

Resources available:

  • Links to projects around the world
    • Examples:
      • Amazon / rainforest conservation
      • USA / support for undergraduate and graduate studies for indigenous people
  • Newsletter

Links to other sites:

  1. Center for World Indigenous Studies
  2. Center for the Study of Women in Society (CSWS
  3. University of Oregon Native American Initiative

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers an opportunity for indigenous people to participate and strengthen their local communities. It enables the examination and understanding of various strategies and techniques that create a space for the survival of culture and life as understood by global Indigenous communities.

Address: http://cics.uoregon.edu/

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Module 1: weblog 4

September 11th, 2009 by Chantal Drolet

Assembly of First Nations (Canada)

The Assembly of First Nations is the national organization representing First Nations citizens in Canada. The AFN represents all citizens regardless of age, gender or place of residence. 

Resources available:

Links to other sites:

  • The Truth and Reconciliation Commission
  • Three Fires Confederacy Gathering
  • CMHC – First Nations Market Housing Fund
  • Provincial Territorial Organizations

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers information both in English and French about all first nation people in Canada.

Address: http://www.afn.ca/article.asp?id=3

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Module 1: weblog #3

September 10th, 2009 by Chantal Drolet

Indigenous node of the World Wide Web Virtual Library

Resources available:

This site is maintained in conjunction with the Australian National University’s Aboriginal Studies WWW Virtual Library, containing links to Australian Aboriginal & Torres Strait Islander resources, and the Circumpolar WWW Virtual Library, containing links to Circumpolar Indigenous resources.

Links to other sites

Usefulness for research on Indigenous knowledge, media, and community reality

This site offers a wide choice of online libraries as well as many websites for a great number of aboriginal peoples around the world.

The media centre contains books, maps and various media productions about education; conferences; entertainment and current affairs.

Address: http://cwis.org/wwwvl/indig-vl.html

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Module 1: weblog #2

September 9th, 2009 by Chantal Drolet

Centre for World Indigenous Studies

The Center for World Indigenous Studies (CWIS) is a non-profit research and education organization dedicated to wider understanding and appreciation of the ideas and knowledge of indigenous peoples and the social, economic and political realities of indigenous nations.

Resources available:

  • World Journal
  • International Indigenous Peoples: Includes book reviews
  • Online blog: a daily journal published by the Center for World Indigenous Studies (CWIS) since June 1999
  • A Forum for Global Exchange reports news as well as facilitates active participation by Indigenous people, resolution of violent conflicts, development of international law, and exchange of knowledge and information.
  • The FGE News Page also hosts a large collection of Indigenous related web links.
  • Media Center
    • Indigenous video & audio media
    • Selection of books & maps

Links to other sites

Usefulness for research on Indigenous knowledge, media, and community reality

This site offers education programs; forums for global exchange; a bookstore and many other resources.

Address:

http://cwis.org/

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Module 1: weblog #1

September 9th, 2009 by Chantal Drolet

Open Anthropology: Internet Indigeneity & Anthropological Advocacy

Resources available:

Open Anthropology Video Collection 

On YouTube:

Also on YouTube:

Links to other sites:

Usefulness for research on Indigenous knowledge, media, and community reality:

This site offers an impressive bibliography, some with detailed abstracts, including:

  • Barnard, Alan. (2006). Kalahari revisionism, Vienna and the ‘Indigenous Peoples’ debate. Social Anthropology 14(1): 1-16.
  • Beteille, Andre. (1998). The idea of indigenous people. Current Anthropology 39(2) April: 187-191.
  • Biolsi, Thomas, and Larry J. Zimmerman, eds. (1997). Indians and anthropologists: Vine Deloria, Jr., and the critique of anthropology. Tucson: University of Arizona Press.

Furthermore, there is a wide variety of links to projects related to Indigenous issues and perspectives, such as:

Address:

http://openanthropology.wordpress.com/2008/03/26/internet-indigeneity-anthropological-advocacy-text-of-a-presentation-at-the-university-of-south-florida-march-19-2008/