Author Archives: sara martin

Module 4

The Secret Path began as poems written by Gord Downie, after he heard Chanie Wenjack’s story, who died at the age of 12 in 1966 while trying to escape residential school. The poems became songs, and the songs inspired a graphic novel of Chanie’s story. Gord Downie brought Chanie’s story into the conscience of Canadians. Some people may argue that Gord Downie is telling a story that isn’t his, but he was embraced by Chanie’s family and Aboriginal communities around Canada for his work in shining light on a dark corner of Canadian history.

http://www.firstvoiceskids.com/

This interactive website teachings children traditional languages through easy to click icons. There are no instructions, which makes it very kid friendly. They can click through and find an activity, like colouring, or click on icons that are linked to sound files to hear the names of everyday items or phrases. This would be a great way for students to learn new words at their own pace.

http://www.indigenousyouthwellness.ca/cuystwi

This is linked with the Ask Auntie site I posted about previously. While Ask Auntie is focused on girls, this a platform is set up in quests for youth to explore their identity and culture and become a young warrior. This is response to the suicide epidemic that was sweeping through some FNMI communities.

http://www.reelyouth.ca/GoldTrail.html

This is a link to Reel Youth, a company I hired while working as a digital media teacher. I was working in Ashcroft BC and teaching students in Lillooet, Clinton and Lytton via video conferencing. Reel Youth came to show students how to create stop motion animation. They weren’t just making any film, they had to think of an issue that really affected them and impacted their lives. I was amazed at how seriously my students took this assignment. Their films are political (without realizing it in most cases). They tackle issues like joblessness, poverty, healthcare, LGBTQ rights and the environment, all in 30 second claymation videos. One video in particular caught a lot of negative attention from a few community members and a YouTube comment war began. A parent sent it to Rick Mercer and he responded with a video. It was amazing to see my students in a tiny town be recognized by a public figure for their hard work. These videos are great examples of self representation and shows the issues the students (Indigenous and non-indigenous) feel are important and close to home.

https://native-land.ca/

This site is an interesting project run by a non-Indigenous person who is upfront about the questions of representing land on maps, which he sees are inherently colonial. You can enter an address and find out what traditional territory it is. Most of the results also link you to websites of those nations or language sites. It would be interesting to use this in a classroom ( there is a teacher guide as well). Students can zoom in or out to see the land covered by territories. It would offer a great way to start discussions about boundaries, nations and the uses of maps over centuries.

Weblog 3

Module 3 Weblog

https://indigenousworks.ca/en/resources/promising-practices/hydro-youth-program

This is an article about the fantastic program Manitoba Hydro has started to get young women interested in careers in STEM. Manitoba Hydro recognized that Aboriginal youth are an untapped resource. They formed a committee to understand and remove the systemic barriers Aboriginal people face in the job market. This particular recruitment initiative takes the form of week long summer camps for girls that introduces them to STEM. As the articles says, the ripple effect of this program is far reaching. Not only are these young women now interested in careers in STEM, it has also boosted their overall sense of confidence.

http://www.wisest.ualberta.ca/Programs/TalesfromtheScienceBuffalo

This program from the University of Alberta bill itself as “A series of interactive classroom presentations with engaging science activities that honour Aboriginal Ways of Knowing and introduce careers in the Sciences.” The presenters visit schools for 2 days and offer science “classes” that are linked to the Alberta curriculum and honour Aboriginal perspectives. This program comes from WISEST: Women in Scholarships, Engineering, Science and Technology, making the benefits twofold- seeing how Western science and Aboriginal ways of knowing can be linked, and having female role models for young Aboriginal youth.

http://www.animikii.com/home

Animikii is an Indigenous technology solutions company based in British Columbia. I have included this is my list because of the incredible partnerships and programs they have developed. My focus of my final project is about Aboriginal female youth in STEM. With the expression “You cannot be what you cannot see” in mind, I have been looking for Indigenous tech companies with a strong female presence. From their About Us page, this company appears to have a 50/50 ratio of men to women, which is nearly unheard of in the tech industry.

https://alis.alberta.ca/tools-and-resources/conte

This booklet published by the government of Alberta breaks down myths, offers resources and real women’s stories to inspire women to enter non-traditional jobs. There is one story about Brenda Holder, an Aboriginal women who felt the deck was stacked against her, in terms of opening her own business. She was connected with a mentor and created a business plan and is now the successful owner of Mahikan Trails, a Canmore based adventure company. In the article she says “As Aboriginal people sometimes we believe we don’t have much to offer. But often it’s our differences that produce the most amazing opportunities.”

http://www.indigenousyouthwellness.ca/ask-auntie

This is an online program for girls, ages 10-14. Ask Auntie aims to “replicate the traditional learning relationship between youth and their Aunties and Elders”. Their target age is a critical time for girls, as studies show that their mental health takes a sharp decline around this age. This program promotes cultural understanding and community connections, and is grouped into themes such as identity, culture and connection, relationships and safety, body knowledge and body transitions, and wellness and healing. The full program is arranged in a curriculum format, but they also have a YouTube channel that anyone can access.

Weblog 2

http://www.nsi-canada.ca/2012/03/im-not-the-indian-you-had-in-mind/

I’m Not the Indian You Had in Mind by Thomas King is a spoken word short featuring the author and two Indigenous actors. The actors are dressed as any North American does in the 21st century. This is contrasted with old “cowboy and Indian” western movie scenes playing in the background. Shots of the stereotypical Indigenous person riding horses or shooting bows and arrows emphasizes the disparity between real Indigenous people and their stereotyped big screen counterparts. The props used, like the cigar store Indian, add to that message, that the Indian you have in mind, is not a real person.

http://www.npr.org/2017/06/20/533653471/sherman-alexie-says-hes-been-indian-du-jour-for-a-very-long-day

Sherman Alexie Interview on NPR about his recent memoir of growing up on reserve. The interview also includes a reading of a chapter. Sherman Alexie is often seen as the voice of the Native American. His writing is funny, heartbreaking, honest and accessible for students. His book “The Absolutely True Diary of Part Time Indian” is a favourite among students, and has also landed on several banned book lists for its raw language and sexuality. I always recommend this book in spite of some people (mostly parents) who are uncomfortable with the topics included in the novel. It is a realistic portrayal of how 14 year old boys think and talk to each other. Because of the popularity of the novel Sherman Alexie is often go to voice of Native writers. He responded to this by saying

“I really hope that like 10 or 12 Native writers, fiction writers, non-fiction writers, really launch into the national consciousness …” he says. “So I don’t have to answer all the questions, so I don’t have to get invited to all the conferences. Share the burden of being a public figure Indian! Come on, people! Hurry up, finish your books!

The following links are to documentaries created by Indigenous women. These are excellent examples of Indigenous women using technology and art to express and consider cultural issues.

Headdress

http://www.cbc.ca/shortdocs/shorts/headdress

In “Headdress” a young woman, JJ Neepin, recreates a portrait of her grandfather. JJ Neepin and her photographer, Nadya Kwandibens, discuss the significance of the headdress. The cultural appropriation of headdresses has been debated lately has celebrities and concert goers have been spotted wearing them at outdoor festivals, the debate also surfaces as Halloween approaches. As she puts the headdress on Neepin says she can feel the weight-physically and metaphorically. This is a short doc (under 6 minutes) that would be a great way to start a conversation about cultural appropriation of the headdress.

Four Faces of the Moon

https://www.youtube.com/watch?v=rWe–sysNkk

“Four Faces of the Moon” is an animated short film by filmmaker Amanda Strong. The character travels through time to witness history and colonization of Indigenous people. The film centres around the decimation of the buffalo as a means to terminate the Indigenous people that depended on them for survival. I want to focus my research on Indigenous women and their involvement in STEAM. This film is a great example of a woman involved in the creative and technical side of filmmaking.

The Oak Legacy

http://www.cbc.ca/firsthand/episodes/the-oka-legacy

“The Oka Legacy” is a documentary about Oka crisis in the 90s and focuses on the role women played in the protests and the impact it had on young aboriginal girls, some of whom went on to be leaders in Idle No More. I was a child during the Oka Crisis and remember hearing bits about it, but did not ever really understand what is meant. Watching it now I was shocked. The tensions between the Mohawk and the town didn’t shock me, but the violence did. This would be an interesting film to watch with students now and compare and contrast what they see with current issues and protests in Canada and the United States.

Web Travel Stops in Module 1

Weblog for Module 1

Indigital Storytelling

This Australian company has created an augmented reality storytelling platform that brings cultural stories, art, place and objects to life through animation. It describes itself as being like “Pokemon Go but for Indigenous knowledge systems.” When pointed at pre programmed objects (card set, or tshirt), it comes to life and tells its story. This app began on Kickstarter in May and was funded in June. The woman that started the company is of indigenous heritage and employed cultural leaders to assist in the development of the app. The app works anywhere in the world, the internet is not a requirement and at the request of the Senior Traditional Owners the AR experiences are placed based only.

https://www.indigital.net.au/

Reel Injun

This film is a well researched look at how the media has influenced the perception of aboriginal people, starting from one of the first films made, to the western genre and beyond by a Canadian Cree filmmaker. It looks through the decades of the 20th century at social justice issues and what the impact of the media had on the issues, outcomes and the perceptions by North Americans, such as Wounded Knee. In the early 70s Marlon Brando sent Sacheen Littlefeather in his place to the Academy Awards. When he won for The Godfather she declined on his behalf, citing the treatment of aboriginal people in American films and television, as well as the events at Wounded Knee. There is a phenomenal cast, with interviews with people directly involved with film making, all with great stories. This film is very watchable and in my experience, students really enjoy it as well. https://www.nfb.ca/film/reel_injun/trailer/reel_injun_trailer/

Native Princesses

This series on APTN discusses the idea of beauty in Aboriginal cultures and the effect mainstream media has on how indigenous people see themselves. In one episode indigenous actors discuss how difficult it can be to get roles in television and film. One woman speaks about how she doesn’t look ‘native enough’ and even other Aboriginal people comment on her appearance as not being ‘really native’. It also has episodes on cultural appropriation; FNMI fashion designers and missing and murdered indigenous women. One episode about the frequency girls that girls are taken from reserves under the guise of modelling and sold into sex trafficking is particularly disturbing. It brings to light issues that are not discussed openly in mainstream culture, but should be.

http://nativeprincesses.ca/en/about

Schooling the World

This film questions the need for all children to attend school, a western approach to ‘modernizing’ cultures around the world. It discusses the detriment that western education has brought to cultures, while trying to “pull people into dependence on the modern centralized economy”. It is a fascinating film that will no doubt cause teachers in particular to rethink their views on the purpose of education.

http://www.filmsforaction.org/watch/schooling-the-world-2010/

Uncontacted Tribes: The Last Free People on Earth

In 2010 a photo was taken of a man and children in Brazil. It is thought to be one of the last uncontacted tribes on earth. The response to that photo was incredible, with calls for protecting the people and their land. Times has certainly changed when the general public in the western world would have seen a photo like that and thought it was their duty to ‘civilize’ and bring technology to the tribe. This article discusses the choice that uncontacted tribes have made to remain uncontacted. A different way of life is not backwards, or inferior and the rest of the world should respect that.

https://voices.nationalgeographic.org/2011/04/01/uncontacted-tribes-the-last-free-people-on-earth/