In this three part series, the Washington post investigates the true cost of our high tech devices. Specifically, the authors, Todd C. Frankel and Peter Whoriskey look at how the extraction of lithium, cobalt and graphite have adversely affected the ability to subsist in three separate geographical areas.
I think that this is a very important aspect of module 4’s conversation because it places the usage or reclamation of Indigenous constructed media side-by-side with the origins of these tools. In other words, can something both promote decolonization and colonization.
“It’s about sovereignty and liberation. So when you see the Trump administration coming in, as well as in Canada where the government has approved three major pipelines cutting through various Indigenous territories — I think with that kind of political willpower and power of the state, it’s a war on Indigenous people.”
The ‘Centre for Global Soundscapes‘ is an organization who’s mandate is to document, globally, the worlds vast and ever-changing sonic environments. As part of their mission, they strive to document vanishing or endangered soundscapes.
Though this project may not have a direct link to Indigenous culture and technology, it inadvertently politicizes sound. That is, by documenting the effects that western economic policy has both sonically and environmentally on the world, the project captures the infiltrating sonic penetration of our modern structures.
In Squamish, at Stawamus Elementary, students experience a place-based educational program, similar to what Suzanne Stewart describes, called “Cultural Journeys” where “the Kindergarten to Grade 6 classes are guided by the principle that all learning is grounded in understanding the connected relationship of language, land and culture”. In this program “…Squamish Nation ways of knowing and appreciation for the land are weaved throughout the curriculum”. Markedly, this program is not exclusive to native students, it is a choice program and many non-native students attend. Technology doesn’t come up in the description of the “Cultural Journeys” program, nor in the school video (see below), however it is mentioned with regards to the Grade 7-12 program “Learning Expeditions”. This begs the question of how technology in integrated and whether or not place-based learning is so primarily focused upon in the later years program.
This paper provides an overview of how GIS and ESRI maps are being used by several different Indigenous groups for conservation and land management programs.This article provides an overview of how GIS teams are using the technology to map property boundaries, canyons, water, endangered species and resources.
This site ultimately outlines a symposium held at the University of Guelph (New Zealand), but of particular interest are the ‘Symposium Resources’ accessible at the bottom of the page. There are numerous PDF links to the keynote address and visual media used by some of the presenters at the symposium, which gives a glimpse into the topics of the day for those that could not attend the seminars. Topics include the epistemologies of scientific and Indigenous knowledge systems, tuna research and management, engagement in environmental assessments, and Western science and harvest management.