In thinking about what my final assignment will be focused on, I have two somewhat differing ideas and routes in consideration. Watching films such as Nanook of the North, however archaic it may be, has me interested in ways in which third-person/outsider narratives can positively contribute to Indigenous identity and self-representation. Of course putting the film-making process into the hands of the culture itself would be most impactful, but it is evident that film-making is not always a self-representation, but rather a representation of an “other.” Therefore, how can we mitigate this misappropriation of cultural identity that inevitably comes from this process?
On the other hand, instead of focusing on the mishandling of Indigenous identity, culture, and values by the media, how can educators help lessen the “us vs. them” mentality that is still perpetuated. Now more than ever, the BC school system is acknowledging the deep-rooted historical legacy and importance of the First Nations in our province, by having incorporated more facets of Indigenous culture into the curriculum. But frankly, teachers won’t always be equipped with appropriate or accurate strategies/knowledge to shed light on this culture in a fruitful way. Educators are part of the third-person narrative that so often harms Indigenous (self) representation. How can we better equip our teachers to offer an Indigenous curriculum that not only discusses the culture based on observation, but relays the feelings and cultural understanding experienced by those that are a part of it.