Author Archives: Sabrina Nijjar

Post # 10

https://www.cbc.ca/news/canada/manitoba/manitoba-board-game-controversy-1.4816975

This article is about a board game called ‘Manitoba,’ which is a product of DLP Games. The makers of this game have been accused of inaccurately portraying Indigenous Peoples; these depictions have been done in a way that enforces cultural appropriation and the stereotypical ideas of Indigenous People. I think this would be a great conversation starter with students and asking them what they observe and go from there. 

This is one of the images associated with the game.

 

Post #9

https://www.macleans.ca/news/canada/winnipegs-new-art-project-stares-down-racism-in-the-face/ 

 

This image was extremely powerful to look at and it has to do with “a bold art project projected on Winnipeg’s downtown buildings [which will] challenge perceptions of its Aboriginal citizens.” The image on the left is sadly how many view First Nations peoples. This stereotype is one that is extremely detrimental, as they all are, and when students have misconceptions and preconceived notions, they need to be dealt accordingly. I think this would be a great activity to do with the class; have different images on one side and ask students what they think. Once they have all shared, the teacher can show the image on the right and begin a whole-class discussion about stereotypes, the negativity that follows, and the harm it causes.

https://www.macleans.ca/news/canada/winnipegs-new-art-project-stares-down-racism-in-the-face/ has a lot more of these images that portray common stereotypes about First Nations Peoples.

Post #8

http://www.global.ucsb.edu/gsj/sites/secure.lsit.ucsb.edu.gisp.d7_gs-2/files/sitefiles/Fowler.pdf

This article is titled ‘The commodification of the Native in the 21st century’ and it “explores the emerging popularity of Native American inspired goods” (Fowler, 2013). Native American images, clothing, and accessories have gained popularity in the past few years “allowing Americans to once again, “play Indian.” The cultural appropriation and commodification of Native American images, accessories, etc have perpetuated Native American stereotypes.

Post #7

 

This is a YouTube video of Maui Solomon titled “Managing cultural commodification from an Indigenous Perspective.” In this video Maui discusses the commodification of Indigenous cultural images; he states that Indigenous Peoples are asking for respect and reciprocity and consent when it comes to using cultural images, whether it is for commercial use or not and regardless of whether consent is given or not; it is “their right to say yes or no” and respect should follow that decision. Maui emphasizes that Indigenous Peoples are not “exempt from the ethical requirements concerning the use of cultural images,” and highlights that if members of Indigenous communities are not exempt from this process then others’ should not be as well.

Post #6

http://mediasmarts.ca/

I have mentioned this resource in two of my previous posts but http://mediasmarts.ca/ is that great of a resource. There are many stereotypes that are portrayed in the media, through individuals, different perceptions, etc. and this website is a great way to bring up that topic with learners. There are stereotypes with every culture and it’s a topic that should be brought up so students can be aware of how they perceive certain groups over others and why and think for themselves; this is an essential 21st century skill that will make for better citizens.

An image that I thought was fitting for this post.

Post #5

 

https://indigenousstorybooks.ca/

This website is one of my favorites! This resource is designed for “children, families, community members, and educators.” This website takes stories and translates them into Indigenous languages as well as French, English, and also the most commonly spoken immigrant and refugee languages of Canada. It is easy to navigate and you can change the level (levels go from 1-5). There are also additional resources such as blogs, articles, different audios, and much more. I grew up hearing Cinderella, the three little bears, etc. and those memories are an important part of my childhood; the stories that have been translated into Indigenous languages, those stories will be heard for generations and children will have the opportunity to hear those same stories that their parents and grandparents heard when they were young. These stories are not just stories but the passing of knowledge through these stories.

 

These are just some of stories available on the website.

Post #4

Iseke, J. (2013). Indigenous Storytelling as Research. International Review of Qualitative Research, 6(4), 559-577. doi:10.1525/irqr.2013.6.4.559

“Story is a practice in Indigenous cultures that sustains communities, validates experiences and epistemologies, expresses experiences of Indigenous Peoples, and nurtures relationships and the sharing of knowledge” (p. 559). This quote from this article emphasizes how elders in Indigenous communities impart wisdom and knowledge to younger generations so they can learn about life, share their own stories, and pass down truths of spirituality which can be extremely useful when it comes to Indigenous research. This article also uses theoretical and critical understanding to highlight the significance of Indigenous knowledge and story.

Post #3

http://www.fnesc.ca/learningfirstpeoples/

This PDF document is a teacher’s guide called ‘100 years of loss: The Residential School System in Canada.’ Attendance was mandatory at residential schools for Aboriginal children and many were forcibly removed from their homes, their parents, their culture, and everything that they knew. The loss of culture, language, and knowledge that came from attending these residential schools impacted not only those children but it would impact generations to come. This resource contains six very thorough lessons that educators can use in their classrooms. There are multiple activities for each lesson and explorations for students to go through. One of the sections in this resource are transcripts from former residential school students in which they talk about their experiences and how it impacted their life.

Post #2

http://www.technologycouncil.ca/

 “The First Nations Technology Council is an Indigenous-led not-for-profit organization that provides free digital skills training for Indigenous people and is working towards equitable access to technology for Indigenous communities in order to advance sovereignty in the digital age.”

This website is a fantastic online platform that is full of tools and resources for First Nations Peoples across the province. Categories include: community services, education, finance, health, legal, operations, and traditional knowledge. This website also incorporates technological-related issues that are pertinent in First Nations communities. There is also a Digital Equity Campaign due to the fact that about 75% of First Nations communities in British Columbia do not have “equal of affordable access to broadband internet which was ruled as a basic service for all Canadians by the Canadian Radio and Telecommunications Commission in December of 2016.” (http://www.technologycouncil.ca/digital-equity-campaign). This digital divide has caused many in the First Nations communities without access to job information, unable to download an important document, and unable to acquire the basic technological skills needed for the 21st century.

 

Post #1

http://theconversation.com/how-indigenous-knowledge-advances-modern-science-and-technology-89351

Indigenous knowledge, also known as Traditional Ecological Knowledge (TEK), is more than just centuries old knowledge that has been passed down generation to generation. It is about how Indigenous Knowledge has provided insight into so many different areas such as “environmental change, wildlife population monitoring, sustainable harvesting practices, behavioural ecology, and ecological relationships” (the conversation). Although the benefits of applying indigenous knowledge and its practices with western science has been discussed, many still see it as non0-beneficial because its approach is unique. This article emphasized the many ways that TEK can be merged to provide “tremendous opportunities where such knowledge can contribute to modern science and natural resource management.”

 

https://medium.com/age-of-awareness/valuing-traditional-ecological-knowledge-and-indigenous-wisdom-d26ebdd9e141