Category Archives: Module 2

Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy

After listening to Adam Gaudry speak to Rick Harp in Episode 135: What does Indigenization of Education Really Mean? from Media Ingenia I wanted to know learn more about his study.

Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy is written by Adam Gaudry and Danielle Lorenz. Gaudry and Lorenz decided to conduct this research as they felt “Canadian post-secondary institutions are now struggling with how to ethically engage Indigenous communities and Indigenous knowledge systems” (p 218) due to the Truth and Reconciliation Commission Calls to Action. They conducting their research by “using an anonymous online survey that contained five open-ended questions” (p 219) to “Indigenous and non-Indigenous individuals who had taught Indigenous content within [their] professional and personal networks” (p 219). Since they used “convenience sampling” (p 219) this would allow them to have a close relationship with the participants therefore I assume the participants would be more likely to volunteer information but it also made for a small sample pool. I wonder how many Canadian academies they reached out to and were majority of the respondents from Western Canada or other areas within Canada? I also wonder if the results would change had the qualitative research been done within the United States or another area in the world?

Gaudry and Lorenz concluded the Canadian academy uses three different approaches for indigenization:

Indigenous inclusion: “increase the number of Indigenous students, faculty, and staff” (p 225). The authors note that this policy “is a vital component of improving the experiences of Indigenous people on campus” (p 220) but it cannot be the end goal for indigenization as it is the most basic form (p 220) as the academy does not need to change its structure in any way.
Reconciliation indigenization: “an attempt to alter the university’s structure, including educating Canadian faculty, staff, and students to change how they think about, and act toward indigenous people…[and is] an Indigenous-led process” (p. 222)
Decolonial indigenization: “envisions the wholesale overhaul of the academy to fundamentally reorient knowledge production based on balanced power relations between Indigenous peoples and Canadians, transforming the academy into something dynamic and new” (p 226).

The article is an interesting read as I believe many universities do incorporate the first policy of Indigenous inclusion as it is the easiest one to incorporate. Some universities are moving towards the second policy but I do not know if any are anywhere near the third policy. But the respondents did stress the need to get to the third vision of indigenization for reconciliation to truly occur.

Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the canadian academy.AlterNative: An International Journal of Indigenous Peoples, 14(3), 218-227. doi:10.1177/1177180118785382

Post 9: Outside the indigenous lens: Zapatistas and Autonomous Videomaking

In the early 1990´s, a Mayan Indigenous organization based in Chiapas, Mexico, declared war on the Mexican Government, demanding work, land, housing, food, health, education, independence, liberty, democracy, justice, and peace. This social movement was an eye-opening event for both the Mexican government and the non-indigenous population to realize the alarming situation of indigenous people in Chiapas. It was due to the production of their own media how the Zapatistas got the local and international attention that was needed as an agent of change; by using the Internet to broadcast their cause to the world and producing videos for internal community use and local circulation.
This article raises some questions related to the different manifestations between media produced by indigenous communities and corporate media where the mainstream bias vary.

Halkin, A. (2008). chapter 8 outside the indigenous lens: Zapatistas and autonomous videomaking. Global indigenous media: Cultures, poetics, and politics, 160.

Post 8: Latin America: The Internet and Indigenous Texts

An interesting article that addresses the challenges and potentials that indigenous people in Latin America face with the Internet and other communication technologies. Also, it examines how indigenous people are impacted by these technologies and how it functions differently from indigenous communities in countries in the north.

https://www.culturalsurvival.org/publications/cultural-survival-quarterly/latin-america-internet-and-indigenous-texts

Post 7: Biidaaban, First Light

Here is an interesting Virtual Reality project that promotes indigenous languages usage (Wendat, Mohawk and Anishinaabe), to help us understand our place in a “reconciled version of Canada´s largest urban environment”.
These VR interactions are set in a fictional version of a future Toronto where users get a sense of immersion and gain an insight into the thought systems of this land´s first people. “As users explore this altered city now reclaimed by nature, they must think about their place in history and ultimately their role in the future”.

https://www.cbc.ca/player/play/1323281475810

Post 6: Media Indigena

Rick Harp´s podcast project: Media Indigena, has created a space to discuss current affairs about indigenous people by an indigenous perspective that includes the participation of journalists, academics and story makers. According to Harp, there are broad sources and a lot of content about indigenous made by non-indigenous, “but I wanted something that, instead of being a content provider, it was a context provider,” he explained. This platform offers a variety of perspectives that go beyond Canadian media.

https://www.mediaindigena.com/

Art and the language of culture

In the process of researching the culture and technology relation for the indigenous culture, I looked to language as a starting point in exploring culture, as culture is in language, and to lose the language is to lose a large part of the culture. This led me to the article “The critical state of aboriginal languages in Canada” from 1998. The article lays out exactly as the title describes, and expounds upon the inherent right, treaty rights, and the need for constitutional rights for aboriginal people to protect their culture.

https://search-proquest-com.ezproxy.library.ubc.ca/docview/230325665?accountid=14656&pq-origsite=summon

The loss of languages and culture in itself is a sad occurrence, but it is made all the worse with the fact that aboriginal youth has high suicide rates, some have 800 times the national average. The article “Cultural Continuity as a Hedge against Suicide in Canada’s First Nations” explores the idea of cultural continuity protecting against suicide by providing the feeling of connection to land and community as well as identity and spiritual stability. It is stated that regions with preserved and rehabilitated cultures have dramatically lower incidences.

http://journals.sagepub.com/doi/abs/10.1177/136346159803500202

Knowing that culture preservation can be vital to youths places an urgency to teach it in the classroom. A great resource is “The Learning Circle: Five Voices of Aboriginal Youth in Canada” from the government of Canada. The downloadable PDF version contains five different perspectives of aboriginal children across Canada. This was created by synthesizing 15 interviews with three from each of five different communities. The package serves to help understanding aboriginal relationship to the land, the challenges aboriginal youths may face, and draws some comparisons to other youth. This is a class resource, with plenty of sources and activities for the classroom.

https://www.rcaanc-cirnac.gc.ca/eng/1329333584407/1534959534898

If the above resource is not enough, or perhaps there is a focus on the Inuit culture, consider checking out “Through Mala’s Eyes”. This is a learning resource package. This fully structured 90 page package contains with activities and sources to learn about Inuit through following an individual, Mala.

http://publications.gc.ca/collections/collection_2011/ainc-inac/R2-240-2003-eng.pdf

Aside from language, art is a large part of most cultures, indigenous included. The is less a teaching resource than an interesting bit of information I found when looking into how important indigenous art is to Canada. According to statistics published in 2017 by the government of Canada, in 2015, Inuit visual arts and crafts earned over $33 million net income, and generated an additional $17 million in economic activity. Those working in performing arts contributed $13.4 million to Canada’s GDP. The page goes further into a breakdown by region, type of art, employment, and economic impact. Might not be particularly useful for teaching, but does put the importance of the indigenous culture through an economic lens.

https://www.rcaanc-cirnac.gc.ca/eng/1499360279403/1534786167549

Miscalculations: Decolonizing and Anti-Oppressive Discourses in Indigenous Mathematics Education

The paper written by Stravos Georgios Stavrou and Dianne Miller, whom both identify as of White settler heritage, is a compelling in-depth examination of Indigenous mathematics education. The paper argues that math is not a culturally neutral subject therefore teachers must examine the curriculum and teaching methods to enable a higher rate of success for Aboriginal learners. The paper highlights the difference of Indigenous knowledge compared to Western science and mathematics and how the two do not always align. For example, an Indigenous language word may not exist for a Western mathematical translation therefore a teacher cannot simply write or say the math problem in the Indigenous language. The authors noted feelings of frustration and inadequacy by Indigenous communities when this approach is taken. As well, the paper argues oversimplification of incorporation of Aboriginal culture into mathematical problems does not meet the needs of Aboriginal students ie., The tribe set up 6 teepees and took 2 down. How many teepees are left? This type of problem “does little to address inequality, and instead perpetuates stereotypes…” (p. 111) The paper provides 2 examples of authentic Indigenous activities which apply decolonizing methodology. Both examples are place-based learning with strong community connections and appropriate context. The paper contains numerous references and is an interesting read as the authors do challenge current research on Indigenous math practices. Introducing decolonizing methodology into the classroom will require time and energy of a teacher but isn’t it worth it?

Stavrou, S. G., & Miller, D. (2017). Miscalculations: Decolonizing and anti-oppressive discourses in indigenous mathematics education. Canadian Journal of Education, 40(3), 92-122.

media Indigenia: The Podcast

Media Indigena is a weekly roundtable style podcast on Indigenous current affairs hosted by Rick Harp.

Episode 135: What does Indigenization of Education Really Mean? was taped in front of a live audience at The University of Alberta in Edmonton on October 7, 2018. The popcast was hosted by Rick Harp, roundtablers Kim Tallbear, Kenneth T. Williams and special guest Adam Gaudry. If you wish to learn more about Rick, Kim, and Kenneth please click the following link “Who We Are”. This podcast is 1hr 15 mins and discusses 3 topics; (1) Proctol Schmotocol examines how to approach Indigenous communities when conducting sensitive research subject matter, (2) Indigenous Renaissance examines the success of Indigenous Artists in regards to award recoginition, & (3) Adam Gaudry talks about his research paper written with Danielle Lorenz Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy which explores true reconciliation within higher education institutions.

I hope you enjoy: https://mediaindigena.libsyn.com/2018/10. Note:You will have to scroll down to episode 135.

Math Catcher

Incorporating Indigenous knowledge into curriculum areas can be challenging. I found this resource while conducting researching for my end project on storytelling.

Math Catcher: Mathematics through Aboriginal Storytelling introduces math concepts through animated films (9 in total) using Indigenous imagery and storytelling. The films are produced in “several First Nations languages (Blackfoot, Cree, Squamish, Heiltsuk, Nisga’a, Sliammon, Halq’em ́eylem, Hul’q’umi’num’, and Huu-ay- aht) as well as bilingual picture books in Blackfoot/English, Cree/English, Squamish/English, Nisga’a/English, and Sliammon/English.” The website also contains information pertaining to workshops for mathematics outreach.