Introduction to place based education by David Sobel.
Category Archives: Module 2
(Entry 5) Book: Across Time and Tundra: The Inuvialuit of the Western Arctic
Book: Across Time and Tundra: The Inuvialuit of the Western Arctic
I recently (re)discovered this hardcover book that I’ve owned for a number of years but never had the opportunity to read (we moved and I recently found it in a box). Describing the life of the Inuvialuit people (the Inuit living on the delta of the Mackenzie River), this visually stunning book includes some previously unpublished photos and artifacts of the Inuvialuit people in addition to first person narratives from one of the authors (Ishmael Alunik), and traditional Inuvialuit stories from elders. Of particular interest is the last section of the book that describes what the Inuvialuit believe they must do in order to continue to survive in a colonial, changing world. If for no other reason other than to become more aware of this previously threatened Indigenous group, this book is quite an interesting read.
Link: http://www.publications.gc.ca/site/eng/252793/publication.html
Alunik, I, Kolausok, E, & Morrison, D. (2003). Across Time and Tundra: The Inuvialuit of the Western Arctic. Vancouver and Gatineau: Raincoast Books and Canadian Museum of Civilization.
Post #10: First Nations Wholistic Policy and Planning Model
This article discusses the historical context of First Nations in Canada, social determinants of health, introduces a planning model, and features recommendations for how to address many challenges facing First Nations communities. It was developed for the World Health Organization (WHO), and features extensive facts and statistics that will come in helpful for my research. It may also prove to be a useful resource for secondary and post-secondary/adult learners looking to better understand one part of the overall, real-world reality facing First Nations peoples in Canada.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.476.9397&rep=rep1&type=pdf
Post #9: First Nations Health Authority
This organization represents a very interesting initiative in British Columbia, whereby health authority has been shifted from the provincial government to the First Nations Health Authority, which is itself representative of First Nations interests by partnering with First Nations governance structures. The goal of FNHA is to effect wide-ranging changes and improvements for First Nations access to healthcare. The website features a compendium of valuable resources that may come in handy while studying healthcare and its relationship to First Nations.
Post #8: Cultural competence and cultural safety in First Nations, Inuit, and Métis nursing education.
I found this article, Cultural competence and cultural safety in First Nations, Inuit and Métis nursing education, while researching for my topic. It first identifies the needs for a cultural framework for nursing education, then identifies principles and concepts necessary for such an education (e.g., culture shock). This will be useful to better understand how to approach my topic in terms of processing the many resources I’ll be searching through. It would be a useful resource for not only First Nations education, but also cultural accommodation of nurses professionally, in the workplace, and perhaps even of different groups.
Post #7: Centre for First Nations Governance
A non-profit First Nations organization dedicated to improving First Nations governance in Canada. The website features a toolkit for good governance, research findings, and the services the organization provides to First Nations communities. This may be useful for secondary and post-secondary/adult learners interested in understanding the challenges facing indigenous communities from a the vantage of governance and tradition.
Post #6: Assembly of First Nations
The Assembly of First Nations is an advocacy organization that represents First Nations interests across Canada. The website features up-to-date news and Twitter feed, and organizes resources into different “policy sectors” that may be useful for secondary and post-secondary/adult learners (including ourselves). It’s modern and well-maintained.
Post #5: Language Apps
https://itunes.apple.com/ca/app/cree-fhqtc/id839720921?mt=8 In researching language preservation, I have come across links to many digital language preservation websites. This link takes you to the app store, where you can download one of several apps to help you learn the Cree language. It is a fee app, created by the File Hills Qu’Appelle Tribal Council Education Department. The app uses gamification to learn and practice many everyday categories of Cree language, such as greetings, phrases, vowels, and expressions.
Post #4: Is 3D technology the key to preserving Indigenous cultures?
https://www.smithsonianmag.com/blogs/national-museum-of-natural-history/2017/11/29/3d-technology-key-preserving-indigenous-cultures/ takes you to an interesting article titled “Is 3D technology the key to preserving Indigenous cultures?” and talks about part of the Smithsonian’s work in collaboration with Indigenous communities to apply 3D digitization and replication technologies for the cultural preservation and restoration of Indigenous artefacts. Follow this link https://3d.si.edu/explorer?modelid=392 to see what a digitized image of a Killer Whale Hat looks like. Using this 3D technology, digital data can be used to restore or replace the artifacts if they should ever get lost or damaged in the future.
Post #3: Preserving Indigenous Languages
https://www.firstvoices.com/ is a website designed to support Indigenous people engaged in language archiving, language teaching and culture revitalization. Here, you can click on a language and find information relating to the people who speak it, recordings of the language and other artefacts. For example, the “she shashishalhem” language page will tell you that this language is spoken by the Shishalh Nation. “Our goal as shishalh people is to preserve our language, culture, and history of the Shishalh Nation. We have only 7 (seven) fluent speakers left and we have four younger teachers working with the elders and in the schools to keep our language going and alive.”