Category Archives: Module 2

POST #9 – ‘Will the Real Aborigine Please Stand Up’: Strategies for breaking the stereotypes and changing the conversation

A sensitive topic in Australian indigenous communities is the internal dialogue about ‘authenticity’, meaning who can legitimately identify as ‘indigenous’.  In December 2009 a workshop of indigenous representatives set out to explore this issue, which they consider to be eroding their community.  As they say in the AIATSIS Research Discussion Paper (2011):

Issues surrounding identity and the ways in which negative stereotypes are used by Aboriginal people against other Aboriginal people are a matter of great sensitivity, with candid and rigorous debate stifled by valid fears of reprisal, which include being perceived as negating the presence of real disadvantage and exposing people and communities to further misrepresentation and outside attack. To the contrary, identifying these issues does not mean denying the real need of many Aboriginal people, nor the continuing racism which people experience, but provides mechanisms which may effect change in these areas. And if left undiscussed, issues of negative stereotypes within the Aboriginal community will continue to escalate. Those who brought the workshop to AIATSIS were convinced that discussion about these issues was timely, and that only Aboriginal–led initiative could navigate effective change. (p. 3)

The report examines the concept of ‘internalized racism’ and the ‘self-fulfillment prophecy’ brought on by experiencing generations of racism and abuse.

The workshop concluded that:

Introduced by colonisation, negative perceptions of Aboriginality and notions of authenticity are now commonly found in Indigenous Australia. Impacting on health and wellbeing, as well as on social and economic development, negative stereotyping and its effects are of increasing concern to many Aboriginal people. They contribute to damaging behaviours such as lateral violence, and are entangled with (as well as foster) notions of helplessness and lack of agency. Negating their effects requires assertion of control and changing the conversation away from deficit towards one that is based on strength. The workshop considered that the language of deficit is pervasive and persuasive and requires Aboriginal-led initiatives to effect change. (p14)

For the full report:

https://aiatsis.gov.au/sites/default/files/products/discussion_paper/gorringe-ross-fforde-dp28-real-aborigines-stereotypes.pdf

POST #6 – 4Rs Youth Movement

In Module 2, I set out to look at indigenous driven (or co-creation) transformational initiatives, that move reconciliation discussions and self-determination forward; helping to breakdown stereotypes and the commodification of Indigenous Social Reality.

The 4Rs is a Canadian indigenous led youth movement which sets out to ‘change the country by changing the relationship between indigenous and non-indigenous youth’.  The program is built on the 4Rs framework (Relevance, Respect, Reciprocity and Reconciliation).  The program supports youth to youth dialogue which aims to contribute to learning that ‘will deepen understanding of our common heritage, challenge prevailing views of the contribution and potential of both indigenous and non-indigenous Canadians, and forge a new path forward together.’ (cited in Indian Cowboy, 2015)

Learn more about this initiative here:

Reference

Indian Cowboy (2015, September) Red man laughing – the 4rs youth leading reconciliation panel.  Retrieved from http://indianandcowboy.ca/podcasts/2015915red-man-laughing-the-4rs-youth-leading-reconciliation-panel/

POST 3 – Melania Alvarez fights lowered expectations for aboriginal students – David Loti

https://www.theglobeandmail.com/news/british-columbia/melania-alvarez-fights-lowered-expectations-for-aboriginal-students/article6764156/

Visited 3 October 2018

 

There is often a tension between mathematics and Indigenous persons. For example, “10 per cent of all Grade 12 aboriginal students in B.C. in 2010-2011 completed Principles of Math 12, an important prerequisite for postsecondary education.” Noting that “our aboriginal population is one of the fastest-growing populations in all of Canada. . .If we don’t educate, what are their options going to be?,” Melania Alvarez has created mathematics camps in the summer for Indigenous students with the aim of “[developing] relationships with students to build their confidence.”

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 2 – How to talk about Indigenous people – David Loti

https://www.youtube.com/watch?v=XEzjA5RoLv0

Visited 25 September 2018

 

Journalist Ossie Michelin provides a quick overview of the use of the terms Indigenous, First Nations, Inuit, Métis, and Aboriginal and encourages people to choose the term to “be as specific as possible.” One take away from this video is that Inuit means people; thus as Michelin says, “Don’t say Inuit people because that’s redundant.”

POST 1 – Robert Flaherty – Nanook Of The North (1922) [commentary] – David Loti

https://www.youtube.com/watch?v=XlAAeptfnO0

Visited 24 September 2018

Mrs. Robert Flaherty speaks on her husband’s work in creating Nanook of the North. She mentions that he lived with the Inuit for six years. She says that his “only reason for making the film was [his] deep admiration for these people.” She states, “He knew his subject and loved it.”