Indigeneity, Technology, and Education
Description:
Abalone is part of traditional foods of coastal First Peoples. This video provided stunning captures of an underwater perspective of the abalone populations. Students learn about the impact of marine ecology through First Nations’ approach to restoration of abalone. Students may also further research on uses of abalone such as carvings and masks in First Peoples culture.
Link: The Northern Abalone in Haida Gwaii
Published by: Haida Gwaii Marine Stewardship Group
Description:
The Great Bear Sea videos and curriculum linkages make this an excellent resource. In my Science classes, the Great Bear Sea case studies were quite impactful as my students’ research and develop opinions on collaborative research methodologies.
Link: www.greatbearsea.net
Elementary Resource: http://greatbearsea.net/elementary-curriculum/
Secondary Resource: http://greatbearsea.net/secondary-curriculum/
Trailer: Great Bear Sea Trailer
CBC Beyond Beads and Bannock – Indigenous Curriculum
Listening to Deering’s interview with the CBC about decolonizing her teaching and classroom was really inspiring. Her classroom decolonization began when she introduced the First Peoples Principles of Learning to her students. By allowing students to question her and her teaching methods and providing them with inquiry projects, she has created a more holistic learning environment. A major challenge I have found in my own practice is finding support and being able to support others who are working to indigenize their classroom, their courses, and their school.
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 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.
Description:
An excellent e-resource guide that aligns well the Indian Horse film and book, Indian Horse. The sections in the guide include an introduction, history of residential schools, hockey, and sports culture, and finally, land, language, and hope. I like the incorporation of the truths in storytelling as students are able to self-reflect on the idea that each character is larger than their own role. In other words, they can learn through others’ experiences and challenges.
There is also a section on Orange Shirt Day which I feel can be used to introduce this important day to the students. For more information on Orange Shirt Day, go to http://www.orangeshirtday.org/
The e-learning modules are specifically designed for secondary school level discussions in reference to clips in the film. This is useful for teachers to lead in-depth discussions on important themes and motifs.
Teacher Guide: http://www.indianhorse.ca/downloads/study-guide
Resource Link: http://www.indianhorse.ca/en/education
Description:
First Nations Pedagogy Online provides an abundance of information pertaining to online learning and programs for aboriginal learners.
The website is divided into Community, Practices, Learning, Sitemap, Circle and Participate. In each section, there are more links to relevant websites and/or videos.
In Community, there is a discussion forum as well as videos on Elders Teachings, Nourishing the Learning Spirit, What is a learning Spirit?
In Practices, we learn that ABORIGINAL KNOWLEDGE:
In Learning, there are an abundance of learning materials for childhood, secondary, post-secondary and general adult learning.
In Circle, Incorporating Aboriginal Wisdom to Promote Ecoliteracy is discussed through text and a series of videos. My personal favorite is “How Wolves Change Rivers”.
Credits to Sylvia Currie and June Kaminski for the development of this online resource.
Description:
The creation story told by Ktunaxa Nation, who are the people that lived on the lands next to Kootenay and Columbia Rivers and the Arrow Lakes of British Columbia for more than 10,000 years. Qat’muk is where the Grizzly Bear Spirit lived and maintained a presence. Thus, the Ktunaxa have a stewardship kinship to the Grizzly Bear Spirit and Qat’muk.
Students learn about the story of chase and events that lead up to today’s landscape. There are hand-drawn photos to accompany and illustrate the Creation story.
Link: http://www.ktunaxa.org/who-we-are/creation-story/
Description:
A detailed learning resource guide for the book, The Salmon Bears by Ian McAllister and Nicholas Read.
There are pre and post discussion questions, which facilitate and reinforce learned themes and concepts. Each lesson is structured to help teachers prepare for respective classes. A short description, listed materials, extension activities, and related websites are provided in each chapter.
The learning guide is divided into seven chapters:
Chapter 1: A Magical Place
Chapter 2: Winter
Chapter 3: Spring
Chapter 4: Summer
Chapter 5: Fall
Chapter 6: Winter Again
Chapter 7: What the Future Might Hold
Link: http://orcabook.com/greatbearbooks/pdfs/thesalmonbears-teachersguide.pdf
For Module 1 cyber-traveller reflections, I took a look at the global and local Indigenous Knowledge systems in the context of education as it plays out in 5 countries where I have worked over the years, namely: Timor-Leste, Bolivia, Papua New Guinea, Australia, and Laos. Since my work has mainly focused in the health sector, I was interested to get a glimpse of current perceptions from an education perspective (defined in the broadest sense). From each search I selected one post that struck me as a powerful addition to our understanding of how indigenous knowledge is being framed educationally in each country.
POST #1 – Timor Leste
Timor-Leste comprises a variety of indigenous groups speaking more than 16 different languages. The country was colonised by Portugal for 500 years and subsequently invaded by Indonesia for 25 years and after a long and violent conflict finally became independent in 2002. Over the past 15 years, Timor-Leste has been developing its education system which is challenged by a high level of donor dependence and different interest groups. Indigenous teachers together with Curtis Gabrielson (a technical adviser) have been reforming the curriculum to bring indigenous knowledge into the classroom by bringing grandmother’s wisdom into the class. You can learn more about this curriculum in Curtis’s TedX Dili.