Author Archives: WilliamTam

Module 2- Post 5: Reconciliation: A Starting Point APP

This is a bit unrelated to my project focus, but I happened to come across this learning tool as I was browsing for ideas for this blog.

Reconciliation: A Starting Point is a mobile app for federal public servants in Canada to learn about the Metis, Inuits, and the First Nations through key historical events and reconciliation initiative for the Indigenous Peoples in Canada. The app is currently only available on Androids or Apple iOS.

I think it’s essential for all public service workers to be informed about the work that needs to be carried out for reconciliation and learn about the truth from historical timelines of when indigenous communities lost their right to land and more from settlers.

https://www.csps-efpc.gc.ca/Tools/apps/ils/index-eng.aspx

Indigenous Peoples: Learning at your fingertips

Module 2: Post 4- Indigenous Annual Camp led by Actua

Every June is National Indigenous History Month in Canada. Many schools and organizations advocate to take actions for reconciliation and meaningful change for the indigenous communities. We recognize that we have a role to play in reconciliation, continue to learn about the perspectives, cultures and histories of Indigenous peoples in Canada, and create inclusive relationships and spaces for all to thrive. Every year, Actua (one of the largest STEM outreach programs) delivers programs to youth across Canada to learn essential STEM skills so that they can gain valuable work experience and develop employable skills. It is important to note that STEM is not something new with the advance of technology, but rather “indigenous peoples have always know about STEM”, according to Doug Dokis, director of the Indigenous Youth in STEM Program in Actua.

Last year was no different. Despite the pandemic by COVID, they connected youth to indigenous land-based learning by collaborating with elders in communities to understand local knowledge such as fish cycles. Then they utilize their understanding of the place and build meaningful and authentic hands-on models such as a fish monitor. Very cool!It has become a community learning rather than individual learning.

Module 2- Post 3: IndigiSTEAM

Currently, indigenous people in STEM occupations are underrepresented. Many indigenous communities don’t see STEM in their future path as western sciences often contradict the traditional way of living in the indigenous perspectives.

https://www.indigesteam.ca/IndigeSTEAM | Supporting Indigenous Youth in STEM/STEAM

IndigiSTEAM is an initiative that provides and supports STEM/STEAM learning for indigenous youth through the approach of 2-eyed seeing by Mi’kmaq Elder from Eskasoni First Nation, Albert Marshall.

They added the “A” for Arts, Architecture and Agriculture – all areas that Indigenous peoples have been innovators in for thousands of years. It is a type of outreach program that also incorporate indigenous knowledges, include the community (elders and parents) and indigenous role models in STEM field so that youth can see the importance. It is also a way for non-indigenous people to learn about the traditional way of living, too.

Module 2- Post 2: Elders in Schools

A culture centred on “All My Relations” is the foundation of all First Nations teaching and learning. The inclusion of Elders in the process can be described as the ‘heart’ of First Nations Pedagogy. Since Pre-Colonial times, Elders have been the Gatekeepers of First Nations wisdom, knowledge, and history. Elders traditionally hold crucial roles in supporting both formal and informal education in First Nations communities. They impart tradition, knowledge, culture, values, and lessons using orality and role modeling traditional practices.They are important knowledge keepers, and they also help to ensure cultural continuity.

In 2013, The Elders in Schools Program provides an opportunity for Elders to be teachers within the school setting. The program was developed to ensure every school has an elder. The main purpose is for students and staff to learn from the elders about the the wisdom, knowledge and experiences, as well as their language and traditional skills of the local people in the aboriginal communities in NWT.

https://www.ece.gov.nt.ca/en/services/renouveau-en-education-aux-tno/elders-schools-program

A similar pilot project was developedled by the Tlicho Community Services Agency in 2019.

https://www.cbc.ca/news/canada/north/pilot-program-tlicho-language-program-1.5082117

Module 2- Post 1: Two Eyed Seeing Approach

Two Eyed Seeing is an approach that takes Indigenous way of knowing and living and integrate that with Western ideals. As discussed in the video, Mi’kmaq Elder Albert Marshall from Eskasoni First Nation in Atlantic Canada has described that one eye is responsible to recognize the strengths of the indigenous knowledges while the other eye learns to see the strengths of the mainstream sciences. Marshall has added that is important to see with BOTH eyes as they are very valuable and both can be achieved for the benefits of mankind and the earth.

“Two-Eyed Seeing, in that it speaks directly to the setting of collaborative, cross-cultural work, intentionally seeks to avoid the situation becoming a clash between knowledges, domination by one worldview, or assimilation by one worldview of the knowledge of another”

http://www.integrativescience.ca/Principles/TwoEyedSeeing/

Module 1, Post #5 – Storytelling Through Digital Music

What is the colonialism of sound?

Right in our backyard of Vancouver, “Edzi’u is a mixed race Tahltan and inland Tlingit artist, songwriter and composer. Her songs are an incarnation of her family’s ancient tradition of storytelling, realized by designing sound through vintage and current audio recordings, electronic instruments and the voice.”

It’s neat to see how Edzi’u incorporates oral stories from interviews and match the energy with instrumental music. I’d be interested to find out how oral storytelling that passes from generations before us can continue to be told in this digital age.

Module 1, Post #4 – Revitalizing Indigenous Language Through Technology

Our planet is home to over 7000 languages currently spoken, yet this unique linguistic diversity—the defining characteristic of our species—is under extreme stress, as are the indigenous communities that speak these increasingly endangered languages.

Indigenous and other historically marginalized speech communities are leveraging new digital tools and technologies in inspiring ways to reclaim their languages and move historically oral traditions into online spaces.

The National Research Council of Canada (NRC) is working on various collaborative projects that aim to utilize speech- and text-based technologies to assist the stabilization, revitalization and reclamation of Indigenous languages. I have included a screenshot of the different projects from the website: https://nrc.canada.ca/en/research-development/research-collaboration/programs/canadian-indigenous-languages-technology-project

 

 

 

Module 1, Post #3- Indigenous & inSTEM

Indigenous sciences often use a qualitative, integrated approach that results in a holistic understanding of how to live in harmony with nature. Research shows that Indigenous students perform better when educators provide a culturally responsive curriculum that combines Indigenous ways of knowing nature with Western scientific knowledge. Indigenous educators refer to this as “Two-Eyed Seeing” — a way of learning that leverages the strengths, perspectives, and knowledge of both cultures.

However, in most school districts, Indigenous students study science, math, and technology from a largely Western perspective; Indigenous cultures and ways of understanding STEM subjects are not represented in curriculums. As a result, many Indigenous students feel alienated, and opt out of science and math classes once they reach high school. How do we engage these indigenous learners and increase their participation?

Introducing InSTEM: Indigenous Youth in Stem. It is a national program that incorporate traditional practices of living into educational pedagogy. It aligns land-based learning to western STEM experiences and renew indigenous identity and perspectives. In the end, it fosters skills and confidence for aboriginal youth to apply to future careers in STEM.

Module 1, Post #2 – e-Learning for Aboriginal Students

Given the current situation within the education system amid the pandemic, many districts have opt to carry on online learning for the next school year. Is this a benefit or problem for students who live in remote areas? How about the effectiveness of e-learning for aboriginal students? As I continue to search into my inquiry question of how e-Learning could support Indigenous students in rural communities, here is an article to share:

https://www.cjlt.ca/index.php/cjlt/article/view/26386/19568

table 1

This article explores perspectives of e-Learning for Indigenous students in remote communities in Labrador. It discusses the opportunities and challenges that students in rural communities face with distant learning, and the learning needs of Indigenous students and their achievement issues that characterize aboriginal populations.

Reference:

Philpott, D., Sharpe, D., & Neville, R. (2010). The effectiveness of web-delivered learning with aboriginal students: Findings from a study in coastal Labrador. Canadian Journal Of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 35(3). Retrieved from https://www.cjlt.ca/index.php/cjlt/article/view/26386/19568

Module 1, Post #1- One Laptop Per Child (OLPC)

Link:
https://nationtalk.ca/story/students-of-first-nation-school-receive-laptops-from-one-laptop-per-child-canada

In ETEC 510, I came across the One Laptop Per Child (OLPC) Initiative. The idea of providing access to a laptop to every child in developing countries sounds like a wonderful idea. Given some communities have the similar issue in accessibility in devices, I wonder if this is something that is embraced and welcomed by Indigenous people? The reason is that Ginsburg (2008) mentioned the notion of Aboriginal people viewing media and technology, which are dominated by western ideals, as a mean to “wash out” indigenous lives and cultural practices. They don’t want their traditional knowledge to be under the Western systems of intellectual property. Hence, I am intrigued to explore the effect of this initiative in aboriginal communities further more.

Reference:

Mmnationtalk (2013, May). Students of First Nation School receive laptops from One Laptop per Child Canada. Nation Talk. Retrieved from https://nationtalk.ca/story/students-of-first-nation-school-receive-laptops-from-one-laptop-per-child-canada