Category Archives: MODULE 1

MOD #1 POST #4: SET-BC – Classroom technologies and FPPL

https://www.setbc.org/2018/07/classroom-technologies-and-first-peoples-principles-of-learning/#1532551113121-ecf236aa-d652

Special Education Technology British Columbia (SET-BC) is a ministry organization that supports students across the province by providing access to the curriculum through the use of educational technologies. This resource by SET-BC links classroom technologies with the First People’s Principles of Learning (FNESC) through content creation, sharing and document. Learning activities found within this resource are created by BC teachers through an Aboriginal Education Synergy Project. Within each module, digital tools are recommended to help implement the lessons and learning activities.

This resource contains 8 modules (SET-BC, 2018):

  • Introduction to First Peoples Principles of Learning
  • Context and Authentic Sources
  • Digital Storytelling
  • Origin Stories
  • Slam Poetry and Reconciliation
  • Medicinal Garden
  • Place-Based Learning
  • Endangered and Disappearing Languages
References
SET-BC. (2018). Classroom Technologies and First Peoples Principles of Learning. https://www.setbc.org/2018/07/classroom-technologies-and-first-peoples-principles-of-learning/#1532551113031-acdec398-0100

M1P1 – Mukurtu as a tool for curating and sharing cultural heritage

As part of my investigation into understanding what criteria would an Indigenous community consider when selecting technologies for use and integration, and whether there are examples of communities that carefully consider technologies before allowing or endorsing their use, I came across this blog posting: “The Pros and Cons of Technology for Indigenous Tribes”.

This also led me to discover the Mukurtu project which is a content management system (CMS) designed to empower communities and cultures to keep and manage access to their cultures and traditions. With what we have read so far, I do wonder how this is reconciled with the fact that so many traditions are passed person to person (and in person), and how this relates to knowledge that is tied to specific locations.

Here are some samples of how it has been used by Indigenous communities and organizations.

M1, P5: IsumaTV & Oral Language

IsumaTV, launched in 2008, is “Canada’s first media distribution company specializing in Inuit and Aboriginal films.” The programming originated from a coalition including: Igloolik Isuma Productions (heavily referenced in Ginsburg, 2002); Nunavut Independent TV Network (NITV); Arnait Video Productions; Artcirq; ImagineNATIVE Film+Media Arts Festival; Vtape; Native Communications Society of the NWT; and other non-profit agencies.

The IsumaTV platform is really beautiful. It’s a collaborative multimedia space, where each user can “design their own space, or channel, to reflect their own identity, mandate and audience.”

The platform and search functions rely on icons and colour-coded language, with menu options in Inuktitut Roman, Inuktitut Syllabic, English, French and Spanish. IsumaTV “honours oral languages” and “emphasize[s] oral Inuktitut uploads rather than syllabic texts.” Take a look at the record for this story about Ptarmigan and Snow Bunting, for example. They have the title, links, and a tag in Inuktitut.

All citations above are from: IsumaTV. About us. http://www.isuma.tv/about-us

M1, P4: Indigenous Screen Memories – Archives

I wanted to see if I could track down digitized versions of some of the content mentioned in Gingburg’s (2002) Screen Memories.

Nanook of the North was pretty easy to find and widely available, although the quality was not great. The film, originally produced in 1922, was among the first 25 films selected for preservation by the Library of Congress for it’s cultural, historical, or aesthetic significance. The essay that accompanies the Library of Congress record for the selection describes the documentary as “one of the most significant American documentaries: it operates as a Rosetta stone for debates about documentary ethics, representation, ethnography, orientalism.” You can read the full essay supporting the selection decision here.

As such a prominent film, it was quite easy to come by. The others were more challenging, but I used the IsumaTV platform to track down lots of other amazing items, including some pieces mentioned in Gingsburg (2002).

Nanook of the north (1922) Full film, https://vimeo.com/42775802

Qaggiq (Gathering Place, 1989) Full film, http://www.isuma.tv/isuma-productions/qaggiq-gathering-place

Atanarjuat (The fast runner, 2000) Trailer, http://www.isuma.tv/isuma-productions/atanarjuat-trailer

Nanook of the North, excerpt, http://www.isuma.tv/vintage-inuit-movie-collection/excerpt-nanook-north-first-documentary-ever

 

Ginsburg, F. D. (2002). Screen memories: Resignifying the traditional in Indigenous media. In F.D. Ginsburg, L. Abu-Lughod, & B. Larkin, B. (Eds.), Media worlds: Anthropology on new terrain (pp. 37-57). University of California Press.

Zimmermann, P. R., & Zimmerman Auyash, S. (2015). Nanook of the North.[Online]. Washington, DC: Library of Congress, National Film Preservation Board.

Mod 1 P.5

https://empoweringthespirit.ca/cultures-of-belonging/

Empowering the Spirit is a website designed as an educational resource to support reconciliation. It is a collection of resources, such as tools, videos and links, which allows educators and school leaders to weave Indigenous knowledge systems into their current practice. The resources have been “curated to increase awareness and understanding of First Nations, Métis and Inuit histories, perspectives and ways of knowing.”

The school curricula should be one that honours the “perspectives, histories, languages and cultures” of the Indigenous. Empowering the Spirit is a website that will support educators and school leaders in doing this. The website is designed with 3 sections: foundational knowledge, leading the learning, and classroom supports, allowing multiple access points for educators and schools leaders.

MOD #1 POST #3: Reconciliation in your Community – Carolyn Roberts

Carolyn Roberts is a Coast Salish woman from the Squamish Nation in North Vancouver, British Columbia. I had the privilege to listen to Carolyn Roberts speak at a district professional development workshop this year, she is an articulate speaker and is passionate about Indigenous education. The video below was her presentation at the TEDxLangleyED event, where she speaks about her own experiences and the responsibilities of all Canadian citizens in Indigenous rights. We all have to help with reconciliation and work to right the injustice from the past that continues today.

As Roberts (2013) said it in her presentation, “in order for us to move forward in reconciliation, we need to be able to move forward side by side, not one someone in front, not someone behind, but together side by side”.

Ways to move reconciliation forward as Canadians (Roberts, 2018),

  1. Learn about the territory where you live and work. Where is their community, what languages do you speak, and how can you give back to them.
  2. Educate ourselves about land claims and treaties in place, what does it mean for us? What does it mean to them?
  3. “It is education that got us into this mess, it will be education that gets us out of this mess” – Hon. Murray Sinclair as quoted by Roberts (2018)

Additional resources from Carolyn Roberts:

wanna be an ally? https://youtu.be/zk7bnaf8dus 

https://www.carolynroberts.net/

 

References

Roberts, C. (2018) Reconciliation in your community. [YouTube, 17 mins]

Module 1 – Post 5

Another Alberta resource connection that I am sharing is the professional practice standards. I thought I would share this to provide a closer look at what we as teachers are expected to provide in our professional practice. These standards focus on identifying the professional competency requirements for the profession. Within the Teacher Quality Standards (TQS), there are six competencies that teachers must meet to hold an Alberta teaching certificate. The six competencies are: Fostering Effective Relationships, Engaging in Career-Long Learning, Demonstrating a Professional Body of Knowledge, Establishing Inclusive Learning Environments, Applying Foundational Knowledge about First Nations, Métis and Inuit and Adhering to Legal Frameworks and Policies. 

Specifically when we look at Applying Foundational Knowledge about First Nations, Métis and Inuit, a teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students. The “Achievement of this competency is demonstrated by indicators such as: a. understanding the historical, social, economic and political implications of: • treaties and agreements with First Nations; • legislation and agreements negotiated with Métis; and • residential schools and their legacy; b. supporting student achievement by engaging in collaborative, whole school approaches to capacity building in First Nations, Métis and Inuit education; c. using the programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts of First Nations, Métis and Inuit; and d. supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit”

Further to this is the Leadership Quality Standards (LQS) and the Superintendent Leadership Quality Standard (SLQS). All three standards align together and are built on one another to further the deeper understanding and support of the competencies. 

Here is the link if you would like to take a closer look at the standards and their competencies, especially in terms of the competency on Applying Foundational Knowledge about First Nations, Metis and Inuit.  https://www.alberta.ca/professional-practice-standards.aspx#resources

 

MOD #1 POST #2: BCTF Professional Development Workshops

https://bctf.ca/pd/workshops.aspx?id=233054

The British Columbia Teachers’ Federation (BCTF) has a series of workshops available for teachers, ranging from resources for employment equity for Aboriginal Educators to teaching resources. One of my research interests is learning about how we can support teachers, so they feel comfortable integrating Indigenous perspectives and ways of knowing in their classrooms. Availability to professional development resources and workshops is one way we can support teachers. The website mentions virtual workshops and there are three adapted for online facilitation, Infusing Aboriginal Content (K-9), Project of Heart, and UN Declaration on the Rights of Indigenous Peoples. I do not know if these are available online because of the ongoing global pandemic and if they will continue to be available online post-pandemic. According to the website, workshop costs are covered by the BCTF, but schools need to provide facilities and supplies.

From BCTF (2021), the criteria for booking a workshop:

  • booked through the Professional and Social Issues Division
  • facilitated by BCTF facilitators who are classroom teachers
  • require at least three weeks’ advance notice
  • for groups of 15 to 30 (special circumstances and small schools exempted)
  • for intact teacher groups, school staffs, etc.

 

References

BCTF (2021). Professional and social issues workshops program. British Columbia Teachers’ Federation. https://bctf.ca/ProfessionalDevelopment.aspx?id=38669#process

Module 1 – Post 4

Indspire is a charity organization that focuses on supporting and furthering the education of First nations, Inuit and Metis high school students. They provide free online education programs that provide the students with access to culture and customized resources and mentorship. Their vision is to, “Enrich Canada through Indigenous education and by inspiring achievement. In partnership with Indigenous, private and public sector stakeholders, Indspire educates, connects and invests in First Nations, Inuit and Métis people so they will achieve their highest potential.” This resource looks promising as a balance between online learning and cultural connections with high school students. I found while investigating their resources that they also work with communities to provide educational outcomes that “feature some of the best practices in Indigenous education,” that are engaging, inspiring as well as educational.

Indspire: https://indspire.ca/

 

Mod 1 P.4

https://www.cbc.ca/news/canada/british-columbia/dekelh-language-curriculum-pg-1.5989336

Northern BC school districts are collaborating to create an Indigenous language curriculum that can be taken for credits. The proposal, based on the Dakelh language, hopes to help revitalize the language as “language gives students a sense of belonging and helps them understand the world around them.” The proposal is currently waiting to be approved by the Ministry of Education.

This isn’t really a resource, but instead an idea of an action plan that could be taken to support languages facing extinction. “Like the Thunderbird of old I shall rise again out of the sea; I shall grab the instruments of the white man’s success – his education, his skills, and with these new tools I shall build my race into the proudest segment of your society.”-Chief Dan George. A colleague shared this quote with me, and I feel it applies to this context. Once the language is gone, it will be gone forever unless there is a way of revitalizing the language again.