Category Archives: MODULE 2

Mod#2-Post #2: Ethnocomputing

One of the main approaches to Culturally Relevant Teaching (CRE) in computing is called ethnocomputing. Tedre, Sutinen, and Kähkönen (2006) argued that computing is not culturally neutral (i.e., culturally informed by the Western ideals). Thus, computing should be taught using techniques that consider the cultural context of the user. Ethnocomputing was born from this premise and suggests that computing principles should relate to the learners’ cultural framework (Tedre et al., 2006).

In the following video, Dr. Ron Eglash one of the pioneering researchers in ethnocomputing and heritage algorithms and also one of the primary contributors in CDSTs (Culturally Situated Design Tools, there are interesting activities related to the Native American beading and quilting in CDST site) talks about his research in the field of ethnocomputing and algorithms found in Indigenous and ethnic communities through their arts and crafts, architecture, dance and cultural rituals.

One important quote that stood out for me is “Science and technology are done differently in these Indigenous traditions than they are in Europe. Europe is all about economies of extraction so science and technology are specifically created for the purpose of extracting value and carrying it off elsewhere to a corporation or a colonizing nation. In these Indigenous cultures, their science and technology were developed for the purpose of preventing extraction and emphasizing sharing and the circulation of value in this unalienated state.“(PreparationTech, 2020, November 21, 15.45)

Some important recommendations that Eglash stated about how ethnocomputing is applied in teaching Indigenous youth : 1) Use non-coding activities to introduce youth to computing: weaving, quilting, beading, etc. (11.19). 2) Teach youth how Indigenous knowledge has powered today’s science and technology (14.26). 3) Teach students about the cultural background (22:43) (i.e., there is historical background in CDSTs before commencing with related programming / mathematical activities). 4) Provide students both the opportunities and agency in a context of social justice (31:55) (PreparationTech, 2020, November 21)

References:

  • PreparationTech (2020, November). #PreparationTech: Teaching Kids how coding is in hair braiding, quilting, weaving and Latin Music

    . Retrieved from https://www.youtube.com/watch?v=mM3eMpgnjcE&t=54s

  • Tedre, M., Sutinen, E., Kähkönen, E., & Kommers, P. (2006). Ethnocomputing: ICT in cultural and social context. Communications of the ACM, 49(1), 126-130. https://doi.org/10.1145/1107458.1107466

Indigenous Perspectives in Science M2P1

First Peoples’ Science resource

I found this through my district’s Indigenous teaching resources and it makes a great connection to science 6 and the body systems. This gets us to connect our body systems to that of a bear which really reminds me of Dr Lee Brown’s interview were he talks about the idea of “all my relations” and the Indigenous perspective that we are all connected, and that we are all connected to the land. It’s got other resources in it including regarding Climate which would be perfect for Science 7.

Module 2 – Post 2

While looking for resources on place based learning and indigenous world views I came across the Siwal Si’wes Digital Library. This wordpress website has links to what I was seeking in terms of place based learning. Although I know that place based learning is an important aspect of indigenous culture, I was looking to see how it can be woven into current curriculum topics in schools. As I delved deeper into the website, there are also links to Culture and History with a focus on topics such as history, First Nations worldviews, residential schools and reconciliation. There are also links to lesson plans for struggling readers called, The Elders are Watching, and curriculum connections to oral traditions. You can find a collection of powerful student created videos and even podcasts focusing on indigenous books. 

Siwal Si’wes Digital Library. WordPress website. URL: https://swswlibrary.com/

Ey:Kw’Ese Xwe’i: Welcome

Module 2 – Post 1

I shared this resource as a reference in my research statement and thought I would also share it here. In this TEDx Talk, Rebecca Thomas speaks about Etuaptmumk or Two-Eyed Seeing (8:34min) and how it came to be and later puts it together in a spoken word poem (11:10min). Etuaptmumk is about having one eye focused on Indigenous knowledge and ways of knowing and the other eye focused on Western knowledge and understanding and then bringing those eyes together so that all can benefit from this combined knowledge. 

Rebecca Thomas identifies as being a Mi’kmaw First Nation person. She is a spoken word poet and is also the Coordinator of Aboriginal Student Services at the Nova Scotia Community College (NSCC). Rebecca shares how residential schools affected her own history and language and how she can share her voice of her culture with the public through education. In the information section below the TED TALK is a statement that she, “Believes that the arts and poetry can help people heal in ways beyond traditional therapies, “ and has stated, “Poetry can give a voice to the voiceless. Poetry can make a powerless person feel powerful. This is why I speak.”

TEDxNSCCWaterfront. Thomas, R. (2016, June 13). Etuaptmumk: Two-eyed seeing. [Video]. YouTube. https://www.youtube.com/watch?v=bA9EwcFbVfg

 

Mod#2 post#1: “Giving back” motivates Native Students in Computer Science

While I was looking for resources for my final project, “computing and Indigenous Youth,” I found a recent article inside the AISES (The American Indian Society of Science and Engineering) 2021 Spring Edition entitled “What motivates Native computer science students”. The publication discusses ongoing research held by researchers from TERC to understand what promotes and what hinders Native women and two-spirit individuals’ persistence in computer science (CS) majors (Terc, 2020, June, 29).

When interviewing the Native students, all participants talked about the importance of giving back, even though they were never directly asked about this topic. Through their CS education, the students think they can build their nations and strengthen their communities (Aises, 2021, May 4). For example, by bringing their culture into new productions using their Native identity and scientific knowledge, reciprocating what they learned for cultural preservation, and teaching their Native community members about cyberbullying and ways to protect their identities (Aises, 2021, May 4). Also, several students discussed that they use their culture as a source of resilience and strength to stay in their CS majors and wanted to challenge stereotypes of Native individuals not being capable of being persistent in CS education (Terc, 2020, June 29). They suggested that early exposures and experiences are helpful; reaching out to Native students as early as middle school for on-and-off campus CS activities can promote Indigenous youth interest in computing (Aises, 2021, May 4). Though the study involved undergraduates’ students, I believe the idea of “giving back” might apply to motivating youth as well.

References

 

Module 2 Post #5 Rooted in Honour and Deep Respect

Carolyn Roberts spoke on March 20, 2018.  She was a result of the 60’s scoop.  Her mother still does not hug. She went to St. Mary’s residential school.  Carolyn Roberts’s children are the first in more than three generations that were not taken away from her.  Aboriginal people make up 4% of the population but more than 60% of the children in foster care are of First Nations descent.

She asks an important question – Why does it matter?  She goes on to say that we need to have this conversation and we need to educate ourselves.  To educate yourself you need a sense of decency and a sense of justice.

What can you do?

  1. You as a Canadian can learn whose land you are on.  You can learn the languages that the First Nations people speak where you work, live and play.  Where is the community and how can you give back to them?
  2. Governmental systems in place today still hold back and suppress Indigenous people.  Find out about the land claims and treaty rights and what does it mean to them?  Ask questions and be curious – why does the Federal Government have two white non-indigenous females leading all departments in First Nations issues.
  3. The honourable Murray Sinclair states that education got us into this mess, and education is what will take us out of this mess.

We need to move together side by side and our decisions need to be rooted in honour and deep respect.

Module #2 Post #4 A Journey of Discovery, Truth and Reconciliation

Cecelia Reekie on March 10, 2016, decided to tell us a story.  She brought us along on her journey from her birth in Butedale, BC and the story is about being born in 1963 to a mother who was 15 and was unwed and pregnant. She talks about her journey into foster care.

I have had the chance to spend time in Butedale when I was 17 and canoeing along the west coast from Bella Coola to Prince Rupert.  It was a powerful and amazing experience back in 1994.

Through Cecelia’s story of adoption and the “aunty and uncle” that were friends with her adoptive parents, Cecelia talks about meeting her mother and her father.  Her father turned out to be her “aunt” growing up, it turned out to be “aunties” older brother.  The purpose of this story is about family, connection and about listening to the children’s stories.

Her father was in a residential school.  He spoke and testified at the Truth and Reconciliation Commission hearings in Vancouver in 2013 where Cecelia was volunteering.  Cecelia talks about going to Ottawa for 2015 and the release of the TRC report and the 94 Calls to Action.

She asks us to understand that every child has a story and to take the time to find out their stories so that no child has to walk alone.  That we will be there to walk along with them.

Module 2 Post #3 TEDxVancouver A History of Residential Schools

Ginger Gosnell-Myers on June 25, 2018, tells a powerful story of her father.  He is a hunter, a friend, and strong ready to help his community. When she was 17 she saw her uncle on TV talking about residential school.  Her father had passed away and she never could talk to him about that time.  About the mass Post-Traumatic Stress and the Intergenerational Experience where no healing and limited truths existed.

Through her conversation in this talk, Ginger Gosnell-Myers talks about the 2007 class-action lawsuit that resulted in the Truth and Reconciliation Commission.  She talks about one story in 2013 from the survivors who told their story where the father told his story for 10 minutes and the son said that this was the first time he ever heard this truth for the other 10 minutes.  She goes on to say that hearing the stories was an awakening and that there were the 94 Calls to Action and then they were done.

She speaks about the risk of continuing as a country and not having all 80,000 stories told and the risk as a country.  She compares reconciliation with Germany and the Jewish communities and how they have been using all the actions necessary.

She asks us to educate ourselves.  Only 1 in 5 Canadians can name a residential school in their community.  She encourages us to watch A Secret Path championed by Gord Downie and she says this is a place to start learning.

She talks about New Zealand and how they move forward with a respect for Maori culture and how the goal for all New Zealanders to have Maori pride with place names, representation in government, incorporating the Haka in sport and how everyone knows their connection to the land that they share through Indigenous knowledge.

Ginger Gosnell-Myers challenges us to look at reconciliation not as a time-defined program but rather a process that has no expiration date, and if it takes forever, then we should be ok with that.

Module 2 Post #2 Truth and Reconciliation – Lamoureux

Kevin Lamoureaux in a Tedx talk on January 3, 2020 talks about the best day of his life being on June 2, 2015 when the Truth and Reconciliation Commission released their final report.  That we as Canada were given a gift with the 94 Calls to Action and that they are considered our Road Map Home “Our way back to the country we would want to leave behind for our children”

He goes on to share a story that is both powerful and poignant and speaks to the meaning of family and love.

He also asks two important questions about the 94 Calls to Action

  1. Why is this being asked of us?  – The Truth in Truth and reconciliation and that it exposes us to stories we may not have heard before.  That we may feel frustrated and angry.  And he states that the Federal government spends more money litigating against First Nations than supporting them. (Incidentally, I just read an article that there is a motion on the floor for the Federal government to stop litigation action.  I have to explore that one further.)
  2. Would our society, our community and our country be better or worse if this Call to Action were fulfilled?  – The Reconciliation part and that if we would be a better society, then we have been given a gift and an opportunity.  We get to be part of the solution which is both powerful and humbling (in my opinion).

He speaks of the Canada we want to be and because of the strength of the survivors and the elders, we can engage in a relationship.  Because even though as a people the First Nations have been hurt in so many ways they still stand there and say, let’s engage in a relationship and try to accomplish something beautiful together.

I found out today that this amazing speaker is being brought in by our school district to speak to teachers during our August Professional Development days.  What a powerful way to start our year of relationships, listening and accomplishing something so meaningful.

Module 2 Post 1 – Indigenous Languages

This is Lindsay Morcom.  She talks about the history of indigenous languages and how to revitalize them.  She spoke about residential schools and how when you build a school and then build a cemetery right beside it because you know the students will die, what do you call that?  The talk is from February 2019.

She speaks about what is needed:

  • Policy – that there is attached funding with active policy and that on-reserve schools and off-reserve schools need equal funding.  Special note that this is also a call to action
  • Support – that there needs to be space to carry out activities and have access to immersion education in traditional languages and that there needs to be education for the non-indigenous populations

Her statement that reconciliation that does not result in the survival of language in the people is assimilation and not reconciliation.