Category Archives: MODULE 3

MOD #3 POST #4: Kingston Indigenous Languages Nest

https://kingstonindigenouslanguage.ca/

The Kingston Indigenous Languages Nest (KILN) is an organization in Ontario that supports language revitalization through community-based programs. They are guided by “a dish with one spoon”, meaning they honour and support all Indigenous Peoples.  According to their website and mission, they “welcome status and non-status people, as well as supportive settler allies”. Their workshops allow participants to learn language through songs, stories, games with the help of fluent speakers. Their aim is to support the learning and growth of Indigenous languages through culturally appropriate and intergenerational activities.

Module 3 Post 4

Hən̓q̓əmin̓əm̓ is the language spoken by the Tsleil-Waututh Nation. This is the same dialect of Halq’eméylem that the Musqueam Nation speaks. The Tsleil-Waututh Nation has outlined a plan to try and have 5 fluent speakers as soon as possible, relying on records and documentation, since again there are no living fluent speakers. Another resource they are trying to take advantage of is working with Həl̓q̓əmin̓əm̓ speakers from Vancouver Island. Since Hən̓q̓əmin̓əm̓ and Həl̓q̓əmin̓əm̓ are both dialects of Halq’eméylem, they share similarities. There is optimism for the revitalization of Hən̓q̓əmin̓əm̓ since there are already 3 mid to high level speakers from the Tsleil-Waututh nation.

Module 3 Post 3

The Squamish Nation is the only Indigenous group that speaks Skwxwú7mesh Snichim. The relative specificity of the language in its traditional areas of use means that it too is a critically endangered language. Due to this acknowledgment, the Squamish are putting together a strategic framework to try and revitalize the language. The Squamish understand the importance of maintaining their language for their future generations.

Currently, only 6 people are considered fluent speakers, this is very risky because of how quickly the language could be lost. Only the North Vancouver school district currently offers the Squamish language in its schools. Hopefully this along with the continued efforts from the Squamish people will be enough to help their language survive.

https://www.sd44.ca/school/queenmary/ProgramsServices/SquamishLanguage/Pages/default.aspx#/=

http://www.endangeredlanguages.com/lang/1450

https://www.squamish.net/squamish-language-policy-framework/

https://www.squamish.net/about-us/our-culture/#language

Module 3 Post 2

My first deep dive into language was to see what language is spoken by the Musqueam nation. The traditional language of the Musqueam people is hən̓q̓əmin̓əm̓. I was able to find out that this is one of 3 dialects of Halq’eméylem, with hən̓q̓əmin̓əm̓ being spoken by downriver nations (nations closer to the Salish Sea).

According to Vanessa Campbell, a TA in UBC’s First Nations and Endangered Languages program, there currently are no fluent speakers of hən̓q̓əmin̓əm̓. This is of course a major concern for maintaining the way of life and culture of the Musqueam nation. There needs to be continued effort for language revitalization of hən̓q̓əmin̓əm̓ and efforts need to be put forward to allow for this language to be taught in our schools. Currently, only the Langley school district appears to be offering hən̓q̓əmin̓əm̓ as a language choice, this needs to be remedied moving forward.

https://www.nsnews.com/local-arts/bill-reid-gallery-exhibit-uses-hunquminum-phrase-in-title-as-tribute-to-musqueam-language-3106578

https://www.firstvoices.com/explore/FV/sections/Data/Salish/Halkomelem/Halq%27eméylem/learn

https://www.musqueam.bc.ca/departments/community-services/language/

Module 3 Post 1

I need to start this blog post by thanking Dr. Hardman, she introduced me to this video and I must say it is very impactful. The points made by Khelsilem Rivers made me reconsider what is important when it comes to decolonizing education. The ways he discusses language as being an eye into one’s way of life and understanding of the world has really resonated with me. The ways we think are shaped by the language that we use and our vocabulary. One cannot describe something they cannot put into words. The importance of language and fluency for a languages survival have been highlighted in this video and will guide my next 3 posts as I try and do a deep dive on language(s) spoken and fluency for the Coast Salish nations.

Module 3- Post 5: Combining Indigenous knowledge with science to fight climate change

To tackle a problem as large as climate change, we need both science and Indigenous wisdom, says environmental activist Hindou Oumarou Ibrahim. In this engaging talk, she shares how her nomadic community in Chad is working closely with scientists to restore endangered ecosystems — and offers lessons on how to create more resilient communities.

Module 3- Post 4: EdX in Reconciliation Through Indigenous Education

With our recent class discussions on the cultural neutrality of technology and the difference of educational goals in our Indigenous communities, I realize there is strong evidence for and against Indigenous use of technology and the extent of its benefit. However, for the non-Indigenous community, I believe that technology been an invaluable tool to help increase awareness and understanding as well as helping to promote advocacy for Indigenous communities.

Many have a willingness to learn but not always the tools or resources at their disposal.  Technology helps reduce boundaries by increasing our learning networks.  One of these learning networks is the MOOC/EdX course run by Jan Hare through UBC on Reconciliation through Education.

https://www.edx.org/course/reconciliation-through-indigenous-education

This free online course is currently achieved (future date to be announced) but it covers the following program outcomes:

  • Explore personal and professional histories and assumptions in relationship to Indigenous peoples histories and worldviews
  • Deepen understanding and knowledge of colonial histories and current realities of Indigenous people
  • Engage with Indigenous worldviews and perspectives that contextualize and support your understanding of the theories and practices of Indigenous education
  • Develop strategies that contribute to the enhancement of Indigenous-settler relations in schools, organizations, and communities
  • Explore Indigenous worldviews and learning approaches for their application to the classroom or community learning setting
  • Engage in personal and professional discussions in an online environment with others committed to understanding and advancing reconciliation

Module 3- Post 3: Codemakers to digitize storytelling

Developed by Google engineers and Actua experts and aimed to engage Aboriginal youth into the area of computer science, this code Making program called “Codemakers” provided an opportunity for students to code and remixing their voices. This opportunity by Google is able to provide Aboriginal students something that’s new and cutting-edge tech but still rooted in their culture. For many young students participating in this program, throat singing is how they have learned to pass on the traditions of their past.  Being able to mix and digitize the stories they shared in song allows them to connect culture with technology. A breakoff of this project has students “throat boxing” using recording software on mobile devices and computers. A CBC article further explains how Aboriginal students can still embrace their culture but stay connected at the same time.

https://www.cbc.ca/news/canada/north/google-s-codemakers-program-launches-in-iqaluit-1.3009996

Module 3, Post 2: Aboriginal Perspective in Science

Highlighting Aboriginal perspective in the classroom seems like an easy first step for teachers. Some of the unease for teachers remains in differentiating between when we are highlighting culture and when we are teaching religion, an uncomfortable distinction for many teachers, which often leads to simply ignoring the topic. An easy first step seems to be the integration of the Aboriginal perspective in the science classroom. APTN Kids provides teachers with bilingual links to powerful, research-based programming like Coyote Science that demonstrates that including the Aboriginal perspective in classrooms is as fundamental as the characters in the story. When Coyote helps to explain science concepts, includes a joke of the week and the medicine wheel is included in the set design, students see a valuable perspective. This is a good example of what happens when the First Nations perspective is woven through the resources used in the classroom. Great to supplement teachers who need a little more support in teaching indigenous content in the class.

APTN Kids: http://aptn.ca/kids/

Coyote Science: http://aptn.ca/coyotescience/

Light - Coyote's Crazy Smart Science Show, Season 1 Episode 1 | SBS On Demand

Module 3- Post 1: Show Me Your Math

As my research question narrows down to the indigeneity in the field of STEM, I have been looking particularly at how story could fit. There are many teachers who feel the Aboriginal perspective doesn’t fit into their curriculum because they “don’t teach that unit”. Rather than a “one and done” approach, I would like to look at how stories told from the Aboriginal perspective in the voices of First Nations peoples can be woven through our classroom work particularly in science and math.

Show Me Your Math is a site developed by Lisa Lunney Borden and supported by her doctoral research that highlights the Aboriginal perspective in math learning. It highlights inquiry learning for students related to math that begins with authentic artifacts and continues through the use of authentic voices in telling the stories of the artefacts and the related math. There are a lot of great ideas to take from here into our classrooms!

Mawkina’masultinej: Let’s Learn Together!