Author Archives: jkdaina

Module Four – Culturally Responsive Inclusion of Stories

Taking into account the importance of involving community members along with educators as co-creators of culturally responsive education with a sense of place, I wanted to explore what resources support or exemplify such partnerships and approaches to learning and storytelling.

(1) Listening to Our Past

With the community support and involvement of sixty-seven Nunavut elders, ten scholars, dozens of students and numerous interpreters, translators and proofreaders, twelve books were made available online on this site, most of which were produced as a research project, Iqaluit Oral History. It is a tri-lingual site with dynamic links to imagery and stories spanning a range of relevant topics. The Francophone Association of Nunavut hosts his website, produced in partnership with multiples parties including the Nunavut Arctic College, the Iqaluit Elders Society, Laval University, the governments of Nunavut and Canada, and many others.

(2) National Film Board of Canada Unikkausivut – Sharing Our Stories

The National Film Board of Canada (NFB), in collaboration with a number of Indigenous government and community organizations, selected more than 60 films from its collection that represent all four Canadian Inuit regions (Nunatsiavut, Nunavik, Nunavut and Inuvialuit). Some are available in Inuktitut. Filmmaking reflects multidisciplinary and highly collaborative work, exemplified in some of the traditional stories found on the NFB site. For example, animator Co Hoedeman’s work is represented in films such as Luumaq, The Owl and the Raven, The Owl and the Lemming and The Owl Who Married a Goose. Although NFB is famous for animation and documentary, and many of its Indigenous stories are documentaries, traditional stories, produced in collaboration with a range of community members, are present in the collection.

(3) Culturally Responsive Instructional Resources for American Indian/Alaska Native Students

The Center on Standards and Assessment Implementation (CSAI) is a collaboration of WestEd and CRESST, two American leaders in the standards and assessment field. This page on their site provides an extensive list of resources that support culturally responsive teaching for American Indian/Alaska Native students and whose lessons can be applied to other Indigenous contexts. CSAI defines culturally responsive teaching as “the application of cultural knowledge, prior experiences, perspectives, and performance styles of AI/AN students to develop more personal connections to classroom learning.”

(4) Principles for Culturally Responsive Teaching

The Education Alliance at Brown University has published a page dedicated to communicating the principles of culturally responsive teaching. This is a simple and useful reference (with resources) that could be modeled or adapted by educational organizations seeking to define and educate its stakeholders, and hold itself accountable for its own approaches to culturally responsive education. It defines the characteristics that the institution operates according to, by explaining What, Why and How under each of the following:

  • Positive perspectives on parents and families
  • Communication of high expectations
  • Learning within the context of culture
  • Student-centered instruction
  • Culturally mediated instruction
  • Reshaping the curriculum
  • Teacher as facilitator

(5) Miscellany: Publications

The following publications cover a range of pedagogical and social issues that can inform culturally responsive Indigenous education in Canada. They are listed in no particular order, reflecting diverse geographic and social perspectives that contribute to the larger discussion.

 

Module Three – Decolonizing Tools + Protecting Stories

The topics I explored in this module relevant to our course are decolonization, research and intellectual property. My research interest, traditional stories, connects to all these areas, and I was curious what practical resources related to these topics are available to storytellers and educators in the media age.

(1) This week! July 20-21, 2017: First Nations Language Conference, Vancouver

Stories are told best in their own language. What decolonizing language initiatives are out there? This week’s Language Learning on the Land conference presented by First Nations Education Steering Committee (FNESC) in Vancouver, BC might have some answers! Here is the summary:

The First Nations Education Steering Committee is pleased to present the First Nations Languages Conference, which is a major networking and professional development opportunity for BC’s school and community-based First Nations language educators and advocates. Together, we will explore the conference theme, Language Learning on the Land, and engage in workshops about First Nations languages teaching methods, assessment tools, advocacy, and technology.

The FNESC is a collective organization focused on “advancing quality education for all First Nations learners” that appears to be very active in organizing a vast array of initiatives, events and programs, such as the upcoming First Nations Language Teacher Mentor-Apprentice Program, Science First Peoples Workshop and Annual Aboriginal Education Conference.

(2) Authentic First Peoples Resources K-9

This resource deserves its own mention. The First Nations Education Steering Committee and First Nations Schools Association partnered up in 2011 to produce a publication of authentic materials. After an open call to Canadian publishers, BC educators developed an annotated list of resources. The guide defines authentic First Peoples texts and helps educators “make appropriate decisions about which of these resources might be appropriate for use with their students.” Updated in 2016, it asserts copyright under Canadian law. Within the document, it gives extended credit to authors, illustrators and contributors under each annotated listing, acknowledging communities and traditions. The free download is available here; printed copies may be ordered.

(3) Decolonizing Pedagogies

It seems appropriate as we move into our instructor’s readings, to cite one of Dr. McGregor’s relevant previous works. Decolonizing Pedagogies is a Teacher Reference Booklet prepared for the Aboriginal Focus School at the Vancouver School Board in March 2012. Fortunately for teachers in British Columbia and beyond, it still lives online. It is intended to explore:

What does “decolonizing pedagogies” mean? Why are decolonizing pedagogies important? What have educational scholars said about decolonizing pedagogies in Aboriginal education? How can decolonizing pedagogies be used in history education? What are the challenges of using decolonizing pedagogies?

What is the difference between revising content and pedagogy? As explained in the document:

Revising the content of education to better reflect Indigenous perspectives is often the focus of curricular reform. However, revising pedagogy used to produce and transmit Indigenous curriculum content can be equally important to effectively changing educational practice to make it more inclusive, holistic and reflective of Indigenous ways of teaching and learning.

A primary takeaway at the end of the document is to remember that decolonizing education is not only about integrating Indigenous content; it is about examining power relationships. The Resources list at the end provides further reading for examination.

(4) Social Sciences and Humanities Research Council (SSHRC) Aboriginal Research

How is research evolving and decolonizing in Canada to include Indigenous methodologies and perspectives? I looked at the Social Sciences and Humanities Research Council of Canada’s Aboriginal Research page to find out. Among many links, it lists tools to support applicants working in Aboriginal research, such as:

The page also links to resources for those involved in Aboriginal research, including: Royal Commission Report on Aboriginal Peoples, Final Report of the Truth and Reconciliation Commission of Canada, National Centre for Truth and Reconciliation, Universities Canada principles on Indigenous education, Indigenous Education Protocol for Colleges and Institutes, Federation for the Humanities and Social Sciences: Reconciliation and the Academy and Parks Canada Indigenous Affairs Branch.

SSHRC is active in current research funding, as evidence by its March 16, 2017 press release titled, “Government of Canada Invests in Indigenous Research Projects.” Watch this space!

(5) Law, Research and Working Papers on Intellectual Property (IP)

Here are a few sources I discovered related to IP and cultural appropriation:

(i) First, the Intellectual Property Issues in Cultural Heritage (IPinCH) project was a seven-year international research initiative based at Simon Fraser University (2008-2016) that explored “rights, values, and responsibilities of material culture, cultural knowledge and the practice of heritage research.” The project is a practical resource and a network of support for communities and researchers. IPinCH does not appear to have materials after 2016, but does contain excellent articles such as “The Appropriation of Aboriginal Cultural Heritage: Examining the Uses and Pitfalls of the Canadian Intellectual Property Regime” published in November 2015. This project was funded by the SSHRC.

(ii) Moving back in time, Indigenous Traditional Knowledge and Intellectual Property Rights is a paper published by the Parliamentary Research Branch of the Library of Parliament of Canada in 2004. It addresses:

  • how Indigenous traditional knowledge differs from western science;
  • why and how to protect traditional knowledge;
  • limitations of the intellectual property rights regime; and
  • international initiatives in protecting traditional knowledge.

(iii) Finally, for historical context, I discovered “Intellectual Property and Aboriginal People: A Working Paper” published by the Research and Analysis Directorate of the Department of Indian Affairs and Northern Development and the Intellectual Property Policy Directorate of Industry Canada in 1999. Almost 20 years on, it may not be a current legal resource, yet many of the fundamental principles remain, and such a document can provide a reference to understand how far we have (or have not) come in regards to IP law reform.

For current legal advice on IP matters, it is advisable to turn to Indigenous practices within law firms, and Indigenous law firms such as OKT, whose central philosophy is that “there will be no real justice until Indigenous peoples have control over their own fates and futures” and works for clients who want to use Canadian law as a means to help achieve this goal and achieve success on their terms.

Module Two – Storytelling Distribution Platforms

As part of my travelogue of research on indigenous storytelling, I ventured into a related direction. Our module’s discussion of self-representation in media inspired me to explore distribution. After all, why tell a story if it can’t be shared? For Indigenous storytellers looking to share stories with wider audiences in Canada and internationally, what are the options? Who are potential distribution partners? Are Indigenous players in the arena? Which distributors support film media? Publishing? New media? Who is helping to develop and share spoken, artistic and printed stories and artwork?

I realized that many oral and dance traditions might be captured with screen-based media and fall into the documentary realm. Although sites such as Native Dance contain over 100 videos of footage and hundreds of images, providing a wealth of information on dance traditions from coast to coast in Canada, they do not lead to any dedicated distribution channel. So far, most astounding to me is typing in “Aboriginal Dance” on YouTube, which reveals a plethora of resources, a never-ending sea of videos uploaded by multiple users – so I credit YouTube as a valuable exhibitor, but not a dedicated one.

Here is a look at some of my key discoveries in the area of distribution:

(1) Indigenous Feature Film Production in Canada: A National and International Perspective

This is a major report published in October 2013, commissioned by the imagineNATIVE Film + Media Arts Festival (imagineNATIVE) whose mandate is “to foster and promote the Aboriginal film and media sector.” It was funded by the Ontario Media Development Corporation and Telefilm Canada. The report examines all aspects of Aboriginal feature film production in Canada, including funding and distribution, and makes recommendations for further development. The role of government-supported organizations in recognizing and including Indigenous cultures as part of Canada’s identity and cultural landscape appears to be essential to preservation and growth of this cultural industry sector.

(2) Indigenous Screen Office for Canada

(Almost) hot off the press! Announced on June 12, 2017 at Banff World Media Festival, Canada is about to get a new Indigenous Screen Office tasked with “supporting the development, production and marketing of Indigenous content.” This initiative is the result of a collaboration of key audiovisual industry organizations that include APTN, CBC Radio-Canada, the Canada Media Fund (Supporting and developing the Indigenous screen-based industry in Canada), the Canadian Media Producers Association, the National Film Board of Canada, Telefilm Canada, The Harold Greenberg Fund and VICE Studio Canada. What promising industry leadership!

(3) Isuma Distribution International Inc.

This was the only distributor I could locate so far of its kind. IsumaTV bills itself as “a collaborative multimedia platform for indigenous filmmakers and media organizations.” It is a project of Isuma Distribution International Inc., “Canada’s first media distribution company specializing in Inuit and Aboriginal films,” and works in coalition with a range of partners such as producers and non-profits.

Other major film distributors have been quoted as wishing to see more Indigenous stories, but I was unable to find many dedicated to Indigenous content. One that did stand out is the Winnipeg Film Group, with a dedicated Indigenous Filmmaker Catalogue. Other organizations such as the National Indigenous Media Arts Coalition support a range of development and funding activities, but within a network of partnerships.

(4) First Nations, Inuit, and Métis Publishers and Distributors

Turning to print-based media, the University of Toronto Libraries has published a guide of First Nations, Inuit, and Métis publishers and distributors across Canada. Its focus is on Indigenous-owned publishers, and academic and small presses that publish the work of Indigenous authors. According to the site, “particular effort is made to include publishers of Indigenous language materials. More detail is provided on publishers from Central Canada. While an effort has been made to select publishers working in a good way, this guide should not be understood as an endorsement of any publisher or publication.” Started in 2010 and last updated in 2016, contact information is provided to allow for more updates. The site also links to UBC’s Aboriginal Publishers, Distributors & News Media homepage.

(5) 11 Indigenous podcasts for your listening pleasure

Finally, new media outlets. New Journeys, a Canadian-based online Friendship Centre resource, published a list of podcasts in January 2017. Auditory and sometimes visual in nature (when in video format), podcasts provide new channels for content distribution across digital spaces. Cited on the list is Media Indigena, a weekly Indigenous current affairs podcast hosted by Rick Harp, who himself published An Index of Indigenous Podcasts in July 2016.

As with last time, I found many more relevant sites, but those fall slightly outside the scope of this discussion at this time. Now that I have taken an overview in Module One, and explored distribution in Module Two, my next step will be to narrow my focus to a more specific storytelling medium originating in Canada and research the development and implementation or distribution of such works within Canada and abroad.

Module One – Initial Research

My interest lies in indigenous storytelling using new media or traditional platforms within educational and extended community spaces. Even after narrowing the scope to Canada, I find it an overwhelmingly vast – and therefore promising – area of research.

Specifically, I would like to explore storytelling projects guided by expressions within oral, dance or art practices. My findings so far fall into two general categories: (i) featured projects reflecting local manifestations of storytelling within the larger global context, and (ii) general resources reflecting larger missions of a more global scale designed to support work across the country.

Here are five websites that reflect those categories. They are by no means exhaustive; they fall within a broader network that led to their discovery, and lead to so many more!

(1) First Nations Pedagogy Online

This is an online community that provides a wealth of information about best practices, pedagogy and resources including a Learning Centre, in support of First Nations storytelling.

(2) Aboriginal Arts & Stories

This site bills itself as “The largest and most recognized art & creative writing competition in Canada for Indigenous youth.” It contains a teachers’ page with a comprehensive and valuable Teachers’ Kit designed to help educators create safe spaces for expression, handle sensitive issues and support a process using Aboriginal Arts & Stories Learning Tools. The site features links to previous arts and writing winners.

(3) Town of Rigolet Storytelling Camp

One example of local storytelling is Rigolet Inuit Community Government’s UKausiga Youth and Elder Storytelling and Culture Sharing Camp. Digital stories on the website were created in 2009-2010 as a part of the Changing Climate, Changing Health, Changing Stories project, a community-driven, participatory, storytelling project that “utilized digital media to gather place-based narratives, documenting the impacts of climate change on human health and well-being and sharing adaptation strategies.” According to the site, the My Word Storytelling & Digital Media Lab continues to operate and facilitate Digital Storytelling workshops.

I will be looking for projects similar in scale to this one, in communities and schools. If they are digital in nature, my hope is that they will share local stories on a global scale online. Specifically, I hope to find works featuring oral storytelling, art and dance as mentioned above.

(4) The Canadian Education Association’s First Nations Schools First!

This website is home to an event that took place in Vancouver in 2016. This learning symposium’s theme was “sharing successful indigenous learning,” focusing on ensuring the success of all Indigenous students. The event featured workshops, case studies, speakers and networking.

(5) Finally, a two-part bonus, featuring two Canadian foundations that are active in indigenous-focused philanthropy:

(a) The McConnell Foundation states that a principal focus of its granting is Indigenous youth, recognizing that it is the fastest growing segment of Canada’s population and that partnerships with Indigenous communities and others are essential towards everyone’s shared future. The page features a list of grants and initiatives working with a range of relevant partners.

(b) Through the McConnell foundation, I discovered The Right Honourable Paul Martin’s Martin Family Initiative (MFI), whose mission appears to be completely education and entrepreneurship focused in nature. It is an organization with an impressive roster on its team of influential and powerful individuals who are working together on a range of initiatives such as the Model School Literacy Project. The resources page is extensive.

Please watch founder Paul Martin speak about the MFI’s mission to work with indigenous communities here. Other MFI videos are available on the MFI site and its Vimeo channel here.

If I may give an Honourable Mention, the Ontario Teachers’ Federation Useful Links for Aboriginal Education is another site worth mentioning. In a future post, I will feature some of the other notable sites I discovered. I’d love to include them all here, but the list would be much too long!