Category Archives: Archive

A Selection of Authentic Implementation Guides

Something I have realized through this course is something Einstein once said (don’t worry, I am not comparing myself to Einstein :P), “The more I learn, the more I realize how much I don’t know.” I completely imagined myself creating a nice little framework to provide a context and background for educators and then creating resources for the classroom.  I realized two things; no such framework can exist, the context and background I was referring to can only be gleaned through the process of trying to understand, not in a nice little package.  Second, I lack the expertise to create authentic resources in this area.  It would be an exercise in futility, and a huge irony that a Westerner is advocating “authentic indigenous perspective integration” while creating inauthentic resources… In light of this, I focused my final weblog on collecting quality, authentic resources that already exist. Enjoy!

(Please note that the titles are links to the full documents)

1

First Nations Education Steering Committee

The First Nations Education Steering Committee (FNESC) has created a resource on residential schools and reconciliation for grade 5, 10, and 11/12.  They offer detailed lessons, progressions, curricular connections, and supplementary resources such as books, videos, and handouts. They offer high-level critical thinking activities that encourage critical thinking; each at an age appropriate level.2

Authentic First Peoples Resources

This is also a compilation of resources by FNESC. It analyzes a large selection of literature for use with grades K-9. It provides descriptions of each, reading levels, curricular areas, themes, and the nation represented.  One caveat of this one is its organization, which is alphabetical rather than by grade level, theme, or subject.  It makes it a bit arduous to find what you need, but you can easily tag the pages that will be of interest to you for quick reference later!

3

In Our Own Words

Again produced by FNESC, this resource varies from those above in that it provides a framework of background, understandings, and attitudes for educators.  It directly speaks to the apprehension teachers might feel in authentically integrating Aboriginal perspectives. It highlights themes and ways of knowing that are important to indigenous cultures before going on to present a selection of complete, and detailed, classroom units for grades K-3.

4

 

The Learning Circle
This is a resource produced by Indian and Northern Affairs Canada. It is targeted at ages 8-11 and id developed thematically with themes such as transportation, communities, families, and environment. Each unit provides main ideas and objectives, background information for the teacher, and classroom activities.  One thing I do notice about this one is it is primarily devoted to “traditional” practices.  That is, it does not frame Aboriginal cultures as a current and ongoing culture of practices and understandings, but rather relegates it to the past.  It would need to be supplemented or framed correctly to be used well.  For example, perhaps examining Western and Aboriginal cultures in the past, and then comparing the present.

Guide to Canadian Aboriginal Resources

This document is essentially a weblog itself!  It provides brief descriptions and links to a variety of Canadian Aboriginal resources.  These are arranged thematically with topics such as Aboriginal arts, activism, history, and social problems.  The compiled resources are targeted to a variety of age groups, but will take a bit of further investigation to fins what you are looking for!

5

Shared Learning

Shared Learning is a document produced by the Aboriginal Education Enhancements Branch of the British Columbia Ministry of Education. The resource begins with an overview of the document and its uses and then provides information on the history, foundations and attitudes needed to utilize the resource. It is organized thematically and by age group, so the same themes carry through all age groups in age appropriate ways. Each component is further divided into the sections of Shared Learnings, Instructional Strategies, and Resources. An addition benefit of this resource is that it positions Aboriginal cultures as contemporary and evolving, not as a relic of the past.

Number 3

I find it difficult to find recent information regarding a more positive outlook at Natives. I enjoy reading this Native Youth Magazine because it brings light to popular people that have Native American descent. Shows various links to their social medias and I find useful in gaining some idea of how far the social media is impacting the native youth community.

http://nativeyouthmagazine.com/

The concerns of native education is spreading. What I enjoyed is the contributions and community with the US president Obama. In this report, it shows some root causes of the educational crisis among First Nation students. 2014 Youth Native Report explains that “[e]xperience suggests that incorporating Native languages and culture into academic settings can improve educational engagement and outcomes.” This report for a US government associated document is important because that recognition is important. As educators for present and future, we need to see what the possible causes of educational disparities so that we can overcome them. The next step is knowing the means of overcoming those issues. The report gives a lot of statistics, root causes, and possible solutions.

https://www.whitehouse.gov/sites/default/files/docs/20141129nativeyouthreport_final.pdf

 

This online book is an excellent source of explaining and understanding the impact of social media on behaviour. Which is key to my research in understanding the complex relationship between social media, emotion, and education. I’m still in the process of reading it. However, Meyrowitz, J. (1985) explains “the primary characteristic of any medium is its ability to impring on our senses and connect with our processes of though and expression.” Despite the age of the book, I find it relevant for our modern concerns.

https://books.google.com/books?id=RMrQCwAAQBAJ&lpg=PR13&ots=Q5pC4YcjL8&dq=native%20Social%20media%20impact&lr&pg=PR15#v=onepage&q&f=false

This article is relevant to my research because it is discussing the attachment of emotion to educational environments. Pekrun, R. (2009) explains “[d]ue to the interactive nature of classroom settings, social emotions such as admiration, contempt, or envy can also play a major role in these settings.” So, if I consider the relationship of new technology age of classrooms being online, through some technology medium, and the nature of a classroom, it could create an emotion. What is that emotion? Is it positive? and my concern is, how could we incorporate any Indigeous culture into it? (if possible) This article caused me to ponder what possibilities there are to this situation.

http://www.education.com/reference/article/student-emotions/

I loved the fact this article is very recent. It is discussing the emotional relevance to education. The article explains “[t]he emotional brain, the limbic system, has the power to open or close access to learning, memory, and the ability to make novel connections.” This can be related to native culture or lack of culture within the educational system. How can this effect the students? Would the suggestions within this article provide the environment for native students?

The role of emotions in learning

Educating through Place and Story

“[A] pedagogy of place that shifts the emphasis from teaching about local culture

to teaching through the culture

as students learn about the immediate places they inhabit

and their connection to the larger world within

which they will make a life for themselves.”

~ Barnhardt (2005)

Barnhardt, R. (2005). Creating a place for indigenous knowledge in education: The alaska native knowledge network. Retrieved from: http://www.ankn.uaf.edu/curriculum/articles/raybarnhardt/pbe_ankn_chapter.html

While continuing with my original focus on story and storytelling, the following resources include insights into the practical implementation of place-based education, with a leading into culturally responsive educational ideas. Story and storytelling are threaded throughout these resources, but are not necessary the central idea.


How to Bring First Peoples into BC Classrooms

This a recent article posted on The Tyee website and relevant to all BC educators who are wrestling with the new curriculum implementations. This article is an interview with Jo Chrona, the curriculum coordinator for the First Nations Education Steering Committee. Throughout the interview, Chrona moves through several examples of how educators can embrace indigenous learning and ways of learning – transformational education.


Creating a Place for Indigenous Knowledge in Education: The Alaska Native Knowledge Network

Although this article is listed as additional reading in Module 3, I had sought it out earlier as I was interested in reading more practical ideas from Ray Barnhardt (2005) for incorporating indigenous ways of knowledge into education for both indigenous students and other learners. Barnhardt doesn’t disappoint as he goes into significant detail about the initiatives being undertaken by Alaska Native Knowledge Network. As well, he provides an in-depth description of indigenous educational values as presented in a document called Alaska Standards for Culturally Responsive Schools.  


Place-based Education: Connecting Classroom and Community

A short article by David Sobel (2012) describing examples of westernized schools and classrooms that have chosen to implement a place-based educational approach to teaching and learning. Sobel provides an excellent definition of place-based education near the end of this piece which describes a place-based education in a western educational setting. An interesting read to consider if interested in incorporating place-based values into a western educational classroom.


“Indigenous digital storytelling is created by or with indigenous peoples for indigenous communities.” (Iseke & Moore, 2011,p.21)

Community Based Indigenous Storytelling with Elders and Youth

This journal article provides an overview of four case studies describing indigenous community digital storytelling experiences. The case studies include the purposes and processes involved in the development of the community-based video making as well as a contemplation on the balance of honouring traditional storytelling processes.

Iseke, J. M. & Moore, S. (2011). Community based indigenous storytelling with elders and youth. American Indian Culture and Research Journal, 35, 19-38. Retrieved from http://www.ourelderstories.com/wp-content/uploads/pdf/CommunityBasedIndigenousDigitalStorytelling_2011.pdf

Smart Ideas: Q&A Jo-ann Archibald on Indigenous “story work”

An online interview with Jo-Ann Archibald as she shares about her focus on indigenous stories and storytelling, or what she likes to refer to as “story work”. Throughout the interview Archibald describes the importance of storytelling for indigenous peoples along with its ability to encourage inclusive education.

A review on Jo-Ann Archibald’s book, Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit can be read hereAs well, an online excerpt of Archibald’s writings to intrigued the seeking educator: Indigenous Storywork.

Connecting Mathematics To BC Curriculum — Kimberly

For this weblog entry, I decided to share some of the research I have been collecting for my final project on connecting Aboriginal knowledge and the BC math curriculum.  Of particular interest to me, is creating cultural and meaningful contexts when teaching Mathematics, with the intention that the learners will develop a personal connection and relevance to the learning.

Teaching Mathematics in a First Peoples Context screen-shot-2016-11-05-at-10-06-49-amis a resource written and published by the First Nations Education Steering Committee.  It is a resource targeted for educators teaching the grade 8 and 9 curriculum. The targeted lesson plans reflect the First Peoples Principles of Learning while promoting engagement and inclusiveness of aboriginal culture in the area of Mathematics.

Of particular interest to me, is the explanation and description of the pedagogy and principles of the Math First Peoples which is an extension to the First Peoples Principles of Learning.  The First Peoples Principles of Mathematical Teaching specifies how teachers should implement the First Peoples Principles of Learning in the area of Mathematics.

 

screen-shot-2016-11-05-at-9-47-22-amThe Aboriginal Mathematics K-12 Network is a web gathering space where teachers, students, parents and academics share and investigate ideas on how to improve mathematics learning for Aboriginal students.

Within this webspace is a connection to the Aboriginal Math Symposiums which is a gathering held annually where students, educators and community members join together to discuss how Mathematics can be connected to Aboriginal students in more meaningful ways.

 

Various Universities have created websites for sharing Aboriginal Education content.  The UBC library website has a link to lesson plans and other portals organized by subject area, including Aboriginal Education.  A link from the University of Toronto website, connects viewers to resources and lesson plans from the webpage titled, Deepening Knowledge: Resources for and about Aboriginal Education.  Here, students and teachers are able to access resources, tools and lesson plans that fuse Aboriginal Education with various subject areas.  A sample lesson plan from this site includes:  Haida Legends: Culturally Responsive Mathematics.

 

Various districts across Canada have also created their own collection of resources for teachers and students to use around Math content.  screen-shot-2016-11-05-at-12-39-15-pmThe Port Alberni School District (SD70) for example, have created a resource called Integrating Aboriginal Culture With Mathematics K-12.  Although this resource was developed with curriculum that is now outdated, the concepts and ideas of using various Aboriginal artifacts and contexts are highly valuable.  The project that initiated this document centred around the creation of a button blanket, and various mathematical concepts from various grade levels reflected each step of the process of its creation.

 

The Alaskan Native Knowledge Network is a great site which includes various resources which contextualize Aboriginal Education and Mathematics.  This site includes a database searchable by content, cultural standards, cultural region, and grade level.  screen-shot-2016-11-05-at-1-38-26-pm A example of a resource found on the site, which demonstrates the use of Aboriginal context when teaching Mathematics is called, Math In A Cultural Context.  University of Alaska Fairbanks collaborated with Yup’ik elders, teachers, and Alaskan school districts to develop culturally based curricular materials.  The resource consists of modules/teaching guides for grades 2-7 of various contexts such as berry picking, kayak building, and salmon fishing, which are accompanied with CDs, and DVDs, that demonstrate elder’s knowledge.

 

 

 

 

 

Advancing the Causes of the Orang Asli

After going through the materials of Module 3, and feeling somewhat inspired about some of the initiatives that have been undertaken to help advance the well-being of Canada’s Indigenous people, I looked for some similar stories happening in Southeast Asia. Since the focus for my paper is going to be Malaysia, and the Orang Asli (Original People) from there, I decided to concentrate on stories about Malaysia’s Orang Asli. Unfortunately the initiatives in the Malaysian Orang Asli communities don’t seem as numerous as those for their Canadian counterparts; nevertheless, there are some positive initiatives to be found there as well.

#1 Orang Asli Photo Project
This is a video of a photo project conducted by Orang Asli youth at the Karak Secondary School in the Malaysian state of Pahang. Although I couldn’t determine a lot of the details, from the video it is apparent that the students were given cameras and some photography training and then were left to let loose with their creativity. The engagement of the students in the activity is obvious and it goes to show how integrating technology can help bring Indigenous youth from many communities into the learning environment.



#2 Orang Asli Documentary

This is another video that is a short documentary about the plight of the Orang Asli in Malaysia. It was made by the Center for Orang Asli Concerns. With 17,231 views, it has been a way for the outside world to learn about and understand their history within Malaysia, their contemporary lifestyles, as well as the trials and tribulations that they are facing. As with Canadian indigenous people, there is an distinct emphasis on their connection to their lands.

#3 Empowered2teach
This is a website set up through the Malaysian NGO called the SUKA Society. This NGO works towards improving the lives of Malaysian children in challenging circumstances. This particular website, empower2teach, was set up by an indigenous teacher from the Semai tribe in Malaysia. The website includes stories and articles from indigenous teachers about teaching in their respective indigenous communities. This group has also started a project that looks to provide support for indigenous peoples so that they can set up their own pre-school classes in their communities. It looks to train local teachers to help empower the indigenous communities within the country.

http://empowered2teach.org/

#4 Malaysian Indigenous Youth in the City
This is a publication that was sponsored by the International Work Group for Indigenous Affairs (IWGIA). The name of the book is Malaysian Indigenous Youth in the City and it documents the lives of indigenous kids who are now city-dwellers. This is another project that had indigenous youth use photography to record their lives and help tell their stories to the world. If you scroll down you can actually view the entire book with both English and Bahasa Malaysia descriptions and captions.

http://www.iwgia.org/publications/search-pubs?publication_id=611

#5 Land Protectors
I found this story interesting, especially in light of the protests going on in North Dakoda by the Standing Rock Sioux tribe and their supporters. This is another story of indigenous people standing up for their rights against large companies exploiting their lands for monetary gains. For the last couple of months the Temiar people of the Malaysian state of Kelantan have been putting up barricades to stop logging companies from pillaging their lands. However, unlike the media attention in North Dakoda, the Temiar people have not received a lot of national or international support. This is a link to the story as well as other related articles.

http://www.malaysiakini.com/news/360967

Indigenous Knowledge Colonized for Profit

One reason I’ve often heard to keep the rainforest is that we have no idea the healing powers of the plants and animals within. Science has just not yet plundered all of the secrets that people living in these environments have known for ages. DMT is big in the public conscious these days. It’s, like, in everything, man.

http://www.vice.com/read/ayahuasca-shaman-interview-peru-didem-tali

http://www.vice.com/en_ca/read/ayahuasca-tourism-is-ripping-off-indigenous-amazonians

The above articles both relate to the popularization of a DMT containing vine and the rituals around ayahuasca. Its popularity with a growing group of wealthy Westerners is still rising and businesses have sprung up to meet demand. The sacred rituals and use for ayahuasca are being overrun by the tourism dollar. The commercialization of the ritual depletes both the meaning as well as the source. Those who use ayahuasca in these ceremonies expound the life-changing properties of the trip.

Proponents with large audiences are Joe Rogan and Dave Asprey. Rogan, a UFC commentator and standup comedian, has and incredibly popular podcast. Asprey, a Silicon Valley wunderkind, made his money in tech before starting his Bulletproof Exec corporate training and body optimization company. Both have a stake in the burgeoning mental/physical enhancement industry of which instant spirituality through psychoactive substances is a piece. Buttered coffee, inspired by Tibetan butter tea,  is where Asprey started.  Rogan is heavily invested in Onnit a company that produces brain and body supplements of which cordyceps plays a role.

http://www.huffingtonpost.com/entry/tibet-caterpillar-fungus-kevin-frayer_us_576450a8e4b015db1bc959fb

http://uwice.gov.bt/admin_uwice/publications/publication_files/Reports/2012/UWICER-ICCOLAAEIB.pdf

The impact of a horde of Western nerds and jocks is relatively low to that of China’s long understanding of these substances and massive boom in population that can afford them. The above articles focus on the environmental impact of the harvest of this wonder drug. The impacts to the indigenous people are focused around monetary benefits and environmental degradation. Also, the fact that it is not going to last forever. Once the cordyceps demand falls or the fungus is no longer available for harvest, the indigenous communities will have lost a source of income, a traditional and important medicine as well as the environment in which it grows. This massive loss of diversity and it’s affects on traditional food sources will create social problems.  The instant wealth and the resultant abandonment of traditional skills will hurt.

Traditional ecological knowledge is a boon for western science. It always has been and always will be. While many of the ethnobotanists and other scientific researchers are well intentioned, the eventual impacts of pharmaceutical companies or quick-fix holistic living aficionados tends to undo whatever has been preserved.

What is worse? Chasing a life-changing ayahuasca high that may cure your heroin addiction? Drinking coffee with butter in it to wake up your brain? Ingesting cordyceps to enable you to accomplish that marathon that was always just out of reach?

I’ll contemplate these questions on my upcoming San Jose del Pacifico trip.

Allison’s Cyber Travelling Reflections Part 3

First Nations Education Steering Committee

http://www.fnesc.ca

I chose to feature this site because it is based on British Columbia and has sections containing authentic First Peoples resources for kindergarten to grade nine students. Of particular relevance to me and my research is a section dedicated to Indian Residential Schools complete with history, photographs, and information. It also contains specific links and information to use when teaching the new social studies curriculum in the primary classroom.

screen-shot-2016-10-15-at-9-30-25-pm

Ktunaxa Nation

http://www.ktunaxa.org

The Ktunaxa Nation surrounds the area in which I live. The Residential School, St. Eugene Mission, is one of the places I will be focusing my project on and how we can teach elementary students appropriately about residential schools. This website incorporates many local resources for language, social and emotional development and support opportunities. I hope that this resource will provide me with some contacts to assist my project and planning.

screen-shot-2016-10-31-at-10-18-52-pm

First Peoples’ Cultural Council

http://www.fpcc.ca

I came across this website as I was revisiting the First Voices website that I wrote about it my first post. The First Peoples’ Cultural Council is a First Nations-run Crown Cooperation with a focus on the revitalization of Aboriginal language, arts, and culture in British Columbia. This site appears to be regularly updated and maintained to include relevant local news on issues around British Columbia. It also includes links to support Aboriginal languages, heritage toolkits for First Nations cultural workers, grants to facilitate Aboriginal artists connecting to Aboriginal youth and communities, as well as information on internships and language and culture camps.

weytk

Orange Shirt Day

http://www.orangeshirtday.org

I was directed to this site through Mary Sikkes’ post during our class discussion #8. Orange Shirt Day is held at the end of September in BC as a reminder that “every child matters”. This day is in recognition of the abuse incurred at Residential Schools, inspired by Phyllis’ story, a 6-year old girl who had her clothes taken away from her on her first day of school at the St. Joseph Mission residential school. The resources page on this site lists background information, sample agendas and video showing community ceremonies, and discussion guides. This will be an especially helpful resource for me to include in my final project on teaching elementary students about Residential schools.

orangeday

Dr. Martin Brokenleg

http://martinbrokenleg.com

I had the privilege a few years ago of attending a talk given by Dr. Martin Brokenleg. He spoke of the circle of courage, of youth at risk, and of what we need to be doing for our students in our classrooms today. I am including this resource in my list because I admire Dr. Brokenleg’s teachings and want to remember this space and links to refer back to when necessary.

screen-shot-2016-10-31-at-9-19-17-pm

Module 3

red-road-project

  1. http://www.redroadproject.ca/ is an initiative of community Chiefs. It started in 2012 and offers guidance to young people on how to avoid substance abuse. The project trains Aboriginal youth to be leaders. They become peer mentors and role models to the teens in their community. The youth are enthusiastic about this program and the training it provides it provides (for example facilitators training, & suicide prevention training). They use a variety of technology (podcast, social media) to promote the project. It also provides resources such as the Seven Sacred Teachings (love, respect, courage, honesty, wisdom, humility and truth). Hear the youth talk about their understandings of each of the  Seven Sacred Teachings.

karios-aboriginal-blanket

2.http://kairosblanketexercise.org/  The Kairos blanket is a resource for Indigenous and non-Indigenous people to dialogue about Canada’s untaught and unspoken history.  The blanket exercise is a journey in the truth and reconciliation process and aims to bring to light the painful effects of colonisation on Canada’s Indigenous peoples. It is a great resources for upper elementary to adult groups as well as for teacher training programs across Canada.  It seeks to create unity in diverse peoples who recognise the effects of colonisation. 

 

inuit-website-screen-shot

3. http://www.icor.ottawainuitchildrens.com/node/50

Here is a place to learn about Canada’s Inuit people. It teaches about the various cultural groups and explains their connection to the land from hunting, trapping to picking berries. There is a portraits of Inuit Elders section and an analysis of  the differences between modern life and the traditional Inuit way for shelter, hunting, clothing, language, sports, custom, education and entertainment. Information on all aspects of the Inuit culture: language, Inuit games, drumming, circle time can be found here.

4.

eat-less-fish-from-poltican

Modern Day Protest – “eat less fish” 

http://www.cbc.ca/news/canada/newfoundland-labrador/want-to-keep-culture-safe-says-protester-1.3817864

This is protest is happening now 2016 in Muskrat falls, Labrador. The protesters are fighting to prevent mercury contamination of Lake Melville from the Muskrats fall hydroelectric project which they worry will adversely affect their food sources like fish and seals. The protest show how non-Indigenous people are unaware of the importance and sacredness of the land to the Indigenous people. This insensitivity is especially evident in the comment above that was posted by politician Nick Whalen on Twitter for the Indigenous peoples to eat less fish if the mercury levels rise.  Mr. Whalen had to apologize for his insensitive comment which shows a lack of unawareness that eating fish is a part of culture the Indigenous people of that region.

 

.fnmi-restoration-in-the-work-place-tool-kit

5.

http://www.ufcw.ca/index.php?option=com_content&view=article&id=31090&Itemid=2280&lang=en

The United Food and Commercial Workers International Union (UFCW) which represents workers in Canada and the USA is working to promote reconciliation in the workplace by focusing on Aboriginal issues. They promote and use the reconciliation in the workplace kit and the seek to preserve Aboriginal culture and language. The are following the Call to Action from the Truth and Reconciliation Commision to “to ensure that reconciliation principles are embedded in our workplace practices across Canada”. 

Module 3: A Little Bit of This and That

Module 3 is here and I cannot believe how fast it has come.  As I continue to look into Indigenous people and their link to Social Media.  I have found a few more site that I fond very interesting.

 

1. ImagineNATIVE

ImagineNATIVE is  Indigenous-run organisation based out of Toronto. This organization presents the world’s largest Indigenous film festival, this year they are focusing on reconciliation, and numerous other activities throughout the year.

ImagineNATIVE is committed to public education, as well as crushing stereotypes that exist.  They want to showcase Indigenous peoples through diverse media presentations from within our communities.  ImagineNAtive also conduct s professional development workshops and panels, public education initiatives, research projects, and curriculum/educators’ packages for secondary schools created from Indigenous pedagogies.

This year a short film called, STOLEN was featured, this piece was written by one of my old students, Kawennahere Jacobs.  The story centers around Sheena, a lost teenager, who is placed in a girl’s home. Seemingly forgotten and yearning for a life of freedom, she runs away, only to be picked up by a dangerous stranger. The directorial debut by actor Kawennáhere Devery Jacobs is a sober commentary of missing Indigenous women.

2. We Can’t Make The Same Mistake Twice

We Can’t Make the Same Mistake Twice was features at this year’s Toronto International Film Festival.  Directed by celebrated documentarian Alanis Obomsawin, this film documents the events following the filing of a human rights complaint by a group of activists — including the Assembly of First Nations and the Caring Society, led by the heroic and indefatigable Cindy Blackstock.  The federal government was charged with woefully inadequate funding of services for Indigenous children constituted a discriminatory practice.

3.  A Tribe Called Red 

A Tribe Called Red has taken the electronic music community by storm in the last few years.  They blend, hip-hop, reggae and dubstep, with elements of First Nations music, and their music is often referred to as “powwow step”a style of contemporary powwow music for urban First Nations, weaving, singing and drumming into all of their song.

Here is one of their newest singles, STADIUM POW WOW.

4. Telling the Dark Story of Canada’s Residential Schools Through Ballet

Award winning author Joseph Boyden has had his novel The Orenda, transformed in to a ballet performed by The Royal Winnipeg Ballet. Going Home Star is the name of their critically acclaimed original ballet, featuring music from Tanya Tagaq. The moving piece was commissioned with the support of the Truth and Reconciliation Commission, and the ballet was  brought the performance to 12 Canadian cities on tour during the spring.

5. Facebook at the North Dakota Pipeline

Many of you may have noticed that some of your freinds on Facebook have updated their statuses and they have “checked in” at the Standing Rock Indian Reservation even though they are not actually there.

 

More on mining and indigenous peoples

I’ve been looking for new stuff that gives me a new or different perspective on this topic but it seems to be either pro-mining (from mining companies, of course) or anti-mining (from indigenous communities or environmental groups). I find it hard sometimes to find reliable sources that stay away from propaganda.

Here are my findings for Module 3.

  1. Mining, economic development and indigenous peoples: “ Getting the governance equation right ” report on a forum held at convened by Jim Cooney, ISID professor of practice in global governance. (2013)  Retrieved from https://www.mcgill.ca/isid/files/isid/mcgill_2013_summer_forum_-_final_report.pdf

An interesting read, this report centers on the different but complementary roles, responsibilities and  practices  of indigenous  communities,  governments  and  mining  companies  in  making  and implementing decisions and in communicating and engaging with one another in the context of managing the issues associated with mining on traditional indigenous territories.

2.  Xingu – The Struggle of the People for the River (Indigenous Brazilians fight Amazon dam project)

I came across this video from 2010 that looks to raise awareness about the environmental impact of the project and hopefully stop the Belo Monte Monster Dam in the Brazilian Amazon that will affect the indigenous groups’ water supply, making fishing and hunting more difficult. The video gained international attention because Sting (the singer) joined the cause. Here is a timeline of the dam. You will find words like lawsuit, corruption, scandal.

3. What is the role of mining companies in aboriginal consultation? 

This is part of the Q&A section of the website Miningfacts.org from the Fraser Institute. This site aims to present evidence-based mining facts and information in a way that permits balanced consideration of the impacts and opportunities that come from mining. It is written for a general audience, with links to more in-depth research provided for those seeking further mining information. This particular section explains in detail the process of consultation with Aboriginal Peoples on decisions that may impact land and resources subject to aboriginal claims.

4. Indigenous People and Resistance to Mining Projects (English version)

This is an article published in Revista, Harvard Review of Latin America, about the reasons for the clash between governments (pro-mining) and indigenous communities (against mining) in Latin America, although it could be applied to countries somewhere else.

5. Amazon Tribes Use Mapping Technologies to Empower Cultural Stewardship of Ancestral Lands

I’m going slightly off-topic here but this is an interesting initiative from the Amazon Conservation Team using GPS technology to provide an Open Data Kit (ODK) app for the use with indigenous communities. As an example, they are teaching the Kogi to use a tailored ODK app to map and inventory their complex network of sacred sites, all of which carry high ecological value. Worth reading.