Category Archives: Archive

First People’s House At McGill University

I have personally worked very closely with Kakwiranoron Cook, director of First People’s House at McGill University. McGill’s First Peoples’ House provides a sense of community and a voice to Indigenous students who have left their home communities in order to pursue higher education. They also extend themselves to Secondary schools with Aboriginal you to come to McGill to get a taste of University life by providing Doctor For A Day workshops and bringing in various Aboriginal speakers. Many of my students loved the activities provided by the First People’s House and felt a sense of belonging before even entering McGill University.

A closer look at Indigenous communities in Canada

Resources on my journey of learning about Indigenous Communities across Canada and the world.

These sites provide a good foundation and starting point for my research around Indigenous communities. As I read and research and gain a better understanding of the issues that Indigenous communities face, this will help me to drill down to a particular area that resonates with me.

#1 http://www.learnalberta.ca/content/aswt/

I live in the province of Alberta, so I think that it is important for me to start where I live and become aware of the resources that Alberta has for learning about its Indigenous communities. Walking Together is a First Nations, Métis and Inuit (FNMI) resource that guides educators, to understanding the FNMI perspectives and broadening worldviews around the issues the FNMI communities face. It lays out well the protocols around knowing how to build relationships with Indigenous communities. It offers a holistic way of navigating the journey of understanding the worldview of FNMI peoples. There are videos from Elders about Indigenous worldviews, oral traditions, and understanding a deep connection to the land. There are insightful conversations that present a clear practical guide to understanding how to access, approach and be respectful in utilizing FNMI resources.

#2. http://files.unicef.org/policyanalysis/rights/files/HRBAP_UN_Rights_Indig_Peoples.pdf

Another Alberta connection: Renowned First Nation activist Dr. Cindy Blackstock, a member of the Gitksan First Nation and Executive Director of First Nations Child and Family Caring Society of Canada and Associate Professor at the University of Alberta prepared this document in collaboration with UNICEF. The primary focus of the document is Indigenous adolescents; it speaks comprehensively to the rights of Indigenous peoples in 90 countries across the world. It advocates for their protection by governments all over the world. It offers adolescents in global Indigenous communities, a solid foundation for knowing and understanding their rights. The word bank and the quiz in this document are useful tools. It is interesting to see that the theme for the International Day of the World’s Indigenous Peoples on August 9 was : Indigenous Peoples’ Right to Education.
#3 https://fncaringsociety.com/i-am-witness

Dr. Cindy Blackstock is regarded as being the single mom of hundreds of First Nations children and this website features the tireless work that she does on behalf of Canada’s First Nations children. It details the work being done to reconcile the differences in the treatment of Canada’s Indigenous children versus non-indigenous children in the welfare system. Most importantly, however, the site gives practical actions that can be taken by every Canadian to bring about positive changes and make a difference in the lives of Canada’s Indigenous children. Find information about creating hope for Canada’s First Nation children and seven (7) ways to take action to restore dignity to Indigenous children. These include joining the movement, Jordan’s Principle. Learn more about Dr. Blackstock in her interview on the National with Peter Mansbridge. She speaks about the work that needs to be done by Canadians to become fully cognizant of Canada’s invisible and ‘normalized racism’ in its treatment of its Indigenous families. She speaks about the racism of government’s fiscal policy, by the way in which money is allocated to Indigenous vs non-Indigenous children in the welfare system.

#4 http://secretpath.ca/

Secret Path is a multimedia project by Gord Downie and Jeff Lemire. It is a song and a graphic novel about a young First Nations boy who died a half-century ago after running away from one of the residential schools. The money from the new album and book will be used to help the National Centre for Truth and Reconciliation identify some of the children who died at the schools and were buried in unmarked graves. It will also be used to commemorate their lives and, in some cases, return them to their home communities.

#5 http://www.trc.ca/websites/trcinstitution/index.php?p=813

The Truth and Reconciliation Commission’s (TRC) web site documents Canada’s movement towards healing. It helps the nation to come to a deeper awareness of the effects of residential schools on Canada’s First Nation Population. It contains the TRC report of historical documentation of abuse that Indigenous children faced in residential schools. The true stories of residential school survivors bring life to the Commission. The site documents the call to action and changes that are being made to bring reconciliation and healing. One example of the changes that have come about as a result of the TRC is -schools in Toronto are now starting each day with a First Nations lesson. This is an excellent way for all students in Canada’s public school to show respect to the teachings of Canada’s First Nations People, and it is movement in the right direction in the restoration of their culture.

The Stories

In considering my contribution to this WebLog, I have chosen to focus on the theme of “Story”. Faye Ginseng (2002) makes this statement connecting the use of digital technology, story and indigenous people: “[I]ndigenous people are using screen media not to mask but to recuperate their own collective stories and history … that have been erased in the national narratives of the dominant culture and are in danger of being forgotten within local worlds as well” (p.40). The following additions to this WebLog focus on the evolving of sharing past indigenous story through the use of present-day technology.

Ginsburg, Faye D., “Screen Media: Resignifying the Traditional in Indigenous Media,” in Media Worlds: Anthropology on a New Terrain, eds. Faye D. Ginsburg, Lila Abu-Lughod, and Brian Larkin, Berkeley: University of California Press, 2002, 39-57.

{*** I’m noticing that some of the resources highlighted here are repeats on other WebLogs. Perhaps confirmation that they are worth perusing? {smile}}

Strong Nations

Strong Nations is an online book store that focuses on bringing indigenous literary text to all people. Their mission statement includes these words: “It is our hope that we can bring indigenous text to all peoples in order to create pathways that support the building of strong nations together”. The material available at this site ranges from children to adult literature and includes both fiction and nonfiction stories.

First Nations Pedagogy Online: Storytelling

Oral storytelling is a key part of First Nations culture and is primarily how traditional knowledge is shared to new generations. This resource is valuable in sharing key aspects of oral storytelling, traditional stories told through video, and teaching helps for educators desiring to bring oral storytelling traditions into the classroom.

Project of Heart

An online inquiry project resource described as a “hands-on, collaborative, inter-generational, artistic journey of seeking truth about the history of Aboriginal people in Canada”. This site includes an extensive collection of resources for users to move through their inquiry learning journey. Educators, church groups and professionals have participated in Project of Heart throughout Canada.

Where the Salmon Run: The Life and Legacy of Billy Frank Jr. ~ Trova Heffernan

An online story based on interviews with the Nisqually elder, Billy Frank Jr., and others who are close to him. Billy Frank Jr. played a key role during the 1960s and 1970s as an activist campaigning for treaty rights and environmental consciousness related to salmon fishing rights on the Nisqually River in Washington.

Rabbit and Bear Paws

A series of comical graphic novels written as a collaborate work by Christopher Meyer, Tanya Leary and Chad Solomon. The stories and characters are based on traditional Native teachings incorporating The Seven Fires Prophecies and The Seven Grandfathers. The characters are from the Anishinabek Nation and the storylines lead them through challenges that are are handled peacefully while addressing traditional teachings.

Building on literacy

Here are my first 5 websites/resources all with a focus on literacy, literature and storytelling with a digital lens:)

http://digitalstorytellingforall.weebly.com/

This website was created as a resource highlighting the history of storytelling and how using digital stories can bring storytelling into the digital age. Storytelling has always been a means to pass knowledge and teaching to the younger generation in Indigenous communities.

With the release of the findings and recommendations from the Truth and Reconciliation Commission in 2015, these teachings are even more important to preservice Indigenous cultures in Canada to teach youth about ethics, concepts and practices found within each nation.

http://canlitforlittlecanadians.blogspot.ca/2014/06/aboriginal-perspectives-in-youngcanlit.html

Although this website celebrates many different books by Canadian authors, this link is directly to a celebration of literacy through picture books honoring the heritage, achievements and cultures of the Aboriginal peoples of Canada. It was created to celebrate National Aboriginal History month.

http://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659#un4

This is the website for Indigenous and Northern Affairs Canada. Here we can find many classroom activities for young children to reinforce the culture of Indigenous groups in Canada in public school classrooms. With an emphasis on storytelling, the 6 major regions of First Nations in Canada are represented. Audio clips of First Nation legends are available for the teacher to use in her learning environment.

http://www.fnesc.ca/k-7/

The annotated listings provided in this guide identify currently available authentic First Peoples texts that students can work with to meet provincial standards related to literacy as well as a variety of specific subject areas.

The guide is intended to help BC educators introduce resources that reflect First Peoples knowledge and perspectives into classrooms in respective ways. The inclusion of authentic First Peoples content into classrooms supports all students in developing an understanding of the significant place of First Peoples within the historical and contemporary fabric of this province and provides culturally relevant materials for Indigenous learners in British Columbia.

chrome-extension://mloajfnmjckfjbeeofcdaecbelnblden/http://www.learnalberta.ca/content/aswt/documents/indigenous_pedagogy/storytelling_as_a_foundation_to_literacy.pdf

This resource examines the importance of Storytelling as the foundation for literacy development for Aboriginal children. There is substantial evidence that Aboriginal youth face serious challenges in schooling, in general, and in literacy development, specifically. Thus, it is essential to design early literacy programs that engage Aboriginal children and produce positive outcomes. In this article, the authors propose that such programs include oral storytelling by teachers and students because it is a precursor to reading and writing across cultures and a traditional Aboriginal teaching tool. Links to research could support an exploration of literacy development in the Aboriginal population.

Allison’s Cyber-Travelling Reflection Part 1/4

First Voices – http://www.firstvoices.com

This website is a language archive collection of Indigenous cultures in Canada. By selecting a province, visitors can see the various tribes and in their respective areas around the province. By choosing a specific group, you are then transported to a page with language resources. The page for the area where I live, in southeastern British Columbia home to the Ktunaxa people, contains 2500 words and 1114 phrases archived. The Ktunaxa people have even developed their own language app available in the App store. Along with audio files and an alphabet with sound to hear the language spoken authentically, visitors also have access to an art gallery, games, and community slideshow.

Fatty Legs – http://www.annickpress.com/Fatty-Legs

This website takes you to the publisher site for the novel, Fatty Legs by Christy Jordan-Fenton & Margaret Pokiak-Fenton. This is a true story that tells of 8-year old Margaret’s own journey to a residential school in the Arctic on her quest to learn how to read.

On this site you will find a peak inside the book, a lesson plan to introduce the book, questions to ask during reading related by chapter, and activities for after reading. There is also a Book Talk resource link that ties in with themes that come up through the story, as well as a podcast by the author. This book is recommended to be read to students ages 9-12. Related books by the same authors are When I Was Eight, Not My Girl, and A Stranger At Home.

Rabbit and Bear Paws – http://rabbitandbearpaws.com

This site is home to the popular series “Rabbit and Bear Paws”. The Canadian authors of this series aim to teach children about The Seven Grandfather Teachings (Love – Eagle; Courage – Bear; Respect – Buffalo; Humility – Mouse; Honesty – Sabe; Truth – Turtle; Wisdom – Beaver) through children’s picture books and graphic novels.

The Learning Circle – https://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659#un2

This collection of resources is put out by the government to assist elementary teachers in teaching about First Nations’ cultures. It provides sample lesson plans with audio files of Aboriginal stories. These units consist of lessons on storytelling, the seasons, sharing, colours, games, and National Aboriginal Day.

Project of Heart – http://bctf.ca/HiddenHistory/

This project discusses the 150 years of residential schools in BC. The site provides an eBook on the project, as well as a compilation of supporting resources and activities. Originally started in Ontario, Project of Heart has spread across Canada encouraging the education about residential schools. This eBook provides specific information about schools in BC, but also the realities of residential schools all over the country. “Reconciliation is about respect” says Justice Murray Sinclair, Chair of the Truth and Reconciliation Commission of Canada.

Indigenous Communities of the World

As I have been working and travelling around various parts of the world over the course of my career, I wanted to start off my online indigenous travels focussing on global indigenous communities. Looking at the websites posted, there have been a lot of great posts focussing on mainly North American indigenous issues, so I thought that I could add a bit of international flavour to the conversation.

#1 This website is a great resource that chronicles indigenous issues worldwide. It is published by the Center for World Indigenous Studies (CWIS) through the International Cry network. There are links to news stories organized by region, and great analysis. The best feature of this site is the ‘Film’ tab, which contains a massive collection of films dealing with indigenous issues.

https://intercontinentalcry.org/about/

#2 This site was set up by Cherokee social entrepreneur, Rebecca Adamson, as a way to promote indigenous development that adhered to the local philosophies of indigenous groups around the world. This website has a lot of good links to articles, videos and even radio programs, stressing the importance of indigenous values for the good of our collective future.

http://www.firstpeoples.org/

#3 IWGIA is an organization that advocates for indigenous peoples around the world. This website is vast and has a lot of information about the state of indigenous communities worldwide as well as numerous links to news articles, videos, journals and other publications related to indigenous issues. I found their ‘The Indigenous World’ tab very informative as it gives you a country-by-country breakdown of indigenous people around the globe.

http://www.iwgia.org/index.php

#4 This website is a bit on the ‘low-tech’ side, but is focussed on education in the world’s indigenous communities. It is also home to a number of useful links along with a monthly newsletter. On top of this they also produce an annual report about issues in indigenous education and are currently in the process of producing a number of documentaries.

http://www.peoplesoftheworld.org/

#5 This is a link to an online article about the organization called The World Indigenous Research Alliance (WIRA). This is an organization of Indigenous scholars that is looking to improve education in indigenous communities worldwide. The article outlines how the group was created, its goals, affiliations, supporters and funders as well as its plans to help promote indigenous education initiatives.

http://epaa.asu.edu/ojs/article/view/2052

The Local and the Global

The first resource I have looked at focuses on Residential Schools and Truth and Reconciliation. It is a compilation of youtube videos that was put together by my school district (SD no.27 Cariboo-Chilcotin, BC). Most of the videos collected are about our district and the First Nations groups there. This is a good resource because it has interviews from locals that survived residential schools, as well as videos about Orange Shirt day and what our district is doing now in attempt to right the wrongs that have been done. https://www.youtube.com/channel/UCnbQ4Kwu6HFTVb6EHoaYwfA
The second resource that I looked at was a blog post from the Christensen Fund. https://www.christensenfund.org/2012/09/05/digital-technology-for-indigenous-empowerment/ This post talks about how technology was used to empower indigenous cultures around the world. How they used things such as cameras to document their culture and show the world how they actually live, their language, their customs, etc. rather than waiting for someone on the outside to inaccurately portray them. This blog post fits with my initial research paper idea, in that I wanted to know what impact technology can have in helping to preserve indigenous cultures and if they would be receptive to this. According to this post, one of “Ethiopia’s most isolated tribes – the Mursi” are excited about what technology can do to preserve their culture.
The third source that I looked at was the Ethnos Project. They are “a research initiative and resource database that explores the intersection of Indigeneity and information and communication technologies (ICTs).” The post that I was reading was title “The Impact of Digital Technology on Indigenous Peoples” (http://resources.ethnosproject.org/the-impact-of-digital-technology-on-indigenous-peoples/) and it gave an overview of some of the resources related to this topic, as well as a list of other resources. I found this a valuable resource to bookmark for my research paper as it not only provides additional sources to look at, but it also talks about the positive and negatives of Indigeneity and technology.
The fourth source that I looked at was a wiki page made by UBC students in ETEC 510. I have some reservations about this source as to the authenticity of the information provided; it is their shared knowledge from research that they have done. That being said, I think that it is a good starting place as it touches on many aspects of Indigeneity and Technology, and also provides a lists of the resources that they used to make the site that I can then go to and look at myself. http://etec.ctlt.ubc.ca/510wiki/Indigenous_Cultures_and_Globalization
The fifth source that I looked at was a journal article written by Rebeka Tabobondung, University of Toronto titled “Indigenous Perspectives on Globalization: Self-Determination Through Autonomous Media Creation.” This article touches on how Indigenous peoples can use technology to self publish and preserve their culture, as well as regain “control of media representations of themselves” (p.2). While this is an interesting read about how Indigenous peoples can create an image for themselves in the digital world, I question the authenticity of the author as it is not know their credentials on this topic. http://www.nvit.ca/docs/indigenous%20perspectives%20on%20globalization%20self-determination%20through%20autonomous%20media%20creation.pdf

I hope that one or more of these resources can be helpful to you on your travels!

-Meagan

What has gone right?

Our readings over module one have demonstrated what has gone wrong in relation to indigeneity, technology and education. I wanted to seek out what has gone right and how one might replicate or improve on it.

The Future

I loved the title of Ball’s (2007) paper, Indigenous Learners Online: The Future Isn’t What it Used to Be!. The paper highlights some of the most common demands for online post-secondary education, common issues and successful practices. Many of the issues were familiar to what I hear at my current school as well as at the college I used to work at; issues of internet access, a desire to learn as a cohort, challenges of work, family and community responsibilities. It got me to thinking about some of the successes that I have heard about in my workplaces. At ADLC, we have many indigenous students learning in cohorts at the school with an online teacher who makes occasional visits. At Lethbridge College, there have been some creative (and highly successful) initiatives that included cohort learning and a combination of on campus and in community learning. For example, the Blood Tribe Agricultural Training Initiative, saw college instructors travel to the Blood reserve as well as students travelling in to the college for field trips. This initiative was so successful that 20 of the 22 participants completed in the allotted eight months and the remaining two plan to finish. The Early Childhood Education program also has a dual credit course that is running at reserve schools near Lethbridge. In the first year, college instructors taught the course online with the assistance of an onsite facilitator. During this time, they trained the facilitator to take on more responsibility. The second year, the on site facilitator managed the course with the occasional assistance of the college instructors.

Got Heart?

A project that I found within the above resource was invaluable. I am sure that many of you have already heard of the Project of Heart, but it was my first experience with it. It is a unique site that I would classify as a Community of Inquiry. The site is intended to be a journey for students seeking the truth of indigenous peoples in Canada. There are resources by and for teachers as well as resources by and for students. Among the most impressive is this video produced by a group of Grade 8 students. The site also contains maps, historical documents, other literature, testimonials and more.

Strategies, Programs and Practices

Beyond the Shadows: First Nation, Metis and Inuit Student Success is a comprehensive document emerging from the Canadian Teacher’s Federation (2013) President’s Forum on First Nations, Metis and Inuit Education. It explores seven major themes centered around facilitating indigenous student success and engaging indigenous communities.

Themes in Beyond the Shadows retrieved from https://www.ctf-fce.ca/Research-Library/BeyondShadows_EN_Web.pdf

Instructional Design and Culture

McGloughlin and Oliver (2000) raise the issue of culture in instructional design, noting that instructional design, like technology, is not neutral. The article discusses the possibility of culturally pluralistic design and suggests ten design principles for culturally inclusive instructional design. Although somewhat dated, this article addresses a very specific and relevant issue in online education.

References

Blood Tribe farming training program aims to cut unemployment. (2015, February 5). CBC News. Retrieved September 14, 2016, from http://www.cbc.ca/news/canada/calgary/blood-tribe-farming-training-program-aims-to-cut-unemployment-1.2946131

Ball, P. (2007). Indigenous Learners Online: The Future Isn’t What It Used To Be! (Rep.). Retrieved from http://www.ecdip.org/docs/pdf/Ind Ed Conf paper 07.pdf

McLoughlin, C., & Oliver, R. (04/01/2000). Australian journal of educational technology: Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level Australian Society for Educational Technology.

National Center for Truth and Reconciliation. (nd). Project of Heart. Retrieved from http://projectofheart.ca/filmsvideos/

Toulouse, P. R. (2013, August). Beyond the Shadows: First Nation, Metis and Inuit Student Success (Publication). Retrieved https://www.ctf-fce.ca/Research-Library/BeyondShadows_EN_Web.pdf

The First of Many Relevant Resources!

Hello Everyone!

I am excited to get going on this blogging adventure! There are so many resources available pertinent to indigenous education, that it is difficult to know where to begin! I have started with a collection that touches on a few areas; including resources that will be valuable for increasing educator’s background, knowledge, and awareness of indigenous groups, resources that can be used directly for teachers, resources for seeking resources and initiatives aimed at Aboriginal learners, and even one that utilizes technology to help revive the Cree language.

I am looking forward to utilizing the resources of my peers as well!

Cheers!

1. http://wherearethechildren.ca/en

Where Are the Children is a comprehensive website by The Legacy of Hope Foundation. This site chronicles the timeline and impacts of the residential school system in Canada; with the aim to create a record of the events, as well as to create awareness. It contains elements such as timelines, personal stories (in video and transcribed interviews), and a reading list, sorted by appropriate age, of residential schools materials.

2. https://curio.ca/

Curio.ca is not in and of itself an Aboriginal resource, however, it contains a plethora of related material. For example, it contains many documentaries by CBC such as Aboriginal Education and Starvation Politics: Aboriginal Nutrition Experiments. It also links directly to resources that support each provincial curriculum. You can see an example of resources supporting Alberta’s Aboriginal Studies Curriculum here. It also contains curated selections based on themes such as Missing and Murdered Indigenous Women.

3. http://www.metismuseum.ca/

The Metis peoples are often forgotten in the discussion of Aboriginal issues. The Gabriel Dumont Institute of Native Studies and Applied Research has complied this resource including many documents about Metis families and history. While much of the information on this site is text based, it contains many interesting elements including organized collections, exhibits, and learning resources. This site would primarily beneficial for educators looking to expand their understanding of the metis plight prior to teaching events such as the Red River Rebellion and about Louis Riel. Of particular interest to myself is this article about Chief Papasschayo and Laurent Garneau, who was my great, great grandfather.

4. http://www.acci.mobi/

This site provides videos, images, and artifacts from the James Bay Crees, or the Aanischaaukamikw. The site is offered in English, French, and Cree. Artifacts are organized by event and category, offering a 360° view of each artifacts. This might be particularly useful when discussing traditional ways of living, as viewing original artifacts can help to develop context and relevancy.

5. http://www.fourdirectionsteachings.com/main.html

The Four Directions Interactive Teachings is a collaborative resource created through Canadian Heritage, Canada’s Cultural Gateway, and The National Indigenous Literacy Association. It introduces five tribes across Canada through engaging videos which explain crucial elements of each of the tribes. One may navigate through the various elements for each tribe; for example, information about ceremonies, structures, and the importance of each of the directions for the Cree people. The website also includes teacher resources for each tribe at various educational levels from primary through high school.

6. http://www.maei-ppw.ca/

Promising Practices in Education is a website that has a number of functions. It offers real-world examples of classroom practices that support Aboriginal learners, professional development opportunities (in various Canadian locations and online), a collection of relevant research, as well as updates through multimedia and other news outlets of current challenges and successes in Aboriginal education.