Category Archives: Module 4

Module 4 – Post -2 – Aboriginal Films Provide Canadians With A Rich Cultural Resource by Kevin Andrews

Filmmaking is an art form that’s fairly new to indigenous creatives. It seems as if only within the past few decades have Native producers, directors, and writers emerged as autonomous agents from the stereotypical noble savages and Wild West Indians of the Hollywood film industry. Through its singular and long-standing commitment to Aboriginal filmmaking, the National Film Board has been instrumental in providing Canadians a rich cultural resource and legacy: a comprehensive body of films inviting us all to share in the Aboriginal experience. Throughout the course of a number of NFB initiatives, the Aboriginal Voice has evolved.

Below is the first Inuktitut language feature but also the most important film in Canadian history, bringing epic filmmaking to a Northern legend. It won Official Selection at the 2001 Cannes International Film Festival and remains the highest grossing indigenous film in Canadian history.

Canada’s screen industry has yet to fully leverage one of the richest cultural resources this country has to offer — the stories of Aboriginal people. The stories and perspectives of Aboriginal people are vibrant, distinct and uniquely Canadian. The proliferation of Aboriginal stories and perspectives has a vital outcome — it enables Canada to carve out a new legacy that celebrates and includes Indigenous stories and perspectives. Our nation’s colonial history has created social and economic challenges unique to Aboriginal peoples and has impacted cultural expression. Fostering Aboriginal stories and perspectives on screen enables Canada to forge a new era of inclusion and recognition of the Aboriginal storytellers who shape our cultural landscape and re-elect the diversity of our nation.

 

Module 4 – Post -1 – YouTube Star Promoting Ojibwe Heritage to Inspire Young People Living on First Nations Reserves by Kevin Andrews

Twenty-one-year-old Natasha Fisher is a singer-songwriter from Thunder Bay who is using her music and her Ojibwe heritage to inspire young people living on First Nations reserves. Thunder Bay is known for its natural beauty and tranquility, but it’s also known for singer-songwriter Natasha Fisher. Now 21, Fisher spent her first 18 years in Thunder Bay and says her Ojibwe heritage has influenced her music.

Her musical journey began six years ago when Fisher started uploading videos to test the waters. The response was overwhelming with more than 200,000 views. After graduation she started doing hip-hop and R&B covers but has taken her music to the next level with the release of her first album entitled Her.

In an interview with CBC, Fisher said she is passionate about is continuing to cultivate a mentorship role she created when she was just 15. She said she has travelled to First Nations reserves to connect with children and youth on subjects like anti-bullying, while providing songwriting workshops and encouraging children to pursue their dreams and develop their talents.

Having the ability to use social media like YouTube provides a medium by which she can help inspire other young Indigenous artists to express their culture in ways unavailable years ago. Fisher told CBC that Ojibway heritage influences her music, it influences her to be a better person and to inspire youth and with so many people hurting right now in northern communities it looks as if her songs can inspire others to follow their dreams while being proud and promoting their culture.

It will be my intention to include her message and the medium by which she is using in my final paper proving the possibility for Indigenous communities to still preserve their culture while embracing technology to promote it.

Justin’s Module 4: Post 2 + 3

2. Aboriginal Perspective on Social Emotional Competence in Early Childhood

This journal gave me great insight on understanding of how to best support the development of Indigenous children and how important it is to promote positive social, emotional, educational and health outcomes. What is great about this study is that they looked at all Indigenous groups living in Canada: First Nations, Metis, and Inuit children. They addressed the issues of socio-cultural adversities related to colonization and loss of language and culture, that has contributed to long lasting struggles with social and emotional wellbeing and with positive identity development. Tremblay et al. wrote this study to help us identify the most important elements of healthy development for Aboriginal children, with a particular focus on social-emotional development. Social and emotional learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Social-emotional competencies have been defined to include: behavioural and emotional regulation, understanding emotions, showing self and social awareness, social problem solving, as well as relationship skills.

3. The Social and Emotional Wellbeing of Indigenous Youth

The aim of this project was to obtain a deeper and broader understanding of the health and wellbeing of Indigenous youth ages 12-24 living in Australia. This document provides insight on some programs and projects that have assisted Indigenous young people to succeed in life by overcoming adversity and building strength and resilience. Young people have so much to offer and contribute to society. Often it is youth who are most responsive to changing circumstances and best able to deal with dilemmas presented – to achieve a balance between change and continuity. So, investing in our youth will in turn provide them with opportunities and skills that will help them achieve success. One thing that isn’t presented in this pdf document is lesson plans of the programs that they designed. This would’ve been helpful for my project, as my group and I were going to create a few Social Emotional Learning (SEL) lesson plans, using the Circle of Courage framework. Nonetheless, it was a long, but informational resource that helped me formulate objectives that my group’s paper focuses on regarding the mental and emotional wellbeing of Indigenous youth.

Justin’s Module 4: Post 1

  1. Aboriginal Family and Community Literacy Curriculum – Workshop #6 (Circle of Courage)

For the final project, my group and I using the Circle of Courage framework and tying it into Social Emotional Learning (SEL) in our classrooms. This resource was great in introducing the four main principles of the Circle of Courage: Belonging, Mastery, Independence, and Generosity. For anyone who doesn’t know what the Circle of Courage is, it is a holistic program based on traditional Aboriginal ways of knowing, personal development, and community values. What differentiates this resource from other Circle of Courage resources I’ve posted is the section that talks about mending a broken spirit. Below is a screenshot of the “mastery” lesson and the lesson on mending a broken spirit.


Lastly, what I like about this resource is that different teachers are able to share their ideas on this blog. Collaborative learning allows for multiple perspectives to be taken into account, while providing a vast majority of ideas that can be implemented into lesson plans.

Module 4 Weblog- Erin Howard

I must say that this weblog assignment has been vital to my learning in the class. Through my research and “web-travels”, I went down many necessary rabbit holes and discovered amazing resources. I have also learned through the posts of my peers. This is a site I will bookmark and continue to refer to throughout my career as an educator.

University of Saskatchewan Indian Teacher Education Program (ITEP)

Many of the readings and videos in the last two modules spoke to the need for trained teachers in Northern areas who were a part of the community and made long lasting connections with students. The students in the videos spoke about how important it was to have Indigenous teachers from their very own communities. As I watched, I wondered how Canadian post-secondary institutions were addressing this need through their programming. I found a great example from the University of Saskatchewan that supports Indigenous students who would like to become teachers. Applicants are encouraged through a coordinator and also flexible admission for new and mature students. The curriculum integrates subject matter that will prepare teachers to work with Indigenous students. I came across another related page that showed how U of S also offers an Indigenous Languages Certificate for any educator to enrich their education.

Think Indigenous Podcast

The Think Indigenous Podcast comes out of the ITEP program (linked in above posting) at the U of S. The podcast is situated at the intersection of “digital media, education, and Indigenous storytelling” and features many interesting and knowledgeable guest speakers. I just discovered this podcast and will need to catch up on past episodes, but it is incredibly relevant to this class as it is all about Indigenous education. A description on its websites promises that the program “peels back the layers, shines a light on and celebrates best practices in Indigenous education!”. It is available for free on many platforms and there is even an accompanying conference that people can attend. I am very impressed at the Indigenous education initiatives coming out of the University of Saskatchewan!

Redefining How Success is Measured in First Nations, Inuit, and Metis Learning- Canadian Council on Learning

This document is about 10 years old but the principles in it are very relevant to today when we are looking at strategies to assist with Indigenizing curriculum. It is also very applicable to any level in education (K-post secondary) that serves indigenous students. The document outlines best practices in several areas: understanding FNMI learners, redefining how Indigenous success in education is measured and looking at holistic learning models and forms of assessment. Place based learning is explored throughout the document, as well as the need to integrate community, language, and Elders into education. The document is full of statistics, quotes from educators, evidence-based recommendations and great graphics. It really brings many of the topics we have explored in our ETEC class together! 

First Peoples Principles of Learning Blog Site

This resource is a WordPress site created by BC educator Jo Chrona. For those of you who use Twitter, Jo (@luudisk) is definitely a must-follow as she posts a lot on the topic of Indigenous education and often shares her viewpoint on issues as well as some rich resources. Her blog site is equally full of tools for educators, and is a thoughtful compilation of research, resources, professional development activities and links to other initiatives in BC and Canada. A quick look at her reference page demonstrates many of the readings that we did in our ETEC class- there is no mention but I wondered if this was possibly an assignment related to this class as it was posted in 2014- worth looking at for any Canadian educator!

Elder in The Making (Film/Series)

Although this resource doesn’t really fit with the theme of the other items in my weblog, I could not resist the need to share it with my classmates as I enjoyed viewing it so much and would recommend it to anyone. Elder in the making is a film (broken into 6 episodes- and free to watch on YouTube) that showcases the journey of Chris Hsiung, a Chinese Canadian from Calgary and CowboyX, a young Blackfoot man from southern Alberta, and their quest to discover their own heritage and how someone comes to be an Elder. One thing I have learned in this class is that in order to understand other cultures, we must first do a self-examination of our own relationship to culture. This documentary is stunningly beautiful, honest, emotional, and educational. In the final episode, an unexpected event leaves Chris and Cowboy to mourn the loss of a friend, yet is inspirational and renews hope for the future. This film is created by local artists and really brings together what we’ve learned in our ETEC class and shares it through the use of technology and storytelling. I ended up watching all the episodes in one day- a must see!

Module 4- Post 5: “Missing and Murdered Indigenous Women + Technology” : Paul Waterlander

There is nothing more tragic than realizing how many Indigenous Canadian women have been either subjected to horrible acts of violence, or murdered.  The Native Women’s Association of Canada reports that “between 2000 and 2008, Aboriginal women and girls represented approximately 10% of all female homicides in Canada. However, Aboriginal women make up only 3% of the female population.”  Something is clearly wrong here, and in the last few years has been put into the political spotlight.

Technology has assisted the families of the victims in getting the word out that these victims deserve justice.  Technology has helped get the word out to a large part of Canada’s population via Twitter, FaceBook, Wikipedia etc… The spotlight put on this issue has also pushed the story into the mainstream media sites like the CBC and even across the Atlantic to the BBC.  So much political pressure has been brought to bear, that Justin Trudeau made an election promise that if elected, his government would create a commission to investigate the missing and murdered Indigenous women cases that are not yet closed, and put efforts into better protecting them from acts of violence.  Before this last election, this issue was not on Canada’s radar.  P.M. Stephen Harper was castigated for his inaction when it came to this issue.  Technology helped make this issue more visible.  Most Canadians have now been alerted to this issue, and a major reason has been the use of technology in spreading the message via social media.

Here are many links where this issue can be found on the Internet:

https://nwac.ca/wp-content/uploads/2015/05/Fact_Sheet_Missing_and_Murdered_Aboriginal_Women_and_Girls.pdf

 

http://www.cbc.ca/news/indigenous/topic/Tag/Missing%20and%20Murdered%20Indigenous%20Women

 

https://en.wikipedia.org/wiki/Missing_and_murdered_Indigenous_women

 

http://www.amnesty.ca/our-work/campaigns/no-more-stolen-sisters

http://ww.facebook.com/mmiwg2s/

 

 

Module 4- Post 4: “Is The Crown at War With Us?” : Paul Waterlander

Nobody surpasses Canadian Aboriginal (Abenaki) filmmaker Alanis Obomsawin when it comes to spotlighting political issues that impact Canada’s Aboriginal population.

Is the Crown at War With Us?  is yet another example of the power technology provides when it comes to creating a political voice to those normally oppressed.

This film centres around the on-going battle of the Miq’mac Nation’s Aboriginal right to fish for lobster in New Brunswick.

Again, Obomsawin uses her access as an Aboriginal filmmaker to go into the Miq’mac communities and interview the people directly.  You see and hear the emotion and the plea by the Miq’mac on how they just want to have the opportunity to carry on their traditions, eat a healthier diet based on nature’s bounty, and perhaps make a little bit of extra cash by selling a few lobsters every year.

It is shocking to hear that the Miq’mac have a Canadian Supreme Court ruling that allows them the right to make a “modest living” fishing for lobster, yet the Canadian government continues to arrest the Miq’mac who are practicing their Aboriginal right to hunt and fish.  Tempers flare as the non-Aboriginal fishermen in the area protest and cut the ropes off of Miq’mac lobster traps as they blame the Miq’mac for getting special privileges they do not get in the lobster fishing season.

This video would be an excellent choice to show in a classroom.  Very powerful and eye-opening.  Obomsawin is a master in story-telling, and investigates the history and the heart of the issue which the mainstream media often ignore.

You can watch the entire film for free here (stream only, not downloadable unless you want to pay.)

https://www.nfb.ca/film/is_the_crown_at_war_with_us/

Module 4-Post 3: “Idle No More and Social Media”: Paul Waterlander

Social media has created a tool for Indigenous people all over the world to organize politically that span both time and location.  The Idle No More movement has been one of Canada’s most successful political movements ever to spotlight the political issues Indigenous Canadians face.

Idle No More was created by 5 Cree women who vowed enough was enough when it came to the Canadian government threatening to pass omnibus bills that would decrease pollution protection for Canada’s lakes and rivers, ignoring historic treaty promises, and dragging their heels when it comes to missing and murdered Aboriginal females.

Technology like Twitter. FaceBook, and Internet allowed this small group to organize and expand their political voices.  This newspaper article from the Toronto Star traces how social media can be harnessed for maximum political power.

Here are some key quotes:

  • Erica Lee, 22, is a University of Saskatchewan student who has been an activist for most of her life. People like Lee, young and tech-savvy, are the face of this movement. And social media is the tool that’s allowing them to speak, she said.

         “Traditionally, it’s the chiefs and the people in power that have the ability to speak to the media,                  whereas now, people like me — university students who have been involved in this kind of stuff —             are getting interviewed,” Lee said.

       “Social media allows the people who are actually directly involved and impacted by these kinds of              movements . . . to have their voices heard.”

  •  “It gives (people), especially in northern communities and rural First Nations communities, a            chance to be connected with events and be inspired by other peoples’ events that they might not         have access to, that they aren’t seeing on TV and in newspapers,” Lee said.

             The Facebook page started Nov. 29 and now has more than 63,000 likes and photos from                             protests and rallies all over the world.

  • Megan Boler, a professor at the University of Toronto who studies the Occupy movement, said “Occupy would not have taken off” without the physical encampments in public places and face-to-face contact.

    “The digital divide that exists between First Nations people in Canada and those of us who are living in urban areas is huge.

    “Because of that digital divide, no doubt there are hundreds of thousands of First Nations people . . . who are not expressing themselves through social media.”

 

This article can be used in the classroom to start investigating how social media is really changing the face of political protests and giving voice to people who in older days were silenced, ignored and oppressed.

 

Here is the link:

https://www.thestar.com/news/canada/2013/01/11/social_media_helps_drive_idle_no_more_movement.html

 

Here is the Idle No More website: http://www.idlenomore.ca/

 

Module 4 – Post 2: “Kahnesatake: 270 Years of Resistance”: Paul Waterlander

My final research paper will focus on how technology has allowed Indigenous political voices to be amplified in 2017.

One way to do this is through the use of a well-made documentary.  One Indigenous Canadian filmmaker, Alanis Obomsawin raised in the Abenaki culture as a young girl.  She has evolved into one of the most famous, professionally recognized, and outspoken filmmakers of our time.

One of her many films is titled Kahnesatake: 270 Years of Resistance.  The film chronicles the very political showdown called the Oka Crisis that erupted in Oka, Quebec in 1990.  This film is a behind-the-scene look at the Mohawk Warrior side of this dispute.  When the crisis was in full-swing, the mainstream media basically ignored the Mohawk side of this story, and instead, the media presented the stand-off from the government side only.  The Mohawk Warriors were “domestic terrorists”.  Obomsawin’s film shows the complex colonial history of how this stand-off really began over 270 years ago when the Catholic Church basically stole Mohawk land in the Oka area.  The shameful way the governments of  both Canada and Quebec handle the urgent issue of land claims fuels the stand-off in 1990.

Obomsawin relies on interviewing the Mohawk throughout the film.  By the end of the film, it is obvious that somebody is not telling the truth about land theft, or Aboriginal title to the lands the Mohawk have traditionally called home.  This film is powerful in that the political issues are brought right out to the audience in a way that leaves you wondering who the real “domestic terrorists” really are.  This is not the story Canadians were told on the nightly news.

Here is a short trailer:

Continuing the journey

Throughout this course I have been really opening my eyes to resources that are coming directly from Indigenous communities or community members, that are being shared out into the “mainstream media”, and that can be utilized in our education system. I have been looking for articles and resources that open up the conversation and that help to bridge communities.

I have been having great discussions with colleagues within my school community, both Indigenous and non-Indigenous, and these conversations include resources, topics for discussion, and areas for further investigation. Taking the time to seek out information and resources has certainly opened my eyes to concerns I was unaware of, and has given me more perspective.  I am looking forward to continuing this journey and seeking out additional resources and information to support the curriculum and all of our students.

 

Post 1 – The Water Walker

This CBC news article, and the book to which it speaks, is helping look at clean water from an Aboriginal woman’s perspective. It is based on actual events that “marries the First Nations’ sense of oneness with the natural world with 21st century concerns for the environment” and written and illustrated by AnishinaabKwe author Joanne Robertson.

http://www.cbc.ca/news/canada/thunder-bay/thunder-bay-students-learn-about-clean-water-from-new-indigenous-children-s-book-1.4386036?cmp=rss

http://www.motherearthwaterwalk.com

 

Post 2 – Home Economics and Culture

This article is from the November 3 Langley Times and brings forward an interesting and controversial topic. When educators are bringing in Indigenous practices, in this case food sources and preparation, into a high school classroom, controversy erupts. One practice is considered “inappropriate” by a group, while many comments (on social media….) support this teachers’ decision. They speak to the hypocrisy that our Home Economics classes can use beef or chicken in their cooking, but when it comes to something such as rabbit, it is inappropriate. Cultural practices collide. I am looking forward to the discussion that evolves from this.

http://www.langleytimes.com/news/skinning-rabbits-at-abbotsford-high-school-called-inappropriate/?utm_source=dlvr.it&utm_medium=twitter

Post 3 – First Nations Child & Family Caring Society

https://fncaringsociety.com/educational-resources

 

This site provides a number of educational activities to help support children and families. With links to books, digital resources, and films (to name a few), educators have resources to “touch on several topics in Indigenous history and culture, an aim to broaden perspectives and encourage critical thinking”.

https://fncaringsociety.com/sites/default/files/Primary%20Resources%20template.pdf

Post 4 Native Lit and Culture

Twitter @NDNLit 

https://dragswolf.com/ndnlit

Native Lit and Culture is a bi-weekly newsletter on Indigenous literature and culture. While from New Mexico, posts on their website and blog highlight a variety of issues, challenges and opportunities of Indigenous peoples all around the world. They share resources, poetry, books, and other website that share culture and a variety of perspectives to keep conversations and awareness happening.

Post 5 – Youth, Technology, and Empowerment

 

Continuing with our discussion of youth and technology, I have found several links to stories where Indigenous youth are making a difference and sharing their stories through social media, film, music. These youth are sharing their thoughts, feelings, and perspectives and putting it out into the world.

https://www.reuters.com/article/us-brazil-land-rapper/brazils-young-indigenous-musicians-rap-for-land-rights-idUSKBN1CZ1P1?utm_content=buffer23759&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

 

http://news.psu.edu/story/490970/2017/10/30/research/research-suggests-american-indians-are-finding-image-power-social?utm_content=buffer1d22a&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

 

http://michiganradio.org/post/ojibway-brothers-sault-ste-marie-tell-tribal-stories-new-film?utm_content=buffer42ff3&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer