Tag Archives: Aboriginal perspectives

Making the connection to the land and to First Nation change makers

My research is directed at reframing the education experience of Indigenous students by understanding the sacredness of the land. This also involves examining the issues that have contributed to the removal of First Nations people from their communities and their land.

https://www.youtube.com/watch?v=LyCun8Le3jg

This is a song by Lucie Idlout. Lucie about her mother’s disc number e5-770. Disc numbers were given to Inuit people by the Canadian government in the 1940’s as a way of identifying them. Even though many Inuit people were born with surnames this policy saw the government giving the people Eskimo disc that were similar to dog tags.

2.http://www.traditional-knowledge.ca/english/project-surname-102.html

This is a resourceful website that takes the reader into “Inuit traditional knowledge. It shows the connection to their land and its importance to their well being. It tells the stories of First Nations people- “the story you are about to read will take you from the mountains of the Noatak River in Northern Alaska to Baffin Island in Nunavut. It also tells more about the Eskimo disc that were giving to identify Inuit people.

http://www.arcticdefenders.ca/

This is about the film Arctic Defenders. “Arctic Defenders tells the remarkable story that began in 1968 with a radical Inuit movement that changed the political landscape forever. It lead to the largest land claim in western civilization, orchestrated by young visionary Inuit with a dream – the governance of their territory – the creation of Nunavut.” It features Aaju Peter who received the Order of Canada on Dec. 30, 2011.Aaju is advocating for Inuit rights to seal and seal skin products as well as the Inuit right to be involved in issues related to Arctic waters. http://www.arcticdefenders.ca/team/aaju-peter.html

https://www.nfb.ca/film/hi-ho_mistahey_en/

Renowned Director Alanis Obomsawin directs many Aboriginal Films that can be found on the National Film Board of Canada website. For example Hi-Ho Mistahey, which is s the story of Shannen’s Dream, to provide equitable access to education in safe and suitable schools for First Nations children. She recently directed WE CAN’T MAKE THE SAME MISTAKE TWICE, at the Calgary Film Festival which highlights how even today, Indigenous Peoples face prejudice and discrimination from even the highest government offices. http://www.calgaryfilm.com/films/2016/we-cant-make-same-mistake-twice

Some of her other films includes https://www.nfb.ca/film/kanehsatake_270_years_of_resistance/

KANEHSATAKE: 270 YEARS OF RESISTANCE, Alanis Obomsawin spent 78 nerve-wracking days and nights filming the armed stand-off between the Mohawks, the Quebec police and the Canadian army. This powerful documentary takes you right into the action of an age-old Aboriginal struggle.

http://calgaryherald.com/news/local-news/multimedia-show-creates-new-chapter-in-treaty-7-history-book

This is a multimedia theatre project created in 2012 tried to rectify that. The Making of Treaty 7 was a re-enactment of the signing from the First Nations’ point of view.“What we’re trying to do,” director Michelle Thrush has said, “is pay honour and respect to the other side of the story, which is the Making of Treaty 7 through indigenous eyes.”

Research 5 links Exploring Arts, Culture, Indigeneity and Technology

The more I research into art, technology and indigeneity, the more intrigued I am with the topic. There are many layers to the topic and it is constantly evolving as culture is not static and there is not one set definition of what culture is. In addition, technology continues to evolve so more layers become added including commodification and differing world views on this.

http://rac.sagepub.com.ezproxy.library.ubc.ca/content/35/4/107

In the journal article, “Aboriginal theater: does ’sold out’ mean ’selling out’? “ The author discusses the disparity between Western Civilizations’ view of theater and the aboriginal point of view which encompasses a reflecting of spiritual truth as they see it. He highlights the complexities of ancient, traditional Aboriginal art forms and finds that the performing arts have been portrayed as primitive ritual lacking in the sophistication and complexity of contemporary western civilization. He speaks to the ethnocentric and naïve view that western thought purports and proposes that these art forms may be difficult to interpret using western mode of thought.

http://ariel.journalhosting.ucalgary.ca/ariel/index.php/ariel/article/viewFile/3888/3825

In the journal article “From Colonialism to Multiculturalism? Totem Poles, Tourism and National identity in Vancouver’s Stanley Park”, the author reflects about the symbol of the totem pole and questions whose culture is represented, displayed and consumed. She questions whether or not they adequately capture the complicated and diverse histories and experiences of first nations people in the province of BC. She also discusses the use of totem poles as a statement of Canadian heritage and questions the Canadian Government’s use of them for their economic and cultural value. She writes further that the displays run the risk of minimizing the histories and legacies of aboriginal people within our nation.

http://mcu.sagepub.com.ezproxy.library.ubc.ca/content/9/2/141.full.pdf+html

In the article, “Authentic Inuit Art: Creation and Exclusion in the Canadian North”, the author discusses how Modern Inuit commercial arts grew out of the desires of multiple non-Inuit agencies and persons. He also discusses how these outside influences worked to create new art forms which were means of carrying out the will of these competing persons in a complex competition to control social and cultural relationships. These were appropriated by the Inuit and this new art gave them new strength to establish new economic, social and political institutions. In all, the article examines the historical support and shaping of Canadian Inuit art in the 20th century, and the consequences of outside influences.

http://www.emeraldinsight.com.ezproxy.library.ubc.ca/doi/full/10.1108/20441261111171684

In In the article, “Indigenous culture: both malleable and valuable”, the author speaks to Ideological tensions that arise with the effort to balance the preservation of cultural integrity with the selling of marketable wares. She proposes further interdisciplinary research to develop an understanding that supports the long‐term sustainability of indigenous communities. She finds that existing discourse is currently dominated by non‐indigenous voices and Western tourism motivations, which need amelioration to better support the community‐based approach.

http://www-tandfonline-com.ezproxy.library.ubc.ca/doi/full/10.1080/09528820412331318578?scroll=top&needAccess=true

In the article, “The Artifice of Culture, Contemporary Indigenous Art and the Work of Peter Robinson”, the author discusses the huge effect computing, Internet, and televisual technologies have had on the conditions of the production, reproduction, circulation, and consumption of cultural imagery. These technologies are fueling an economy and the commodification of art as culture. Indigenous and non‐Indigenous perspectives on commodification are likely to provide different views. The article examines the representation of contemporary, ‘non‐traditional’ Indigenous art and the definition of cultural property and identity.

My Research Findings – 1

What is the purpose of aboriginal education and technology? As all of us are researching and find documentation to support any ideas or theories that we are bringing forward, it is quite difficult filtering based on our needs due to the broad nature of our topic.

The following link is in UBC library about Bretts’ dissertation regarding his recommendations of Cowichan education. Cowichan tribes has over 4,800 registered members as is one of the largest sing First Nation Band in British Columbia. From Bretts statistics, 16,000 young people drop out of highschool yearly in B.C. He is using a lot of various resources and statistics to help gain some understanding of what the need is for education among the Cowichan people in School District 79. I found it very interesting as it brings some recommendations for education and possible use of technology.

http://search.proquest.com.ezproxy.library.ubc.ca/docview/304669575?accountid=14656

1. Betts DP. Continuing education in the cowichan valley. [Order No. MQ49161]. Royal Roads University (Canada); 2000.

This article online discusses some of the problems that Natives face living on the reservation. The article discusses Mike McKenzie and essentially colonialism. Statistics are provided to supplement some of the major issues around reservations. It touches a little around the educational aspects and the presented (or rejected) solutions to bringing education in reservations. I’m sure many British Columbia teachers and educators could agree with some of the financial issues surrounding educational funding. It may not be a direct impact to technology or the influence technology has upon First nations, but it would bring a necessity to having a new form of cheaper education that could prove successful with limited resources.

http://www.macleans.ca/news/canada/why-fixing-first-nations-education-remains-so-far-out-of-reach/

This article may have been found by my previous classmates, but I find it relevant to module 1. This article discusses in direct relation to media, aboriginals, and the possible impact it has.

https://www.culturalsurvival.org/publications/cultural-survival-quarterly/canada/missing-where-are-first-nations-national-media

I like this very simple article because it is showing some other places and positive effects that educational technology is bringing among Indigeous people.

http://fortsevern.firstnation.ca/node/144

I really enjoyed this last page, as it brings forward a lot of module 1 readings. Either supporting or denying some of the ideas brought out from our week 1 and 2 readings.

http://apr.thompsonbooks.com/vols/APR_Vol_6Ch8.pdf

I hope these help people!

5 Helpful links-Indigenous Ways of Knowing

I hope you find some of these links useful as you take your journey.

Cyber-Traveler’s Reflections (Module 1)

http://www.native-art-in-canada.com/woodland-art-symbolism.html

The Meaning of the Woodland Art Symbolism. When Norval Morrisseau first began painting, his intention was to re-introduce the Anishnaabe world view into the contemporary consciousness. The Ojibwa culture had been all but obliterated by the imposition of external governance and the influence of Christian churches. Morrisseau painted the spiritual reality that had been the foundation of Ojibwa life for thousands of years. Raised by his shaman grandfather, Norval was familiar with the symbols used on the midewiwin birchbark scrolls.

http://archive.millelacsband.com/Page_culture.aspx?id=125

An elder of the Mille Lac Band of Ojibwe Reservation writes about the culture and traditions surrounding death and funerals. He writes from his own experiences.

http://www.cbc.ca/archives/entry/alanis-obomsawin-tells-the-legend-of-nanabozho

A radio story found in CBC digital archives. “The Legend of Nanabohzo” is the story of Nokomis, her daughter Winona, and Winona’s son Nanabozho. It’s one of thousands of legends Canada’s aboriginals have passed down the generations to tell stories about tribal ancestors and to teach children how to behave. Storyteller Alanis Obamsawin relates the Ojibwa legend for CBC Radio.

http://www.nosm.ca/communities/aboriginal_affairs/general.aspx?id=4102

On this website The Northern Ontario School of Medicine explains how the medical school engages and works with Indigenous Elders. For NOSM Indigenous students, the presence and work of Elders can be a key factor which contributes to student success.

http://www.thecanadianencyclopedia.ca/en/article/plants-native-uses/

This article outlines the many uses of plants to the Indigenous Peoples. These include food, medicine, utility and spiritual.

Toward a First Nations Cross-Cultural Science and Technology Curriculum

http://www.duluth.umn.edu/~kzak/documents/Aikenhead97-NOS.pdf

This article explores First Nations science curriculum from a cultural perspective. It documents the stark contrast of nature as seen by science and Aboriginal people. These differences are seen both socially, intellectually and how they associate with human action. Typically science is seen as a Western philosophy, so in order for Aboriginal students to learn about western science it is seen as crossing cultural borders for them. Aboriginal people would rather embrace and respect the mysteries of nature rather than conquer it and explain it.

Module 4 post 2

First Nations Technology Council

The First Nations Technology Council is an organization in BC whose aim is to promote the use of technology to unite, revitalize and empower First Nations communities within BC. The organization believes that technology will assist in the preservation of language and culture, enhance community connections between Aboriginal people, and provide new opportunities for jobs and economic development. In addition, the council mines data in both health and educational services for Aboriginal community members.

The Technology Council also works with communities in building a a unique Community Technology Plan which is to assist in the development of sustainable technology solutions. “The Technology Council will help take the guess work out of determining short, mid and long terms goals and will be a trusted ally in your implementation of digital technologies, no matter how big or small!”. The Technology Council also supports digital skills training for those community members wishing to advance their skills.

To access the First Nations Technology Council website, follow this link: http://www.technologycouncil.ca/

Ronaye Kooperberg (Module 4 – Post 3)

First Nations Education Council

The First Nations Education Council (FNEC) is an organization which has several mandates. The website lists seven specific areas of focus, some of which include:

To ensure that First Nations regain full control of their education through political action.
To ensure respect of the educational rights of First Nations communities.
To advance and increase the quality of First Nations educational programs and services.
Conduct studies and make recommendations on governments’ decisions on Aboriginal education.
Manage educational programs to ensure services are developed for the benefit of the communities.

In addition, the FNEC is also working on training members of the community through online learning and face-to-face classes. In 2010 the FNEC established the Kiuna Institution, a post-secondary school promoting culture and traditions for the First Nations of Quebec. This website also has a large collection of position papers, videos and documents which support their position for self governance of Aboriginal education. Although this organization mainly focuses on the Aboriginal people of Quebec, there is a plethora of information which spans Aboriginal communities across Canada.

To access the information within this website, follow the link to: http://www.cepn-fnec.com/index-eng.aspx

Ronaye Kooperberg (Module 4 – Post 2)

First Nations Governance

The Centre for First Nations Governance is a non-profit organization dedicated to supporting First Nations groups in Canada as they return to self-governance. The website provides news, workshop toolkits, research and educational information.

The are some PDF’s which can be used in the classroom to educate students about the First Nations history. In particular, the interactive historical timeline of First Nations Governance is something that could engage students.

Aboriginal Perspectives – ISUMA

https://www.isuma.tv/aboriginal-perspectives

This website was created by the University of Regina. It showcases videos from Aboriginal people where teachers and students alike can view and learn from them. There are accompanying lesson plans to be used by the teacher where Aboriginal perspectives are presented. Teachers can use the videos alone and create their own lessons as well; there is a link to upload your own lesson if you like to share it with others. Most of the videos are interviews with other Aboriginal youth and elders.

ALASKA NATIVE EDUCATION: HISTORY AND ADAPTATION IN THE NEW MILLENNIUM

http://ankn.uaf.edu/Curriculum/Articles/OscarKawagley/ANEHistory.html

This article talks about the interconnection of Aboriginals and nature and how specifically, the Yupiaq people in Alaska, are no different. Due to their remote location with a harsh climate they have come to have vast empirical knowledge of the land. It breaks down the essence of the Yupiaq lifestyle and how nature plays an important role in all aspects of their lifestyle. It explains how the encroachment of Western civilization has changed the way they go about many things, including education. Many of the teachers(non-Aboriginal) don’t recognize that the Yupiaq children learn differently and are not like European children. By ignoring their values, beliefs and culture, ultimately they are saying their skills and knowledge is of little importance. This article offers relevant information from the perspective of the Yupiaq people and what ignoring and encroachment do to Aboriginal children skill acquisition.

Module 3 post 3