Tag Archives: Authentic resources

Module Three – Decolonizing Tools + Protecting Stories

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

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

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

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

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

(2) Authentic First Peoples Resources K-9

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

(3) Decolonizing Pedagogies

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Module 1 Weblog Entry – Anne Coustalin

BCTF Aboriginal Education Teaching Resources

http://www.bctf.ca/AboriginalEducation.aspx?id=13404

This site is an excellent resource for British Columbia educators wanting to integrate Aboriginal Ways of Knowing into their practice. It provides a comprehensive (but not exhaustive) list of links connecting teachers to relevant resources that provide essential background and perspective on: the treaty process; the historical timeline of European contact and colonization (pre-contact to 2015); Indian Residential Schools and their legacy; and creating an inclusive, racism free classroom community. Of particular note is the BCTF-created document Beyond Words: Creating Racism-Free Schools for Aboriginal Learners. This resource offers practical information that speaks directly to issues teachers may confront in the classroom, with a focus on racism, understanding the rules of culture and how they may present in the classroom, and creating an inclusive community.

Two-Eyed Seeing

Two-Eyed Seeing (Etuaptmumk in Mi’kmaw) is a concept introduced by Mi’kmaw Elder Albert Marshall in 2004. It is described as the guiding principles of how one should live on this Earth and is discussed by Elder Albert Marshall and Cheryl Bartlett. The concept was developed in response to the lack of representation of Indigenous students in the sciences and mathematics, particularly at the university level. It recognizes that there are different ways of looking at the world. The two ways that are particularly relevant in Canada are through the lens of Western science and through an Indigenous lens. Two-eyed seeing refers to finding the strengths in both paradigms and mindfully bringing them together – drawing upon the deep understandings that each represents. When we employ two-eyed seeing, we very quickly realize that science alone is not going to save the natural world. Instead, a change of mindset must occur and the Indigenous way of seeing must simultaneously be employed so that people have a path to move forward on the planet together. The video describes the concept and provides the context of its introduction.

Two-Eyed Seeing – A Different Vision for Teaching Aboriginal Learners Science and Mathematics

This lecture, delivered by Dr. Michelle Hogue as part of the 2015 PUBlic Professor Series at the University of Lethbridge Alberta, further expands on the concept of two-eyed seeing and describes specific ways that it has been successfully applied to teach math and science to Aboriginal and non-Aboriginal learners at the secondary and post-secondary level. Dr. Hogue describes her own teaching and research as being “focused on the space between Aboriginal ways of knowing and learning and the white western education system . . . the space I call the liminal space” (3:52). She describes this space as a space of possibility rather than a gap. The concept of learning through performing is discussed at length, as are a variety of other multi-layered education opportunities that move through different performance, experiential and theoretical stages.

First Peoples’ Cultural Council

http://www.fpcc.ca/Default.aspx

This site provides a wealth of resources to assist in the revitalizations of First Peoples’ heritage, language and culture. For each of those areas, the website lists a number of valuable resources including maps, toolkits, events, programs. Of particular note is the FirstVoices Indigenous language archiving and teaching resource “that allows Indigenous communities to document their language for future generations”. Part of this program is the FirstVoices language tutor (an online interactive First voices language learning program). There are also links to specific language tutor mobile apps in a number of Indigenous languages as well as Aboriginal fonts that may be downloaded to your computer. While much of the content is geared towards Indigenous communities, there are also resources and information useful to classroom teachers.

Authentic First Peoples Resources (FNESC, FNSA. 2016)

http://www.fnesc.ca/wp/wp-content/uploads/2015/06/PUBLICATION-61502-updated-FNESC-Authentic-Resources-Guide-October-2016.pdf

This document provides background into the way resources dealing with Aboriginal content have, in the past, contained false information and inaccurate representations of the unique experiences and world views of Aboriginal peoples. It provides teachers with the rationale for using only authentic Aboriginal resources, as well as guidelines for recognizing for how to recognize those resources. As outlined on the site, authentic First Peoples texts are historical or contemporary texts that

Present authentic First Peoples voices (i.e., are created by First Peoples or through the substantial contributions of First Peoples)
Depict themes and issues that are important within First Peoples cultures (e.g., loss of identity and affirmation of identity, tradition, healing, role of family, importance of Elders, connection to the land, the nature and place of spirituality as an aspect of wisdom, the relationships between individual and community, the importance of oral tradition, the experience of colonization and decolonization)
Incorporate First Peoples story-telling techniques and features as applicable (e.g., circular structure, repetition, weaving in of spirituality, humour).

Allison’s Cyber Travelling Reflections Part 4

UN Convention
of the
Rights of the Child

This resource showcases the rights of the child developed by the United Nations Convention on the Rights of the Child. It is based on the Universal Declaration of Human Right that childhood is entitled to special care and assistance. This is just a snapshot of the 42 articles outlined in the PDF. The following children’s books also outline these articles in kid-friendly language:

I think this will be especially pertinent to touch on when dealing with the topic of Residential Schools and which rights they violated. Some children will be influenced by the wording in these rights, but many will be affected by the pictures detailed in these books.

Operation Street Angel
Ktunaxa Nation

Operation Street Angel is a local program in my area designed to assist those facing poverty. It follows the Ktunaxa Nation vision statement:

Strong, healthy citizens and communities, speaking our languages and celebrating who we are and our history in our ancestral homelands, working together, managing our lands and resources, within a self-sufficient, self-governing Nation.

It is important to be aware of local services available in our own communities. A colleague at my school has been making mittens out of recycled sweaters and her proceeds from selling these are going to the Street Angels. Our students are going to be involved in this project to help give back to our community and grow a connection to the services available.

In Our Own Words:
Bringing Authentic First Peoples Content to the K-3 Classroom

This resource was developed by the First Nations Education Steering Committee. With specific primary resources, units include All About Me, Gifts from the Earth, Stories of the Seasons, Our Animal Neighbours, The Spirit of Celebration, The Power of Stories, Making Our Ancestors Proud, and Stories from the Sky. This authentic resource with Aboriginal content also contains a link to a resource guide listing more authentic resources available on these topics. In addition, this resource contains contact information for teachers to connect with local Aboriginal contacts. There are many tips throughout this resource that will help guide teachers through the content while maintaining respect and authenticity.

Two Worlds Meet
Inquiry Project

This link is the link to resources I obtained from a conference I attended this weekend. This presentation was based on an inquiry project that the presenter engaged with her students and schools on Aboriginal topics. Their inquiry project included educating intermediate students using concepts of indigenous knowledge and history in BC’s new redesigned curriculum. Students were put into multi-age and multi-class groups of 5-6 students. Together they created a field notebook and engaged with material containing Aboriginal content. In this notebook students would record images, connections, feelings, and emotions to the content they were learning. Next, students developed deep questions and decided on an inquiry project of interest and meaningful to them. The end result of this project was a museum and community event in their gym with project information on display. I really connected to the format of this inquiry project and hope to try it out with my own students soon.

All About Explorers

This website was designed by teachers to educate students on authentic sources and research on the internet. The website design appears to be a legitimate place to find information about various explorers including Christopher Columbus, Samuel de Champlain, Jacques Cartier, John Cabot, and more. Selecting an explorer takes the viewer to a page of information. At first glance and scanning through much of the information appears to be accurate. However, open a closer read you will encounter some outlandish claims such as Samuel de Champlain founding the Quebecois nordique NHL and Christopher Columbus being fascinated by laptops and cell phones of the First Nations people he encountered. The purpose of this site is to show students how easily one can be misled with information on the internet. I think this will be important for me to use when doing any research projects with my students that includes online research.