Tag Archives: Canada

Promoting and protecting language through media, technology, and connected communities.

First Peoples’ Cultural Council

The First People’s Cultural Council is a BC Provincial Crown Corporation formed in 1990 and supported by the First Peoples’ Heritage, Language and Culture Act with a mandate to assist BC First Nations in their efforts ot revitalize their languages, arts, and cultures.

As my research is focussing on the use of technology for the preservation of language, I was interested to see this site outline First Nations’ language support across various funding categories, including: Mentorship-Apprentice, Language and Culture Camps, the BC Language Initiative, and the FirstVoices resource that I have mentioned in previous posts.

This site is a fulsome resource for many facets of language learning and language preservation including a Language Toolkit for communities wishing to develop language revitalization projects.

Status of Aboriginal Languages in Canada

This page is not so much a tremendous resource, as it is a great infographic (and who doesn’t love infographics) provided by a company called WinTranslation, which is an Ottawa-based for-profit translation service. Providing language translation is important for many reasons in the corporate, advertising, and communications world, and I was very pleased to see that this company provides peer-reviewed translation services into over 35 of Canada’s Aboriginal Languages.

Census 2016: The Aboriginal Languages of First Nations people, Métis and Inuit

This Statistics Canada webpage is a summary of information from the 2016 Canadian census and is current as of October 25, 2017. It contains a number of significant highlights including a growth of over 3% in the number of Aboriginal People who could speak an Aboriginal Language over the past decade. So much of what we read speaks of a decline in Aboriginal language use, and more concerning, the growth in the number of Aboriginal languages in Canada that are in danger of becoming extinct – in that light, this census data is encouraging.

The census data also points to young Aboriginal people learning their languages at a younger age, and an uptick in Aboriginal language instruction.

First Haida language film offers rare, powerful glimpse of Haida people

OK, perhaps this is veering off the web-based resource as well, but it is very connected to my research theme, and super relevant to the discussions in the course. I stumbled across this CBC – The National article (and then, as one does, many other articles on the same topic) this week, and was excited to see how film and technology are playing a role in preserving language and culture in this surprising project.

Creating a feature-length film in a language that only a few people speak is both a tremendous undertaking (who can learn and speak the language well enough to fill the roles?) and a significant financial investment. While the first is a logistical challenge, the second represents a pattern of hope in the restoration of traditional languages and can only mean good things to come.

Pathways to Technology – Interactive Map

Pathways to technology is a project aimed at bringing high-speed, reliable, and low-cost internet to First Nations. Recognizing that connectivity brings access to health care, education, employment, and economic growth, this project looks to remove some of these barriers for remote, and typically under-connected communities around BC.

The link (in the title) directs towards an interactive map of the 203 First Nations around BC, and displays their name and connection type. As an educator who visits these communities from time to time, this information is more than informative, it directs the kids of supports that we provide, and opens doors to different conversations.

Entry #11: The Cradleboard Teaching Project

(http://www.cradleboard.org/main.html)

This project is an initiative begun by Buffy Sainte-Marie through her Nihewan Foundation with the mission of providing an interactive learning experience for children to develop more authentic understanding of Native American culture and contributions to society. The Cradleboard website includes their own curriculum for different contexts of study, some of which are available free of charge and some of which require a subscription. The site includes links to multimedia resources for students and teachers, links to external websites organized by tribe (both Canadian and American), and a complementary project with chat rooms and discussion boards to help people connect. The overarching goal is to connect non-Aboriginal classrooms with authentic Aboriginal resources in order to address misconceptions and build a culture of understanding and appreciation.

Overcoming Barriers Starts with Funding and Education (Mod 2 Post 4)

Coming off my last post and in my search for financial support for Indigenous girls in post-secondary education, I came across an Indigenous-led registered charity called Indspire. In addition to it dispersing financial aid, it also provides an online resource for teachers with a variety of lesson plans, online webinars, in-class seminars and links to upcoming events.

In my research so far about the barriers facing Indigenous women in STEAM and tech-related fields, two trends are emerging- funding and teacher education. Funding is one way to support Indigenous students becoming successful in education, but another large indicator for success is the education of teachers and their knowledge and understanding of how to deliver curriculum and better help support Indigenous students. There are two upcoming conferences that will have Indigenous students and Indigenous educators sharing their experiences and practices of what works and providing teachers with some of this knowledge and understanding about Indigenous needs in education.

The first event is coming up this Oct 19th at Simon Fraser University where a panel of 3 Laureates (Dakota Brant- First Nations, Maatalii Okalik- Inuit, and Gabrielle Fayant- Metis), will “discuss issues such as being the first person in the family to go to university or being the only Indigenous student in the class, and how schools can better support Indigenous students.” Registration is still open.

Another upcoming conference is the 23rd Annual Aboriginal Education Conference “Renewing our Relationship” put on by the First Nations Education Steering Committee and happening in Vancouver Nov 30- Dec 1-2 at the Westin Bayshore. As stated on their website this conference will be:

“Showcasing innovative curriculum, inspiring people and excellent networking opportunities, the First Nations Education Steering Committee (FNESC) Annual Aboriginal Education Conference draws over 800 educators each year. Our conference theme, Renewing Our Relationship, will explore the role of education in reconciliation as part of the ongoing conversations about Canada’s 150th celebrations and planning for the future of First Nations education in British Columbia. This will include examining how we can work together to transform our relationships in order to advance quality First Nations education.

There are a variety of workshops to choose from and several keynote speakers, including one of the authors from our course readings- Dr. Jan Hare who is the Associate Dean for Indigenous Education (UBC).

Indigenous Girls and Technology (Mod 2 Post 2)

For our final research assignment, Kathryn, Sara and I have decided to look at the relationship of technology and STEAM learning and Indigenous girls. We were drawn to focus our research on girls because of the unique differences they have in learning compared to boys as well as the fact that Indigenous girls, already from a marginalized community, are even more vulnerable as they face gender bias and stereotypes in a male-dominated technology industry. In our research of current programs and initiatives in place, we found “Native Girls that Code” . The goals of this program are:

Build leadership of women and the capacity of women-led projects and organizations
Build the capacity of our youth to develop strong identities through Indigenous knowledge and stronger supports for their education
Advance the preservation and revitalization of traditional Native knowledge through environmental justice programming that focuses on following the original teachings of Mother Earth

This program has found a way to incorporate STEAM learning with place-based learning that connects the girls with the land around them.

The success of this program but shows the promise and capability of integration between Indigenous girls and technology and could pose as a model for other similar programs.

Entry #7: MediaSmarts

Mediasmarts. (2017). Common Portrayals of Aboriginal People. Retrieved October 12, 2017, from http://mediasmarts.ca/diversity-media/aboriginal-people/common-portrayals-aboriginal-people

This resource is intended to assist in the critical analysis of common portrayals of Aboriginal people in the media. With resources for parents and teachers, MediaSmarts aims to provide practical and user friendly tools to guide adults in helping youth navigate stereotypes and misconceptions. MediaSmarts contextualizes the issue before providing links to resources that can be used to address the challenge. Tipsheets, blog posts, and lesson plans are just a few of the resource types available to parents and teachers. This resource is useful for understanding how to explore issues such as misrepresentation with students in a way that recognizes the importance of critical thinking and the value of addressing the issues in a way that will allow people to move forward more progressively.

History in Names

First Nations have give so much to Canada. Without the guidance and charity of the First Nations the original explorers may not have survived. The video is just a fun way of reminding everyone that many landmarks, lakes and rivers had Aboriginal Name prior to the arrival of European Settlers. As Indigenous Leaders work to restore language, perhaps we will more of the original names.

Indigenous Peoples, Technology, and our Post-Secondary Institutions (Mod 1 Post 4 & 5)

With our recent class discussions on the cultural neutrality of technology and the difference of educational goals in our Indigenous communities, I realize there is strong evidence for and against Indigenous use of technology and the extent of its benefit. However, for the non-Indigenous community, I believe that technology been an invaluable tool to help increase awareness and understanding as well as helping to promote advocacy for Indigenous communities.

Many have a willingness to learn but not always the tools or resources at their disposal. Technology helps reduce boundaries by increasing our learning networks. One of these learning networks is the MOOC/EdX course run by Jan Hare through UBC on Reconciliation through Education. This free online course starts Oct 16, 2017 and covers the following program outcomes:

Explore personal and professional histories and assumptions in relationship to Indigenous peoples histories and worldviews
Deepen understanding and knowledge of colonial histories and current realities of Indigenous people
Engage with Indigenous worldviews and perspectives that contextualize and support your understanding of the theories and practices of Indigenous education
Develop strategies that contribute to the enhancement of Indigenous-settler relations in schools, organizations, and communities
Explore Indigenous worldviews and learning approaches for their application to the classroom or community learning setting
Engage in personal and professional discussions in an online environment with others committed to understanding and advancing reconciliation

Additionally, another post-secondary resource from UVic sees the revitalization of Aboriginal languages. Technology and western education has contributed to the diminishment of Aboriginal languages, but now it is also being used to revitalize the languages not only with the descendants of native tongue speakers but with the non-Indigenous community as well. While this course, unfortunately, is not free, it does offer courses that are face-to-face with Indigenous community members as well as career opportunities to work in and with various Indigenous communities upon completion of the course. The program outcomes are as follows:

Learn foundational knowledge and skills in linguistics that are needed to undertake language preservation and revitalization work.
Build knowledge and skills in language preservation and revitalization.
Develop your ability to analyze language preservation issues relevant across Indigenous cultures and specific to your own communities.
Enhance your capacity to develop responsive strategies and programs designed to preserve and revitalize Indigenous languages.
Earn a comprehensive and respected certificate.
Create a foundation for subsequent academic studies in related areas, such as education, cultural resource management and linguistics.

Teaching the Students (Mod 1 Post 2)

To play off Natalie’s post, I find that Wab Kinew’s videos are informative and popular with students. Like Natalie says, it’s important to get the right information and I try to find sources of information about Indigenous peoples BY Indigenous peoples. He is a great speaker and tackles issues like residential schools and First Nations stereotypes. He was also recently within the past 24 hours elected as the leader of the Manitoba New Democrat Party. There are a lot of great resources out there and not always time to get through them. Thats why I enjoy posting links to different videos found both by myself and other students for them to watch on their own time. I find it very rare that they ever just watch the one video but watch multiple videos connected with the original post. Technology is always a double edged sword. And in the same way one can get sucked into watching multiple cat fail videos, students can also get sucked into an issue or topic brought up in class using the same technology medium if we provide them the right guidance.

MODULE 3 WEBLOG

The following are resources (articles, videos, websites) on ideas and initiatives focused on Indigenous knowledge, learners and education:

Conestoga College. (2017, March 20). Indigenizing Post-Secondary Education [Video file].

This video explores the experiences of a few post-secondary Indigenous students, within their courses and on-campus supports. The students provide suggestions on going beyond a Euro-centric style of teaching and infusing Indigenous content and teaching methods into the education system, as well as ways to help build stronger relationships among Canadians.

Project of Heart. (n.d.). Project of Heart.

This is an “inquiry based, hands-on, collaborative, inter-generational activity” that helps students learn about the history of Aboriginal people in Canada, including the legacy of the residential school system. It is tailored to different grade levels, including post-secondary, but is not only tied to educational institutions: it can be used by anyone.

Province of BC. (2013, October 25). Changing Results for Young Readers: Laura Tait, First Peoples Principles of Learning [Video file].

This is a presentation by Laura Tait, an educator and administrator. She covers ideas such as Indigenous identity, pedagogy, reflective practice, relationships and understanding. Tait invites viewers to look at the world through an Indigenous lens. She shares some activities that teachers can use with their students and resources for their professional development.

Simon, J., Burton, K., Lockhart, E. (2014). Post-secondary distance education in a contemporary colonial context: Experiences of students in a rural First Nation in Canada. International Review of Research in Open and Distance Learning 15(1).

This article shares some of the challenges of and opportunities through post-secondary online/distance education in rural and remote First Nation (Indigenous) communities in Canada. The Elsipogtog First Nation community in Nova Scotia is profiled. Student experiences using videoconferencing technology are shared.

University of British Columbia. (2017, February 17). Learning from Story [Video file].

This video is part of a non-credit massive open online course (MOOC), “Reconciliation Through Indigenous Education,” which focuses on strategies, teaching examples and resources supporting teaching and learning of Indigenous ways of knowing. The video focuses on the use of Indigenous storytelling and the benefits of utilizing it as a teaching strategy.

MODULE 2 WEBLOG

The following are resources on research and initiatives that include a focus on Indigenous learners and higher (post-secondary) education, including an experiential activity that can be used as a teaching tool:

Ball, J. (2007). Indigenous learners online: The future isn’t what it used to be! Presented at 4th International Conference on Indigenous Education.

This publication is dated, but still relevant to my research interests in post-secondary education, online learning and Indigenous learners. The author (one of the researchers in UVic’s Early Childhood Development Intercultural Partnerships mentioned below) addresses the need for online learning technologies and innovative instructional design to support Indigenous post-secondary education.

KAIROS Canada. (n.d.). KAIROS Blanket Exercise.

The Blanket Exercise is a “teaching tool to share the historic and contemporary relationship between Indigenous and non-Indigenous peoples in Canada.” This site has a video and more information about incorporating this exercise into your teaching. The facilitated exercise (taught as a workshop) typically ends with a debrief via a talking circle.

University of Victoria. (n.d.). Early Childhood Development Intercultural Partnerships.

This University of Victoria (UVic)-associated program of community-university research related to early childhood development in Canada and globally provides links to their research projects and publications (including presentations and media resources), some of which are Indigenous focused. You’ll also find links to external resources with an Indigenous focus, e.g., child and youth care organizations, programs at the University of Victoria, etc.

University of Victoria School of Child and Youth Care. (n.d.). Indigenous Initiatives.

This webpage highlights courses, programs and specialization streams related to child and youth care practice in Indigenous contexts. Additional resources at the University of Victoria are also highlighted, including a link to all programs (undergraduate and graduate level) with Indigenous content, some of which are delivered via distance/online.

Walton, P., & Byrne, R. (2014). Developing an online survey to identify learning preferences of Indigenous online learners. Proceedings of MAC-EeL 2014: International Academic Conference on Education and E-learning.

This is an article about a survey identifying the learning preferences of Indigenous online learners. The authors, from Thomas Rivers University, presented their findings at the International Academic Conference on Education and E-learning in Prague (unfortunately, I’ve been unable to locate further information on this).