Tag Archives: Digital storytelling

The need for supporting Indigenous students from the top down and the ground up. (Mod 4- Post 1-5)

Watching the interview with Tim Michel sparked my ideas for discussion for Web Blog Module 4 because the connections he made about the lack of understanding and foresight surrounding Indigenous post-secondary education connects with the area of my group’s research about Indigenous students in STEM/STEAM education and careers. Michel mentions that a career fair, he witnessed universities continually asking prospective students to sign up to their mailing lists.  He realized after discussion with many of the Aboriginal students that about 40% didn’t have an email, couldn’t access e-mail, or didn’t have access to a computer at home. It seems there is still quite a disconnect between post-secondary education and our indigenous communities.  We can commend many Canadian universities for reducing barriers Indigenous students face, one of which is financial, by providing substantial scholarships and bursaries to help financially support Indigenous students.  Moreover, the government of Canada “To ensure that First Nation and Inuit students have the same opportunities for success as other Canadian students… …will increase funding to the Post-Secondary Student Support Program by $90 million over two years, beginning in 2017–18.”  This is in addition to “[t]he current budget for the Post-secondary Student Support Program is $340 million which supports approximately 23, 000 First Nation and Inuit Students.”

For more details click here

However, the focus on providing financial means is a bit like putting the cart before the horse if we are unable to support Indigenous youth completing high school with the checklist of requirements, or even at all.

The Canadian labour market is critically understaffed in many technological fields.  So much so, that many fortune 500 companies are hiring students before they even graduate and starting them with a six-figure income.  Yet despite this, universities are finding lower enrollments in STEM/STEAM courses like computer science. (CBC News)

In an article by Ellie Bothwell from Times Higher Education, she discusses how Canadian Universities can bring more Indigenous Peoples and knowledge. In her article, she notes that “Aboriginal people are the fastest-growing demographic in Canada. More than 1.6 million people – or 4.9 percent of the country’s total population – self-identify as indigenous, according to the 2016 National Household Survey, representing a 42.5 per cent increase since 2006.”

Universities need Indigenous peoples. To help fill out a workforce in STEM/STEAM careers is just one of the many reasons why.  But not enough is being done prepare and provide skills for Indigenous students.  A report by Randstad looks at Canada’s technical shortage and addresses the need to expand the talent pool to more individuals.  Randstad notes: “Statistics for STEM skills among Aboriginal people are even more discouraging. In 2013, 10 percent of the total working-age population of Aboriginals had a university degree compared with 26 percent of the non-Aboriginal population. Making up 3.7 percent of the adult population, only 2.6 percent of people with a post-secondary degree are Aboriginal. Clearly doing more to promote the study of STEM-related disciplines among the Aboriginal population is necessary. As the study points out, the inclusion of people with diverse perspectives, experiences, and ideas creates a wider talent pool with deeper assets. ” (p. 5).

What we can see in statistics is reiterated in the academic research and literature and that is the need to couple Indigenous knowledge with 21st-century learning in order to increase the success rate of Aboriginal learners. As Munroe, Borden, Orr, Toney, and Meader (2013) write that it’s essential “to ensure that Aboriginal children maintain their cultural identity while achieving their formal education” and  “that schools that respect and support a child’s culture and language demonstrate significantly better outcomes for students” (p. 319).

Click the following articles for more on culturally response education.

Munroe, Elizabeth Ann; Lisa Borden,; Anne Orr,; Denise Toney,; Jane Meader,. “Decolonizing Aboriginal Education in the 21st Century.” McGill Journal of Education (Online). McGill Journal of Education. 2013.

Nicol, C., Archibald, J., & Baker, J. (2013). Designing a model of culturally responsive mathematics education: Place, relationships and storywork. Mathematics Education Research Journal (Springer), 25, 73-89.

That’s why programs like ANCESTOR (AboriginNal Computer Education through STORytelling) are not only successful but essential.  Students at LÁU,WELNEW Tribal School in Brentwood Bay have animate stories that hold meaning to them and in return, produce outstanding results. As their teacher notes: “Translating arm and arrow movement into animation involved an incredible level of problem-solving and I’ve seen it spill into other parts of his education such as improvement in math. He has turned into the classroom problem-solver,”. For more information on the ANCESTOR project, review the link below.

Weston M., Biin D. (2015) The Ancestor Project: Aboriginal Computer Education Through Storytelling. In: Isaías P., Spector J., Ifenthaler D., Sampson D. (eds) E-Learning Systems, Environments and Approaches. Springer, Cham

 

 

Module 3 Post 5 (Jarrett Martineau)

Jarrett Martineau is a digital media artist, and academic whose work is focused on the relationships and interconnectedness of digital media, storytelling and social movements. His academic work focuses on how media can inform political resistance and action.

Though Jarrett’s work is extensive and includes very diverse content, I have posted a few notable projects below.

Reclaimed

A CBC radio podcast that explores how Indigenous artists are reclaiming culture through music.

Revolutions Per Minute

A record label focusing on supporting the promotion and distribution on Indigenous music throughout Turtle Island. In addition to co-founding this label, Jarrett has also helped to distribute RPM’s music through their own streaming platform.

Decolonizing Media

Is a media producer, blog and apparel company that focuses on supporting community resistance through the reclamation of settler imagery. The goal of this organization is to challenge the false identities of Indigenous through remix culture.

 

Module 3: Digital storytelling among Inuit youth

One of the things that struck me from our readings in this module was the fight to include the “s” in Indigenous peoples. It seems so simple, but reading this made me realize that I have probably viewed Indigenous peoples as if they all had the same cultures and values. Since being made aware of this, it’s also made me realize that perhaps focusing on a specific group of Indigenous peoples would be better suited for the final project (as opposed to being general and missing the mark by lumping different cultural groups together as if they had the same values and culture). With that in mind, and after watching the Alluriarniq documentary, Stepping Forward, I’ve decided to focus on how Inuit youth are using digital storytelling to post about their lives, connect with others, and question/confront stereotypes.

1.  Uploading selves: Inuit digital storytelling on YouTube 

This article focuses on how Inuit youth use video-sharing sites and online spaces to post excerpts from their lives and connect with others. It looks into how Internet technology allows narrators to post expressions of Inuit self-hood that are self-produced. It puts forward the idea that by narrating their lives, Inuit youth are giving meaning to their experiences and through this, gaining a sense of control and agency over their world.

2. My Inuit Culture

This video was created by Dina Wolfrey and is about her ties to Inuit culture. She discusses the death of her grandmother, and how in losing her, she lost her grandmother, teacher, and the last way to speak her Inuit language. She says today she is still “keeping her voice heard” by doing things that are a part of Inuit culture.

3. Inuit story telling with Michael Kasugak

Michael Kusugak tells a story from his youth about travelling with his family and the stories his grandmother would tell him.

4. Youth-led participatory video as a strategy to enhance Inuit youth adaptive capacities for dealing with climate change

While not directly relating to exposing stereotypes, I was very interested to come across this article which discusses the climate and environmental changes experienced in the north of Canada that are having huge impacts on the lives of Inuit, and could have devastating consequences for the Inuit youth population. It called to mind the video we watched this past week, March Point, which also used youth voices to ensure representation and sustainable adaptation strategies. It also discussed the negative stereotypes of small, remote, northern communities and how youth-led participatory videos can share experiences of living in the northern communities and share their experience of living in the community, and the pride they have in their community.

5. Storytelling in a digital age: digital storytelling as an emerging narrative method for preserving and promoting Indigenous oral wisdom

This article describes a case study that demonstrates how an indigenous community used digital storytelling to engage community members, celebrate stories and lived experiences, and address issues such as colonization and climate change in northern communities.

Solutions for Aboriginal Education or Aboriginal Education AS the solution? (Mod 3, Post 1-5)

It seems that these past few weeks discussions, as well as my research, has been setting me towards similar paths in searching for solutions to help promote Indigenous learning in education.  While student choice over content and project delivery have always increased engagement, I’ve come to realize how projects that provide a real voice and personal narrative are particularly important to Indigenous students.  Moreover, although the content might not fit neatly within the confines of western learning outcomes, with vision, resources, and risk tasking (both on the part of teachers/facilitators and students) new programs can take flight like N’We Jinan and could contribute towards school credits and ultimately student/youth success.

But as I was researching for solutions to education barriers I was also frequently reminded of the successes many Indigenous youths have enjoyed. Too often the media is used to only highlight the issues and problems facing indigenous communities, but rarely highlights the remarkable and impactful ways these youths are empowering themselves and/or their communities.  From Ashley Callingball who was the first Canadian and first First Nations to win Miss Universe, to musical talents such as Tanya Tagag and Leonard Sumner, to activists like Tracie Leost.

The average Canadian impression of Indigenous communities in crisis is not limited to youth, but for most Canadians, expands outward to all of Canada’s Indigenous peoples.  This perspective needs to shift, and quickly, in order to accommodate the change that is coming with regards to “…Canada’s indigenous people’s involvement in the economic growth of this country; the initiatives they have under way for preparing the large numbers of indigenous youth poised to enter Canada’s labour force; or even the names of two or three aboriginal organizations achieving remarkable success with their enterprises.” (Calliou, 2012).

In addition, “By 2020, there is estimated to be a shortfall of one million workers in Canada, mostly in high skilled and knowledge-oriented occupations” and “In Canada, the Aboriginal population is the fastest growing demographic in Canada. It’s growing at roughly twice the annual rate of the general population. In the next 15 years, more than 400,000 Aboriginal young people will reach labour-market age” (Charleyboy, 2017).

Image result for 2020 aboriginal youth in workforce canadaImage result for stats can Community well-being scores, 1981–2011

Source: Indigenous and Northern Affairs Canada – 2017–18 Departmental Plan

So unbeknownst to many Canadians, improving the Community well-being of Inuit and First Nations and repairing the western education system to be more inclusive to Indigenous learners is not solely for their benefit alone, but also selfishly for Canadians as well if they wish to keep Prime Minister Justin Trudeaus’ trend of a successful and prosperous Canadian economy.

 

References

Calliou, B. (2012, October 15). Let’s hear more indigenous success stories. Retrieved October 30, 2017, from https://www.theglobeandmail.com/opinion/lets-hear-more-indigenous-success-stories/article4610389/?arc404=true

Charleyboy, L. (2017, October 11). The Problem with Aboriginal Education in Canada and what you can do about it. Retrieved October 30, 2017, from https://www.jobpostings.ca/career-guides/aboriginal/problem-aboriginal-education-canada-and-what-you-can-do-about-it

From music to helping others Indigenous youth take the lead. (2017, June 09). Retrieved October 30, 2017, from http://www.cbc.ca/radio/unreserved/from-music-to-helping-others-indigenous-youth-take-the-lead-1.4152032

Indigenous and Northern Affairs Canada – 2017–18 Departmental Plan. (2017, March 09). Retrieved October 30, 2017, from http://www.aadnc-aandc.gc.ca/eng/1483561566667/1483561606216

Morin, B. (2016, January 14). 16 Indigenous movers and shakers to watch in 2016. Retrieved October 30, 2017, from http://aptnnews.ca/2016/01/14/16-indigenous-movers-and-shakers-to-watch-in-2016/

Module 2 posts

Toward an Indigenous Feminine Animation Aesthetic

While not discussing digital storytelling, this article does articulate many of the themes I’m interested in exploring in my final project: raising political consciousness of Indigenous rights, drawing attention to how mainstream media works to “naturalize” imperialism, and the digital realm as a dynamic communication network that bolsters tribal political, cultural, and spiritual sovereignty.

Indigenous Digital Storytelling in Video: Witnessing with Alma Desjarlais

This article discusses how Indigenous digital storytelling in video tells the story of what has happened and is happening in the lives and work of Indigenous peoples. Alma Desjarlais is an Indigenous Elder who shares her stories to help people understand the histories and strength of Indigenous peoples.

Grandmothers of the Metis Nation

The above link shows the trailer for the film, Grandmothers of the Metis Nation. The film shares stories of Metis grandmothers to demonstrate the roles and responsibilities of Metis women in the past and today. One of the grandmothers is Alma Desjarlais (from the article above), who explains the roles of grandmothers as educators and healers in their communities.

Narrating Aboriginality On-Line: Digital Storytelling, Identity and Healing

Healing the wounds of “colonial contagion” is a process that’s articulated through the spoken and written words of Aboriginal writers. Indigenous digital stories present counter-narratives to the Canadian settler state to give voices to otherwise silences experiences of the effects of colonization.It focuses on therapeutic possibilities of digital storytelling and warns of limiting the healing potential to simply matters of cultural assertion. It also discusses the limits of digital storytelling and how some individuals and communities may not have the resources to participate in digital storytelling.

Media Portrayals of Missing and Murdered Aboriginal Women

This article summarizes the differences in Canadian local press coverage of missing or murdered Aboriginal women and white women. It discusses stereotypes that make Aboriginal victims less likely to be covered in news stories and the idea that victims are divided into stereotypes of “pure” women who are newsworthy victims and fallen women who are not (aka “missing White woman syndrome”).

Oral Histories Confirmed with Archeological Find

Indigenous communities are working to insure that their oral histories are not lost for ever as elders pass away.  They are documenting language, stories, knowledge much of it online or in electronic form.  Business Insider Australia posted an article noting how an archeological find on Triquet Island on British Columbia’s Central Coast only further supports the oral histories of the Heiltsuk Nation.  The Heiltsuk Nation has shared the story of how their ancestors were able to survive the Ice Age by fleeing to a safe coastal area of Canada.  Remarkably these stories remain accurate for thousands of years, the archeological site is believed to be over 13,800 years old (older then the Egyptian Pyramids).

Oral histories have not been as accepted by mainstream society as written history.  In 1997 with the Supreme Court ruling in the Delgamuukw Land Titles case mainstream society was forced to look at the accuracy and legitimacy of Oral History.  At the same time it seems that Indigenous Peoples have to defend Oral History more then the written word.

A site that connected oral history to archeological evidence would be very interesting?  Would it be useful?  To who?

Garfield, L. (2017, September 6). Retrieved from https://www.businessinsider.com.au/ancient-canadian-village-older-than-pyramids-2017-9

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.

Module 1 Weblog: Josh Campbell

Technology is NOT Culturally Neutral

I came across this page, perhaps obviously, in the exploration of our first discussion question.  While its conclusion is made clear in its title, and I didn’t whole-heartedly agree with the author’s thesis, the inclusion of Neil Postman’s thoughts, (““we rarely talk about television, only about what is on television—that is, about its content.”) caught my attention, and gave cause for thought.  

I find myself doing just as Postman suggests, in that I often look at the content of digital media and the internet, as opposed to the existence of it, when analyzing its use and effects on culture and education.

 

Oral to Digital Storytelling in the Haida-Gwaii

This page (and video) outlines one of the initiatives in School District #50, Haida Gwaii.  For this project, the teacher identified the following goals:

  • to explore the possibilities of the iPad as a tool for language development.
  • To become more comfortable with using various apps for story creation.
  • For students to understand that technology is a tool for learning and not just a device for entertainment.
  • To support Haida language development, cultural learning and social emotional learning.
    To Increase their engagement and connections to the Haida culture in an engaging and meaningful way.
  • To collaborate with the Elders to preserve and revitalize their language using 21st century learning tools.

To this end, SET-BC was able to support the classroom team with various technologies and training.

Disclosure:  While I work for SET-BC, this wasn’t my initiative, rather was headed by a colleague who put this resource together.

 

Place-Based Learning in Aboriginal Communities

This 10-minute YouTube video has Suzanne Stewart, a member of the Yellowknife Dene First Nation, and Associate Professor of Indigenous Healing in Counselling Psychology, OISE, discussing the concept, philosophy and practice of Place-Based Learning, specifically in Aboriginal Communities.

In her interview, Suzanne outlines that Place-Based Learning is not only about the geographical context of learning, but also the “socio, political, and cultural position of the student and their family.”

 

First Nations Technology Council

The First Nations Technology Council is a BC-Based, unfunded organization that seems to bridge government, industry, academia and First Nations communities.  It does to across four distinct areas: Digital Skills Development, Connectivity, Information Management, and Technical Support & Services.

Bringing connectivity to remote communities is a major issue in British Columbia, but failure to do so creates an chasm of economic potential.  Part of this council’s

This Technology Council, based out of British Columbia plans to educate community members about the importance of digital and connected technologies in hopes to ensure Indigenous collaboration and involvement in the growing technological sector. Their goals are structures around 4 themes: digital skills development, connectivity, information management, and technical services and support.

 

BC Ministry of Education: Aboriginal Education Teaching Tools and Resources

This website includes a number of valuable resources when it comes to bringing context and meaning to Aboriginal Education in BC.  

Of particular interest:

In the larger context, these resources are a part of the Aboriginal Education Enhancement Agreements put in place through the acknowledgement that, “Historically, British Columbia schools have not been successful in ensuring that Aboriginal students receive a quality education, one that allows these students to succeed in the larger provincial economy while maintaining ties to their culture.”

Dana’s Contributions to Module 1

From CBC: Sachs Harbour, N.W.T., teen pens song about uncle’s death, garners thousands of views online

This story, published on September 16, 2017, came to my attention from my Facebook feed. Two years ago, a colleague of many years, left Victoria to take a teaching position in Inuvik, Northwest Territories.  Jasmine has been Michelle’s student for the last two years.  Because the community that Jasmine is from is so remote (Sachs Harbour in Inuvialuit Territory), she stays with a host family in Inuvik while attending high school. At the time of the recording, Jasmine was part of a program that takes part on a ship that sails through the Arctic in the summer, visiting communities and taking part in cultural communities along the way. Apparently, a student from my school, Esquimalt High, recently took part in this program as it is open to any student that applies, who falls within the age restriction. Until the song went “viral”, Michelle did not even know that Jasmine was a singer-songwriter! Another layer to Jasmine’s viral social media experience, is her mother’s story of attending residential school. Sending her daughter away to school, however, was not an option for her.

 

From CBC: ‘A punch in the gut’: Mother slams B.C. high school exercise connecting Indigenous women to ‘squaw’

This story was published September 18, 2017. A Grade 9 teacher, using the Teacher’s Guide, distributed worksheets to their students that had students associate racist nomenclature with the person of origin. Apparently, the motivation was to teach students what the ubiquitous terminology of the day was, however, as the mother astutely points out, the workbook is void of context, and fails to educate students about relevant information regarding the Indian Act and the reserve system, amongst other knowledge. Turning to Michael’s essay from this week; “ Educators must help students conceptually focus the mirror rather than a magnifying glass at native people.” (p. 499) This workbook perfectly exemplifies the magnifying glass approach.  What also should be pointed out, is that the teacher in question, was likely trying to incorporate the new K-9 BC curriculum that has attempted to bring Indigenous knowledge into every course. As a BC teacher, I can say with certainty, that there has not been enough (any?) professional development to facilitate this change so that BCTF members can actually teach Indigenous knowledge with confidence.  I am grateful that I am taking ETEC 521 so that I can hopefully avoid making one of my students or their parents feel link I have “punched them in the gut.”  Most teachers will not be paying $1600, however, in order to take such meaningful Pro-D.  Moreover, I wonder how many teachers will simply side step this portion of the curriculum in fear of making a mistake?  <Segway to next article…>

Marker, Michael, “After the Makah Whale Hunt: Indigenous Knowledge and Limits to Multicultural Discourse”, Urban Education, Vol. 41(5), 2006, 482-505.

 

From CBC: Teachers lack confidence to talk about residential schools, study says

This story was published August 20, 2017. Yes. This is me.  Or rather, this was me. I feel fortunate to work at a school that devotes a portion of our Pro-D time, every year, to Indigenous education and the well-being of our Indigenous students.  But still, I do not feel like I know enough to say too much in class. With the Truth and Reconciliation Commission being part of mainstream media, combined with some incredibly meaningful Pro-D, I have begun to say more, however. On Orange Shirt Day 2016, I gave my first talk to my homeroom class about the significance of the day— how could I not? I felt like I had finally broken through my self-imposed, block of ice. It is now three weeks into ETEC 521, and I feel more equipped to say what needs to be said, when it needs to be said. I am looking forward to learning more, however, as I know there is much more knowledge to come!

This is Just Us: A Digital Media Documentary

At my high school, we run a course called First Peoples English, in which any student may elect to take this course, in lieu of regular English.  Recently, students created the documentary, “This is Just Us.” For whatever reason, I only just learned of this documentary this week (it is amazing what you can find on your school’s website!). It is a bit of a commitment to watch, however, should you have 38 minutes to spare, you will not regret it.  In the documentary, Indigenous and non-Indigenous students are interviewed. As well, a local Elder, one of our school’s Aboriginal Educational Assistants and the teacher of the course are all interviewed. Topics that are touched on include: Why Digital Media? What is self-esteem? Who are you thankful for? … and more! I was blown away with the students’ candidness, honesty, bravery and wisdom in their responses. The Elder speaks of running away from his residential school, seeking refuge in Washington.  This really drove home the reading of “Borders and the Borderless Coast Salish” from last week. As opposed to the educator who ran into trouble when they attempted to “teach” Indigenous knowledge using an inappropriate “magnifying glass”, Ms. Dunn helped her students “conceptually focus the mirror”, with this project. The project would not have been a success without the partnership with Dano, an actor and director from Tsawout First Nation. Dano came in once a week for a couple of months, and after getting to know the students, he decided that the common thread was how self-esteem affects individuals, families and communities.

Indigenous Leaders on How to Celebrate National Aboriginal Day

This page was published on June 20, 2017, on the University of Toronto’s website. It interviews a variety of Indigenous Leaders (a student, an Elder, and the former National Chief, amongst others), who share how they plan to celebrate June 21 and what any Canadian could also do to recognize this day. I would like to specifically highlight one piece from this page, that addresses the Canada 150 celebrations. This summer, there was a heap of dialogue concerning whether we should be celebrating 150 years of colonialism. Many people I know chose to boycott all July 1 celebrations, and they were not afraid to make it known to all who would listen. Reading this piece, you will find Phil Fontaine’s (albeit brief) take on Canada 150. I don’t think everyone shares his perspective, however, it does exemplify the power of the “positive re-frame”.  That is, when a situation is not ideal or seemingly “good”, by changing our perspective a few degrees, we can sometimes see opportunity past the darkness.

Pacific People’s Partnership

PPP is a non-profit organization that promotes sustainability, peace, social justice and community development for Indigenous peoples from the Lekwungen territory in coastal BC and South Pacific Indigenous peoples.  I chose this site because I was able to attend a recent event at the BC Legislature on September 16, 2017, The One Wave Gathering.  Five local Indigenous youth won a contest that resulted in their work being displayed on the front of four longhouses that were temporarily erected on the Legislature. The fifth artist’s work was made into a dance screen, as the judges were not able to let his work go unnoticed. Both the Songhees and Esquimalt Nation chief’s spoke at the opening ceremony. Chief Andy Thomas described the history of the land that we were meeting on, and how his Great-Great Grandparents were forced to move their village from Victoria’s Inner Harbour to the Esquimalt Harbour. I was particularly moved by the stories of the young artists and I truly felt the sense of proudness that they had of themselves and that their community had for them.  That proudness wrapped itself around everyone in attendance.  I will put a couple of my pictures on this blog, however, feel free to check out the Instagram hashtag, #onewavegathering to see other pictures and videos.

 

Web Travel Stops in Module 1

Weblog for Module 1

Indigital Storytelling

This Australian company has created an augmented reality storytelling platform that brings cultural stories, art, place and objects to life through animation. It describes itself as being like “Pokemon Go but for Indigenous knowledge systems.” When pointed at pre programmed objects (card set, or tshirt), it comes to life and tells its story. This app began on Kickstarter in May and was funded in June. The woman that started the company is of indigenous heritage and employed cultural leaders to assist in the development of the app. The app works anywhere in the world, the internet is not a requirement and at the request of the Senior Traditional Owners the AR experiences are placed based only.

https://www.indigital.net.au/

 

Reel Injun

This film is a well researched look at how the media has influenced the perception of aboriginal people, starting from one of the first films made, to the western genre and beyond by a Canadian Cree filmmaker. It looks through the decades of the 20th century at social justice issues and what the impact of the media had on the issues, outcomes and the perceptions by North Americans, such as Wounded Knee. In the early 70s Marlon Brando sent Sacheen Littlefeather in his place to the Academy Awards. When he won for The Godfather she declined on his behalf, citing the treatment of aboriginal people in American films and television, as well as the events at Wounded Knee. There is a phenomenal cast, with interviews with people directly involved with film making, all with great stories. This film is very watchable and in my experience, students really enjoy it as well. https://www.nfb.ca/film/reel_injun/trailer/reel_injun_trailer/

 

Native Princesses

This series on APTN discusses the idea of beauty in Aboriginal cultures and the effect mainstream media has on how indigenous people see themselves. In one episode indigenous actors discuss how difficult it can be to get roles in television and film. One woman speaks about how she doesn’t look ‘native enough’ and even other Aboriginal people comment on her appearance as not being ‘really native’. It also has episodes on cultural appropriation; FNMI fashion designers and missing and murdered indigenous women. One episode about the frequency girls that girls are taken from reserves under the guise of modelling and sold into sex trafficking is particularly disturbing. It brings to light issues that are not discussed openly in mainstream culture, but should be.

http://nativeprincesses.ca/en/about

 

Schooling the World

This film questions the need for all children to attend school, a western approach to ‘modernizing’ cultures around the world. It discusses the detriment that western education has brought to cultures, while trying to “pull people into dependence on the modern centralized economy”. It is a fascinating film that will no doubt cause teachers in particular to rethink their views on the purpose of education.

http://www.filmsforaction.org/watch/schooling-the-world-2010/

 

Uncontacted Tribes: The Last Free People on Earth

In 2010 a photo was taken of a man and children in Brazil. It is thought to be one of the last uncontacted tribes on earth. The response to that photo was incredible, with calls for protecting the people and their land. Times has certainly changed when the general public in the western world would have seen a photo like that and thought it was their duty to ‘civilize’ and bring technology to the tribe. This article discusses the choice that uncontacted tribes have made to remain uncontacted. A different way of life is not backwards, or inferior and the rest of the world should respect that.

https://voices.nationalgeographic.org/2011/04/01/uncontacted-tribes-the-last-free-people-on-earth/