Tag Archives: history

Module 3- Post 5- Equality for All

The more I learn about the history of First Nations in Canada and the continuing inequality of present day education, the more I realize the responsibility we all have as educators in breaking the cycle. I am amazed by the number of ignorant people who don’t seem to understand or care about the reasons why so many First nations students are struggling in today’s system. However, it is heartening to learn about the people who do care and the programs that are in place in order to make a difference to future generations.

Here are some resources that I have recently come across that I think are useful to learn more about Canadian History and it’s continuing effects on First Nations Peoples today.

The following video that looks like it was published by a student at Nicola Valley Institute of Technology (The Home of Aboriginal Post- Secondary Education in BC) provides statistics about the differences in education rates and employment between Aboriginals and Non- Aboriginals.

It’s Not an Opinion, It’s a Fact: Aboriginal Education in Canada

In the article found in University of Regina’s Degrees Magazine. James Daschuk talks about the book he has written titled, Clearing the Plains about the damage done by the Canadian Government during the time of John A Macdonald’s national dream.

Daschuk, James. Clearing the Plains (pages 39-40). Degrees, The University of Regina Magazine, Volume 26, no.2, fall/winter 2015. retrieved July 12th, 2015. http://www.uregina.ca/external/communications/assets/docs/pdf/degrees-magazine/dm-fw2014.pdf

In this recent video; Trudeau, Mulcair blast Harper’s record on First Nations issues  (July 8th, 2015) both NDP and LIberal Candidates promise more for Aboriginal Communities than has been delivered by Stephen Harper’s Conservative Govt. Time will tell.




module 2 post 1

Module 2 post 1

Keywords: Penan,  Dusun, Murut, History,Indegnous, links, issues


This site provides a brief history of the Indegenous tribes of Brunei as well as a short history of their interactions with one another and the government. The government language policy and legislation puts great stress on tribal people such as the Penan to give up their spiritual way of life and convert to Islam through incentives such as housing and fresh water.



Module 1 Post 3 – Makah Tribe


The Makah tribe of Neah Bay, Washington, houses information regarding their tribal history, practices, diet, and influences by European settlers. They also offer information regarding their whaling practices as well as activities, attractions, and businesses offered in the area. Of particular interest is the Makah Days Fair held at the end of August that allows members new and old to reunite and celebrate their culture.

Link: http://makah.com/

Module 1.1 – The Impact of Digital Technologies on Indigenous Peoples

While I was reading the first article for Module 1, I got to thinking a bit more about the impact of  digital technologies on indigenous traditions.  I wanted to read more about beliefs and conventions surrounding how and when technologies, such as video (YouTube, Vimeo) or audio recordings (podcasts, terrestrial radio) are considered suitable for cultural and educational knowledge transmission.

As a result I came across EcoLiterateLaw’s page, which focuses on globalization and the transformation of cultures and humanity.  There the author discusses the uses and impacts of technologies and technology tools (as mentioned above) as they can be seen to benefit indigenous communities, primarily by fueling self-determination and self-identification, and by allowing for information and knowledge sharing online.  Furthermore, there is some suggested benefit to having the ability to participate in knowledge exchange through online chat or forum groups, that allow indigenous groups to meet and learn from other, more disparate groups, in ways that were previously unavailable.

In spite of all these highlighted potential benefits, the article comes to discuss the negative connotations of indigenous participation online,

…because colonizers are the ones with the resources to be in control of this information, the Internet, for the most part, is only a modern tool for further colonization.  And, there is always the risk that others, who have no stake in Indigenous peoples integrity or survival, will circulate stories, histories, cultures, and traditions devoid of respect for the principles underlying the veracity of those principles.  Although there may be reason to believe otherwise, history has shown that the stories of “[I]ndigenous peoples worldwide . . . have been told and manipulated by others, only to be reduced to fantasy, novelty, myth, and untruth. [Indigenous] knowledge was validated, discarded, or modified to suit a strategy of colonization, conquering both geography and knowledge systems.”

I found this quite enlightening and made me think of the concept of concealed identities online in a different light.

Module 1.6 – Bison Spirit Land

As I am reading Michael Marker’s (2006) After The Makah Whale Hunt, I am thinking about the community I used to work in in Calgary.  My colleagues and I began to research the land our new school was being built on.  We were close to Nose Creek Park were bison roamed freely and Native groups lived.  We wanted our students to know about the history of the land our new school was being built on and so we started inquiring about it.  I came across this site today which beautifully shares Aboriginal Culture and History in Calgary Parks.



Module 1.1 – TulipTV – First Nations Art

Chief Rande Cook and Chief Mike Willie of the Kwakwaka’wakw are passionate about teaching others about the history, language and culture of their tribe.  Rande is an artist and in this interview he shares a Totem pole he created for a museum in the Netherlands to tell his story.  He speaks about his process and what it meant to him.  Willie highlights that his art is language and singing and shares his story of learning his language, which was lost at a young age, and how he is now teaching his language at an elementary school.