Tag Archives: Indigenous Education

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

 

 

Weblog 3 – Kenny Jamieson

Mi’gmaq Language Resources

http://migmaq.org/

This first resource is a collection of language resources for the Mi’gmaq language.  What is interesting about this web resource is it is one that utilizes a variety of different tools for teaching the language.  This is one of the more comprehensive resources that I have discovered so far.  The Learning Mi’gmaq online portion of the resource is extremely detailed and set up in such a way that it can be used both by individuals and as a classroom support tool.  The learning portion of the site also provides descriptions of how to say words and situations that they would be used in.  Each section has an audio portion so that people can pick up on the intricacies of the words and phrases being learned.  In addition to this main resource, the web page also has a quizlet section, a wiki page, a blog, a dictionary and links to both the Facebook and Twitter pages for the group.

Tusaalanga – Learn the Inuit Language

http://www.tusaalanga.ca/splash

This is a second teaching a language based resource that can be used as a comparison to the first.  This resource is again quite comprehensive as a tool and collection of words and phrases from the Inuit language.  This website is also set up to allow individuals to progress through at their own pace and to benefit from hearing how words and phrases are said.  The lesson structure for this site is not quite as user friendly as the first tool, but it is set up in a sensible order.  Much like the first resource, the feel of this tool is that it was designed after traditional second or additional language courses.  It chooses to focus on words and phrases that people may think are important to know when attempting to learn a language.  These first two resources also create an opportunity to ensure that their particular language is preserved and that learning it is made accessible to people who may live outside of the respective community.

First Peoples Principles of Learning

https://firstpeoplesprinciplesoflearning.wordpress.com/

The third resource that I wanted to include this week can be used for many different purposes.  I chose to explore it from the standpoint of evaluating the first two resources and seeing how well they fit in with the First People’s principles of learning philosophy.  As many web based language tools are likely being used by individuals and not in a face-to-face or group setting, it is important to evaluate if those tools are causing users to miss out on the important cultural aspect of language.  Within this blog, the piece that I found related the most to my topic is the section that focuses on connectedness and sense of place.  This section talks about how learning is a social process that benefits from the support of family and community.  It can be helpful to critically evaluate the various online language learning tools that are available.  In addition, educators may find this resource to be quite useful as a tool for better understanding the First People’s principles of learning.

Globe and Mail – Indigenous Language vital to telling Canada’s story

https://beta.theglobeandmail.com/news/national/indigenous-languages-are-vital-to-telling-canadas-story/article30016076/?ref=http://www.theglobeandmail.com&

The last two artifacts that I have included in this post focus on the impact of language loss on communities and cultures.  This first, is written by former Governor-General Adrienne Clarkson, and provides an interesting perspective on the importance of preserving Indigenous languages.  The main argument in the article is that Canada has shown to be a country that accepts a variety of languages and though we are officially a bilingual country, it is understood that many people speak a different language at home.  The article goes on to highlight the drastic decline in fluent speakers of Indigenous languages, in particular in British Columbia where for many Indigenous languages, only about one in twenty Indigenous people are fluent in their native language.  Clarkson makes a strong argument that Indigenous languages are unique from other languages because of their importance to culture, heritage and individual identity.  She states that “losing one’s language is like losing all freedom of expression.”  As this article is written by someone previously in a government position, it allows some insight into how people outside of Indigenous communities can view language loss.

The Youth Journal – Language Loss

https://theyouthjournal.com/2017/07/27/language-loss-a-cultural-social-and-environmental-tragedy/

I found this article to be quite interesting as it provides a youth’s perspective on language loss and its impact on culture and communities.  The writer of this post is not Indigenous, but she provides some interesting insight into the issues that various communities can face.  From her writing, the passion she has for this topic is quite clear and it definitely highlights the impact that language loss can have on people, communities and cultures.  The article focuses mostly on Canada and highlights the challenge faced by Indigenous communities as many of the fluent speakers of their respective languages are adults and elders.  In addition, the article focuses on the impact that language assimilation can have on language loss.  This is quite relevant to our current and past education systems.

Continuing the journey

Throughout this course I have been really opening my eyes to resources that are coming directly from Indigenous communities or community members, that are being shared out into the “mainstream media”, and that can be utilized in our education system. I have been looking for articles and resources that open up the conversation and that help to bridge communities.

I have been having great discussions with colleagues within my school community, both Indigenous and non-Indigenous, and these conversations include resources, topics for discussion, and areas for further investigation. Taking the time to seek out information and resources has certainly opened my eyes to concerns I was unaware of, and has given me more perspective.  I am looking forward to continuing this journey and seeking out additional resources and information to support the curriculum and all of our students.

 

Post 1 – The Water Walker

This CBC news article, and the book to which it speaks, is helping look at clean water from an Aboriginal woman’s perspective. It is based on actual events that “marries the First Nations’ sense of oneness with the natural world with 21st century concerns for the environment” and written and illustrated by AnishinaabKwe author Joanne Robertson.

http://www.cbc.ca/news/canada/thunder-bay/thunder-bay-students-learn-about-clean-water-from-new-indigenous-children-s-book-1.4386036?cmp=rss

http://www.motherearthwaterwalk.com

 

Post 2 – Home Economics and Culture

This article is from the November 3 Langley Times and brings forward an interesting and controversial topic. When educators are bringing in Indigenous practices, in this case food sources and preparation, into a high school classroom, controversy erupts. One practice is considered “inappropriate” by a group, while many comments (on social media….) support this teachers’ decision. They speak to the hypocrisy that our Home Economics classes can use beef or chicken in their cooking, but when it comes to something such as rabbit, it is inappropriate. Cultural practices collide. I am looking forward to the discussion that evolves from this.

http://www.langleytimes.com/news/skinning-rabbits-at-abbotsford-high-school-called-inappropriate/?utm_source=dlvr.it&utm_medium=twitter

Post 3 – First Nations Child & Family Caring Society

https://fncaringsociety.com/educational-resources

 

This site provides a number of educational activities to help support children and families. With links to books, digital resources, and films (to name a few), educators have resources to “touch on several topics in Indigenous history and culture, an aim to broaden perspectives and encourage critical thinking”.

https://fncaringsociety.com/sites/default/files/Primary%20Resources%20template.pdf

Post 4 Native Lit and Culture

Twitter @NDNLit 

https://dragswolf.com/ndnlit

Native Lit and Culture is a bi-weekly newsletter on Indigenous literature and culture. While from New Mexico, posts on their website and blog highlight a variety of issues, challenges and opportunities of Indigenous peoples all around the world. They share resources, poetry, books, and other website that share culture and a variety of perspectives to keep conversations and awareness happening.

Post 5 – Youth, Technology, and Empowerment

 

Continuing with our discussion of youth and technology, I have found several links to stories where Indigenous youth are making a difference and sharing their stories through social media, film, music. These youth are sharing their thoughts, feelings, and perspectives and putting it out into the world.

https://www.reuters.com/article/us-brazil-land-rapper/brazils-young-indigenous-musicians-rap-for-land-rights-idUSKBN1CZ1P1?utm_content=buffer23759&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

 

http://news.psu.edu/story/490970/2017/10/30/research/research-suggests-american-indians-are-finding-image-power-social?utm_content=buffer1d22a&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

 

http://michiganradio.org/post/ojibway-brothers-sault-ste-marie-tell-tribal-stories-new-film?utm_content=buffer42ff3&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

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/

Indigenous Veterans

Module 3

Post 1

As we prepare to honour our veterans and current members of the armed forces, our school has being acknowledging the diversity of those who serve or have served for our freedoms. For our Remembrance Day assembly, students will be honouring Indigenous individuals who sacrificed for Canada. One of our Grade 6 teachers shared this video we me, by Gordon Powell;  a tribute to these brave soldiers.

https://www.youtube.com/watch?v=ekTSo-4-Yss

 

Post 2

The second resource is from Veteran’s Affairs Canada and is entitled, Remembrance Moments: Canada’s Indigenous Veterans

https://www.youtube.com/watch?v=n2Z6RSKbrw0

 

Opening up my eyes to the history of Indigenous Peoples in Canada, and seeing that they sacrificed so much for the very country that did not treat them with the respect and recognition they deserved. Taking the time to acknowledge and honour these individuals and groups is important for our students.

 

Post 3

Veteran’s Affairs Canada also has a site dedicated to Indigenous Veterans. http://www.veterans.gc.ca/eng/remembrance/those-who-served/indigenous-veterans

This site provides a number of resources and learning activities for elementary, middle and high school students.

I was surprised to learn that Aboriginal Veteran’s Day is commemorated on November 8.

 

Post 4

Indigenous War Heroes – Secondary School Teacher’s Guide

I continued looking for resources related to November 8, Aboriginal Veteran’s Day and came across this guide for Secondary Teachers.

http://www.oise.utoronto.ca/deepeningknowledge/UserFiles/File/Teacher_sGuide.pdf

 

Post 5

 Continuing my search for more resources, I found this Indigenous Inquiry Kit Created and Written by Tamara Hancock

“War and Remembrance: Aboriginal Veterans and Their Contributions to War Efforts from World War I to the Present”. It is for the middle school level and has students examine Indigenous veterans contributions through a variety of cross curricular activities.

Aboriginal War Veterans and Their Contributions to War Efforts

Filling in the Gaps- When Students Become the Teachers (Mod 2-Post 5)

BC has recently revamped its curriculum and one of the main new components is the focus on Canada’s Indigenous Peoples. However, the teacher training and educational resources to support this new curriculum are not all in place.  This article from the Tyee Newspaper is a reminder that sometimes the best sources of knowledge and teaching can come from the students.  While I would never advocate putting a child on the spot to talk about their heritage in front of the rest of the class, if a student is willing to share his/her personal experiences and ideas on a subject, it often has a much more impactful and intrinsic connection with the students (and teacher) receiving this teaching.

https://thetyee.ca/News/2017/09/05/Bumpy-Start-for-BC-First-Peoples-Curriculum/

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).

 

Women in Tech- or Lack Thereof (Mod 2-Post 3)

Thinking about the recent initiatives set forth by the BC government to recruit and train British Columbians in skilled trades, I wondered if there was an for technology training specifically for Indigenous peoples.  It was here where I found out about the 2.2 Million invested into Indigenous skills training for the tech sector. 

The Bridging to Technology program was created by the First Nations Technology Council and when reviewing the team making up the council I was pleasantly surprised to see a team full of women.  However, I was disappointed to find the board of directors consisted of only men.  This was a stark reminder of the gender gap in authoritative roles that women of all ethnicities face.

As the CNET article highlights, the tech industry is already male-dominated:

And this is for white women. The statistics get worse if you’re a woman of a minority.  According to a study done by Michelmore & Sassler (2016), “Black women, Latina women, and Indigenous women especially, earn less than white and Asian American women” (Rao & Lunau, 2017).

The dominance of men over women in higher paid, higher power positions is a trend in most sectors but is especially pronounced in the tech sector.  As Blanche (2016) highlights “The problem is when diversity programs focus on “women” as a whole, they often fall into the trap of prioritizing the majority: White Women”.

If we truly want to make our tech industry more diverse, we need to analyze the barriers that Indigenous women face specifically.  Grants for an example are a start, but while I did find technology grants for women, I was unable to find grants dedicated specifically to Indigenous women

References

Blanche, A. (2016, December 20). Diversity in tech too often means ‘hiring white women.’ We need to move beyond that. Retrieved October 15, 2017, from https://www.recode.net/2016/12/20/14013610/gender-diversity-women-race-age-geography-initiative

Michelmore, K. & Sassler, S. (2016). Explaining the Gender Wage Gap in STEM: Does Field Sex Composition Matter?RSF: The Russell Sage Foundation Journal of the Social Sciences 2(4), 194-215. Russell Sage Foundation. Retrieved October 15, 2017, from Project MUSE database.

Rao, A., & Lunau, K. (2017, April 04). You Can’t Close the Gender Gap in Science and Tech Without Equal Pay. Retrieved October 16, 2017, from https://motherboard.vice.com/en_us/article/4xeevp/stem-science-technology-women-pay-gap-equal-pay-day

 

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.

Module 2 Weblog Posts 1 – 5 – Kenny Jamieson

For my second entry into the Weblog, working with some of the recommendations made by Professor Marker, I have attempted to focus my searching on the understanding the connection between language, culture and landscape.  Also, in keeping in line with the focus on educating with technology, I have worked to find additional examples of ways that Indigenous languages are attempting to be preserved and passed on through using technology.

Last Fluent Stolo Speaker:

http://vancouversun.com/news/local-news/last-fluent-stolo-speakers-language-lives-within-her

This first link is from the Vancouver Sun and the article and accompanying video highlight the efforts being taken to help preserve the Halq’emeylem language.  This language is on the verge of no longer having any fluent speakers of it and the article highlights the importance of finding ways to help ensure future generations can become fluent in the language.  Some interesting quick takeaways from the article and video are that one of the linguist’s working on preserving the language describes how context and pronunciation are just as important as dictionary definitions.  She also speaks in the video about how knowing other languages can have a positive impact on the way you perceive the world.

Language and Identity, Language and the Land – Patricia Shaw

UBC E-Link – http://ojs.library.ubc.ca/index.php/bcstudies/article/viewFile/1595/1636

This journal article from Patricia Shaw focuses on how language is a crucial part of identity and culture for Indigenous cultures.  She compares the importance and impact of language on Indigenous identities to that of the English language on people who are native English speakers.  This comparison is used to show the devastating effects of language extinction on Indigenous communities and how by losing their language it directly impacts their culture.  Her article goes on to discuss how individual Indigenous languages have a direct tie to the landscape, and how understanding ones identity is linked to their ancestral language and land.  As many Indigenous languages, lands and cultures go unrecognized, either through ignorance or other means, it becomes more challenging for communities to continue to value their heritage and ensure it is passed on to future generations.  As Shaw’s article is centered around communities in British Columbia, her message and claims are quite powerful.

“Speaking with names” – Keith Basso

http://www.douri.sh/classes/readings/Basso-SpeakingWithNames-CultAnthro.pdf

Following one of the recommendations made by Professor Maker regarding my research statement, I looked into the work of Keith Basso.  This essay is part of a larger collection titled “Wisdom Sits in Places” and this particular essay focuses on the connection between landscape, places and language among the Western Apache.  Within the article, there is a particularly interesting section that details a short conversation between two members of the community.  Through their conversation, it becomes clear that places have a unique significance in their culture and that places help connect people to their ancestors and that their language is also directly connected to places.  Within the stories that the Western Apache tell, locations and places in which the stories take place are paramount.  There is a line that states “Placeless events are an impossibility; everything that happens must happen somewhere”.  I think this line in particular signifies the importance of place and land within Indigenous languages and cultures.

Indigenous Language Revitalization TEDx Talk – April Charlo

https://www.youtube.com/watch?v=6kuC_IemiCs

This TEDx video focuses on how languages are used as a way to help people create meaning and understanding of their world.  The speaker goes on to discuss the concept of ownership, and how for some Indigenous communities, this is not an idea that exists naturally in their language.  The reference she makes is focused specifically on the natural environment and how it is impossible to own things that occur naturally in the world.  For many Indigenous communities, certain concepts were forced upon them and their languages and cultures were forced to adapt to new ideas in order to survive – such as the concept of owning land.  The video also highlights the connection between Indigenous cultures, language, and the land by discussing the idea of owning water.  For the communities being talked about, water was not something that could be owned but that one had to ask to use.  The speaker’s community understood how vital water was to life and did not believe in owning it.  The video highlights how languages can have important meanings that go with the words being used and show important connections that different groups can have to certain aspects of the environment.

How Technology is Saving Native Tribe Languages TEDx Talk – Darrick Baxter

https://www.youtube.com/watch?v=pPBI8oUXZ8Q

This video focuses on how utilizing technology as a way to teach a language, in this case Ojibway, can be beneficial for learners who are interested in technology.  The speaker in the video created an app to engage his daughters with learning the Ojibway language after he found that other methods, such as books or audio CDs, were not as successful.  The speaker also discusses how the source code for the app was released for other Indigenous groups to use to create their own language apps and how various groups have created apps as a way to preserve and teach their language.  Apps continue to show up as ways for languages to be shared and learned.  An interesting feature of the Ojibway app discussed in the video (available here – http://www.ogokilearning.com/ojibway/) is that it is designed to work offline so that those living in places without reliable internet connections can still use it.