Tag Archives: indigenous knowledge

The First Nations Schools Association (FNSA)

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http://www.fnsa.ca/

The First Nations Schools Association is a committed organization representing all First Nations schools in British Columbia. The site includes published documents from the organization including action plans on Aboriginal language program planning, curriculum and resource planning, and archived cultural materials. They also have post-secondary materials available concerning career and education planning as well as helpful resources for parents of students in Aboriginal schools.

You can find links to their various programs, including “Connected Classrooms,” which uses the internet to provide online learning from specialty teachers in the province. Information and support is also available to educators who may be looking for training or materials.

This is an excellent site for anyone interested in researching indigenous knowledge transmission in BC Native schools and the integration of technology to provide specialty  learning opportunities in small rural communities.

The First Nations Education Steering Committee (FNESC)

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http://www.fnesc.ca/

The First Nation Steering Committee is a collective organization of Bands in BC focussed on “advancing quality education for all First Nation Learners.” They work with the BC provincial government, providing research, communications, information dissemination, advocacy, program administration and networking.

They are responsible for the creation of curriculum like English First Peoples 10, 11, 12 and resources such as Math First Peoples 8 and 9 which are widely used throughout the province.

Throughout the site one can find links to events, publications, reports on the status of aboriginal schools, live blogs and videos on Aboriginal/ Educational topics

The Ethnos Project/ Resource Database

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http://www.ethnosproject.org/

This site contains a a huge database of resources for studying the “intersection of indigeneity and information and communications technologies (ICTs).” The site was made for academic research, government agencies, indigenous groups, cultural organizations and others who are interested in indigenous populations and their interaction with technology.

Within the site you find a multitude of blogs from various contributors and links to video and other media. The site makes excellent use of social media and is very user friendly.

Those interested in topics such as “digital humanities, human computer interaction, Indigenous Knowledge management, culture and development, language preservation, and participatory design” will find the site very useful

Urban Native Magazine

Urban Native Magazine

While this may not be a scholarly website, Urban Native Magazine provides readers with a multitude of information.  While some of this information may be best left to teenage girls, this magazine celebrates aboriginal culture.  Like most magazines, emphasis on fashion and up-and-coming trends are prevalent; however, this magazine provides a cultural temperature on indigenous business opportunities, explores stereotypes and provides commentary on serious and relevant aboriginal issues.  A recurring article entitled Rez Girl in the City (written by Anonymous) provides a dialogue of merging the modern world with aboriginal values and the trials which this particular individual experiences as a result.      (Module 1 – Post 2)

To view this websites, visit, http://urbannativemag.com/

Indigenous Youth Art

imagineNATIVE

After our readings this week, I went exploring to view more Indigenous art, in particular art created by younger generations.  This website provides a glimpse into up-and-coming media art which examines multiple genres (political, sociological and futuristic).  Artists featured on this website are creating a dialogue which reflects the voices heard of Canadian indigenous populations. This website provides a introductions about new artists, new productions and upcoming events. ImagineNATIVE also provides links to artist websites and to festival information celebrating indigenous art.     (Module 1 – Weblog Post 1)

http://www.imaginenative.org/home/node/2768

Module 4 Post 5 – Indigenous Foundations

My last post (Module 4 Post 4) drew attention to the project “What I learned in class today“, because of my particular interest with the topic, but upon further exploration I found this project’s mother-site, “Indigenous Foundations“.  The site describes itself as: a website project developed by the First Nations and Indigenous Studies Program. It provides an accessible starting point for instructors, researchers, and students in any discipline who want to learn more about Aboriginal cultures, politics, and histories. The information presented is concise and easily digestible, while still conveying the depth and complexities of the topics.”

On the left taskbar for the site is a run-down of past research initiatives, including “What I learned in class today”, and their current project called “Knowing the Land Beneath our Feet“.  A short video made by the two coordinators provides the introduction to the project, which is about making the ‘unfamiliar’ land on which UBC resides (un-ceded Musqueam territory) once again ‘familiar’ to those who travel on it.  At the moment they provide walking informational tours, but the website also says that the program plans on making a digital tour as well, which I am particularly happy to hear as I’m across the country!

When I went on a search to see if there are similar tours in Southern Ontario, the closest result I found was at the Woodland Cultural Centre, which is in Brantford and serves three support communities: Mohawks of the Bay of Quinte, Six Nations of the Grand River and Wahta Mohawks.  They offer a wide range of activities for elementary grades, but I would easily take a grade 9 or 10 class on some of the workshops labeled 6+.  I’m glad to have found a potential resource for future school trips, but at least I know now that searching and finding these kinds of centres nearby is more possible than I would have previously thought.

4.4 – Indigenous Ways Brought (back) into Agriculture

As the Green Studies teacher, I notice that we pull from all walks of life. A gardener is a very pragmatic knowledge seeker, not prescribing to any school of thought, rather doing whatever works best. That said, it is great to find Indigenous knowledge being co-opted into Scientific understanding, as found in this paper.

A framework for incorporating indigenous knowledge systems into agricultural research and extension organizations for sustainable agricultural development in India

Module 4 – Post 5: A Journey into Time Immemorial

A Journey into Time Immemorial

In searching for interactive ways to present Indigenous knowledge and culture using technology, I came across this exceptional site. This virtual journey is highly interactive and viewers can explore the village in order to learn about Sto:lo traditional ways of living. Interactive icons, such as villagers, animals, fish, boats, etc. can be selected to find out more information about it or information can be access via the multiple dropdown menus.

In addition, the site also provides resources for educators who wish to use the site for science, social studies, English and language arts, and First Nations’ studies classes. For each class topic, learning outcomes are also provided for students in different grades (6-10). The site also contains video and audio resources such that you can listen to interviews with Elders and community members as well as games and a glossary.

This site would be an excellent resource to learn about the Sto:lo Nation’s traditions and culture. I also believe this would be appealing to a younger demographic and could be used in classrooms.

Cultural Appropriation – (Post 4 – Module 3)

https://medium.com/the-response/the-fabric-of-appropriation-772dc2f67c7a

In one of my initial weblog entries, I posted an article about fashion clothing designed by Yellowtail inspired by plants, and based on indigenous traditional knowledge. The above website addresses the concept of cultural appropriation and could be extended to traditional knowledge that goes beyond the arts (e.g. knowledge on medicinal plants).

Module 3 | Post 5 Culturally responsive education

This is a resource prepared by the University of North Carolina and provides an overview of the issues and challenges that exist for teachers and the introduction of culturally responsive education content into their curriculum. It talks about rethinking teacher education pedagogy and provides guidelines for developing culturally responsive teacher education pedagogy. http://www.nccrest.org/Briefs/Teacher_Ed_Brief.pdf

For a comparison and more local resource,  here is the  Assembly of First Nations Education, Jurisdiction, and Governance paper on culturally responsive education and its impact on the academic achievement of First Nation students.

http://www.afn.ca/uploads/files/education/soul-of-sovreignty.pdf