Tag Archives: language

Module 4

http://secretpath.ca/

The Secret Path began as poems written by Gord Downie, after he heard Chanie Wenjack’s story, who died at the age of 12 in 1966 while trying to escape residential school. The poems became songs, and the songs inspired a graphic novel of Chanie’s story. Gord Downie brought Chanie’s story into the conscience of Canadians. Some people may argue that Gord Downie is telling a story that isn’t his, but he was embraced by Chanie’s family and Aboriginal communities around Canada for his work in shining light on a dark corner of Canadian history.

 

http://www.firstvoiceskids.com/

This interactive website teachings children traditional languages through easy to click icons. There are no instructions, which makes it very kid friendly. They can click through and find an activity, like colouring, or click on icons that are linked to sound files to hear the names of everyday items or phrases. This would be a great way for students to learn new words at their own pace.

 

http://www.indigenousyouthwellness.ca/cuystwi

This is linked with the Ask Auntie site I posted about previously. While Ask Auntie is focused on girls, this a platform is set up in quests for youth to explore their identity and culture and become a young warrior. This is response to the suicide epidemic that was sweeping through some FNMI communities.

 

http://www.reelyouth.ca/GoldTrail.html

This is a link to Reel Youth, a company I hired while working as a digital media teacher. I was working in Ashcroft BC and teaching students in Lillooet, Clinton and Lytton via video conferencing. Reel Youth came to show students how to create stop motion animation. They weren’t just making any film, they had to think of an issue that really affected them and impacted their lives. I was amazed at how seriously my students took this assignment. Their films are political (without realizing it in most cases). They tackle issues like joblessness, poverty, healthcare, LGBTQ rights and the environment, all in 30 second claymation videos. One video in particular caught a lot of negative attention from a few community members and a YouTube comment war began. A parent sent it to Rick Mercer and he responded with a video. It was amazing to see my students in a tiny town be recognized by a public figure for their hard work. These videos are great examples of self representation and shows the issues the students (Indigenous and non-indigenous) feel are important and close to home.

 

https://native-land.ca/

This site is an interesting project run by a non-Indigenous person who is upfront about the questions of representing land on maps, which he sees are inherently colonial. You can enter an address and find out what traditional territory it is. Most of the results also link you to websites of those nations or language sites. It would be interesting to use this in a classroom ( there is a teacher guide as well). Students can zoom in or out to see the land covered by territories. It would offer a great way to start discussions about boundaries, nations and the uses of maps over centuries.

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.

Entry #13: Online Cree Dictionary

(http://www.creedictionary.com/)

This resource is an initiative of the Miyo Wahkohtowin Community Education Authority and the Dr. Earle Waugh Dir. Center for Culture & Health Family Medicine at the University of Alberta. Their focus is on building an interactive resource to support the preservation and development of Cree language in Canada. Their resource is available in app form as well, increasing its practical usability. The resource includes syllabic converters based on specific subgroups of Cree. The site also includes links to external Cree language resources as well as a site from which to download fonts that will support the appropriate characters and symbols in written Cree. This resource is a living example of many of the cultural preservation and rejuvenation themes we have been exploring in this course. It will also be a good resource for engaging more accurately with Cree-based concepts since the language can be explored as its own cultural component.

Dana’s Contributions to Module 3

Victoria school district Aboriginal cultural facilitator honoured with music award

Anyone who knows Sarah Rhude knows that receiving an award is not something she sought or yearned after.  I talked to my friend and colleague, Jenn Treble, the trouble maker who nominated Sarah, as she was photocopying endless sheets of music for her students, last week.  Jenn informed me that the photo of Sarah was snapped after tears decided to run down her face, due to the emotional wave that the ceremony impacted her with.

Three years ago, Jenn decided that she wanted to introduce Indigenous music into her practice and she asked for Sarah’s help.  Baby step after baby step, since then, has now led to SD61’s permission to the teaching of three Indigenous songs, that were created for the purpose of the project.   All students in Jenn’s band classes, Grades 9 through 12, learn, practice and perform these songs.

Last year, a Grade 12 Metis student asked Jenn, in front of the class, why she was “singling out” Indigenous culture, when there were so many other cultures represented in class. Was he embarrassed? Had he been “colonized to the point of no return”?  I am not sure, although I know the student extremely well– he was one of my top math and physics students! It was a non-Indigenous Grade 9 student who spoke up and said, “Because we do not live on Scottish territory.  If we did live in Scotland, we would undoubtedly learn about Scottish music.  But we live on Lekwungen territory… that is why.”

Enough said.

Why Gord Downie’s ‘beautiful’ work can’t stand alone

My guess is that this will not be the only Hip post this week. I am a Hip fan, although I “only” saw three live shows. Good friends of mine saw well over 20 shows and their now deceased cat was named Gordie.

There were many online pieces to choose from over the week, but I went with this interview from CBC’s, Q, recorded on December 7, 2016. The subject was Jarrett Martineau, and Indigenous art scholar and creator of the Indigenous music platform, Revolutions Per Minute. Martineau acknowledges the significance of Downie’s work, and simultaneously underscores the importance of continuing with activism surrounding language preservation and authentic forms of reconciliation.  Marineau also mentions how celebrities can bring “different communities together by having them all meet in the middle.”   #ThirdSpace

In Canada, white supremacy is the law of the land

You cannot simply reform your racist state by enacting a few more programs and delivering a few more services. It is embedded in the very nature of Canada and requires a completely new deal. But first, to truly understand where we have landed today, we have to continue retracing a bit further along the sad road that brought us to this place. ~Arthur Manuel

Described by some as the Nelson Mandela of Indigenous rights in Canada, Arthur Manuel passed away earlier this year.  The above quote was taken from an excerpt from his recently released book he co-authored with Grand Chief Ronald Derrickson, “The Reconciliation Manifesto, Recovering The Land, Rebuilding The Economy.”

Those of us who appreciate history will appreciate this piece. We have touched on some of this history in our ETEC 521 journey, however, Manuel’s perspective offers a dose of reality, that lacks the sweetener.

For what it is worth, when I visited the Human Rights Museum in Winnipeg last summer, I was impressed with the ample amount of “Canada’s dirty laundry” that was put out for public viewing. This piece does not attempt to hide our soiled knickers, either.  If the rest of the book is like this excerpt, it will be one “kick ass” manifesto!

Non-Indigenous B.C. artist defends work despite calls for authenticity

If you have been monitoring my posts, I listen to a lot of CBC. Perhaps I should be branching out more with my searches, however, when I hear or read something that is recent and relevant, it really resonates with me, as it allows me to think about historical relevance and how it influences our now.

This column, written by the new host of CBC’s Reconcile This, Angela Sterritt, highlights issues of cultural appropriation and intellectual property rights. The artist in question is from England, and has been “blending” Indigenous art forms with non-Indigenous. The article points out that even though the artist is well-meaning, she is indirectly taking money from Indigenous communities that rely on sales of authentic crafts and artwork. An interviewee continues by saying that “the art market is only so big and we are the most vulnerable demographic, so it kind of stings a bit.”

The History of  Dia de Los Muertos & Why You Shouldn’t Appropriate It

“Dear white people, … You arrived at the Dia de los Muertos ceremony shipwrecked, a refugee from a culture that suppresses grief, hides death, … celebrates it only in the most morbid ways — horror movies, violent television — death is dehumanized, without loving connection, without ceremony. You arrived at Dia de los Muertos like a Pilgrim, starving, … and the Indigenous ceremonies fed you … [And] like Pilgrims you have begun to take over, to gentrify and colonize this holiday for yourselves.” ~Aya de Leon

Indigenous peoples worldwide have been fighting off the ramifications of cultural appropriation. This article is a short, history of the cultural relevance of the holiday and why white folks need to stop morphing it into a pathetic excuse to drink excessively and where inappropriate costumes at Halloween parties.

Typically, the comments sections within online pieces are filled with the worst verbal diarrhea know to our species. I came across this comment, however.  She nailed it:

“Alana Sterling I truly believe that it IS okay. Cultural appreciation is wonderful. But there is a big difference between cultural appreciation and cultural appropriation.

My old high school is thinking about having a day of the dead themed prom. In my opinion that is cultural appropriation because the school is majority white and from experience I know that a lot of them are prejudice and are very outspoken about their feelings on Mexican immigration. Its a small high school in the south.
Cultural appropriation to me is when you want the culture but not the people.
I think if you wanted to throw an actual day of the dead party it would be great look up customs and traditional food and music. That’s appreciation, but if you just want an excuse to wear pretty colors and “sugar skulls” then that’s appropriation. Some people might jump on you for it but to me that’s not really that bad, if you want to throw a day if the dead themed party that’s cool you just need to have respect for your Hispanic brothers and sisters.”~Ayleen DeLeon

 

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.

 

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.

 

Module 3 Weblog

Keywords: decolonization, research methodologies, colonization, law, traditional knowledge, Indigenous youth, curriculum, technology, language, culturally responsive education

1.Stand Film

http://standfilm.com/video/

This documentary film touches on important issues pertaining to the Great Bear Rainforest and Haida Gwaii. Centered around paddleboarding as a vessel for action, we see how some Aboriginal youth in Bella Bella learn to make paddleboards in school as a way to connect to the land and to make something purposeful. Their engagement in evident in the way they speak about the boards and their connection to place. Their personalized boards, and they way they speak about them demonstrate how important their culture is to them.  In connection with elders in the community, the youth are inspired to take action against the potential of oil spills on the Northwest Coast as a result of the Northern Gateway Pipeline by speaking at cultural gatherings and participating in a hunger strike. As the youth make their paddleboards and take action, it becomes evident that this is a project that is culturally responsive.  

 

Pictures of the boards:
http://www.paddlesurf.ca/2011/06/bella-bella-board-builders-update-boards-finished/

 

2. Aboriginal Worldviews and Perspectives in the Classroom:

This is the BC Ministry of Education’s 2015 document on Aboriginal worldviews in the classroom. Pages 39-57 focus on “Attributes of Responsive Schooling”. As an educator, this section of the document is less theoretical and more practical. It consists of participant responses to each principle of responsive education, with advice and suggestions to support educators. What strikes me with regards to this document, is the difficulty in which I had to find it on the BC Ministry of Education Website. Although Aboriginal education is integrated throughout the revised BC Curriculum, this document provides educators with practical information which lends to the visualization of responsive schooling.

http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/aboriginal-education/awp_moving_forward.pdf

 

3. In Practising Culturally Responsive Mathematics Education by Cynthia Nicol, Jo-ann Archibald, and Jeff Baker, the following concepts are introduced for culturally responsive mathematics education: grounded in place, storywork, focused on relationships, inquiry based, requiring social consciousness and agency. Simon Fraser University’s Math Catcher Outreach Program uses the concepts of place, storywork, and inquiry to engage students in mathematics. They also offer classroom visits, workshops, and summer camps for Aboriginal children. The digital resources include youtube videos in English and one or more Indigenous languages and are all based on real life situations. They could also act as a math catalyst between school and home. I wonder how these resources are being implemented in the classroom and if they are being used with the other concepts of culturally responsive mathematics ed.

http://www.sfu.ca/mathcatcher.html

 

4. In the following TEDx talk entitled Aboriginal math education: Collaborative learning, Stavros Stavrou explains how he takes an “anti-oppressive math education” approach. He co-teachers with an Aboriginal teacher and attempts to incorporate Indigenous knowledge and principles of knowing with mathematics. Watching his lecture, his approach seems to echo the concepts of culturally responsive math education as outlined by Cynthia Nicol, Jo-ann Archibald, and Jeff Baker in Practising Culturally Responsive Mathematics Education. As an educator, this sounds like an amazing situation, where a non-native teacher specialist is able to collaborate and co-teach with an Aboriginal teacher. Stavrou provides an example of how he connected with a student on a cultural, mathematical, personal level. He illustrates for us what we hear echoed in the messages of Inuit youth in Alluriarniq – Stepping Forward, students are motivated and engaged when teachers connect with them personally.  

 

4. Designing Games with First Nations Youth

https://www.rit.edu/gccis/gameeducationjournal/skins-designing-games-first-nations-youth

This is a project, entitled Skins, conducted by Aboriginal Territories in Cyberspace (AbTeC) (Concordia University), where Aboriginal youth, in partnership with game experts learn to create digital games based on stories from their communities. Upon reading the paper, it becomes evident that much thought has been put into this project through consultation and connection with the Aboriginal community. Protocol is important as noted in the article and in the references which demonstrate depth of research around appropriate methodologies. There is evidence of the principles of culturally responsive education: “ 1) flexible curriculum, 2) a dedicated instructor connected to the community, 3) defined roles, and 4) creative freedom”. In addition, upon completion of the project researchers were able to conclude that, “Stories from the community came alive for the students in both the telling and discussions about them, and, ultimately, in the game itself. They were then able to synthesize their own original story, and furthermore, transform that narrative into a gamespace and gameplay.”

Module Three – Decolonizing Tools + Protecting Stories

The topics I explored in this module relevant to our course are decolonization, research and intellectual property. My research interest, traditional stories, connects to all these areas, and I was curious what practical resources related to these topics are available to storytellers and educators in the media age.

(1) This week! July 20-21, 2017: First Nations Language Conference, Vancouver

Stories are told best in their own language. What decolonizing language initiatives are out there? This week’s Language Learning on the Land conference presented by First Nations Education Steering Committee (FNESC) in Vancouver, BC might have some answers! Here is the summary:

The First Nations Education Steering Committee is pleased to present the First Nations Languages Conference, which is a major networking and professional development opportunity for BC’s school and community-based First Nations language educators and advocates. Together, we will explore the conference theme, Language Learning on the Land, and engage in workshops about First Nations languages teaching methods, assessment tools, advocacy, and technology.

The FNESC is a collective organization focused on “advancing quality education for all First Nations learners” that appears to be very active in organizing a vast array of initiatives, events and programs, such as the upcoming First Nations Language Teacher Mentor-Apprentice Program, Science First Peoples Workshop and Annual Aboriginal Education Conference.

(2) Authentic First Peoples Resources K-9

This resource deserves its own mention. The First Nations Education Steering Committee and First Nations Schools Association partnered up in 2011 to produce a publication of authentic materials. After an open call to Canadian publishers, BC educators developed an annotated list of resources. The guide defines authentic First Peoples texts and helps educators “make appropriate decisions about which of these resources might be appropriate for use with their students.” Updated in 2016, it asserts copyright under Canadian law. Within the document, it gives extended credit to authors, illustrators and contributors under each annotated listing, acknowledging communities and traditions. The free download is available here; printed copies may be ordered.

(3) Decolonizing Pedagogies

It seems appropriate as we move into our instructor’s readings, to cite one of Dr. McGregor’s relevant previous works. Decolonizing Pedagogies is a Teacher Reference Booklet prepared for the Aboriginal Focus School at the Vancouver School Board in March 2012. Fortunately for teachers in British Columbia and beyond, it still lives online. It is intended to explore:

What does “decolonizing pedagogies” mean? Why are decolonizing pedagogies important? What have educational scholars said about decolonizing pedagogies in Aboriginal education? How can decolonizing pedagogies be used in history education? What are the challenges of using decolonizing pedagogies?

What is the difference between revising content and pedagogy? As explained in the document:

Revising the content of education to better reflect Indigenous perspectives is often the focus of curricular reform. However, revising pedagogy used to produce and transmit Indigenous curriculum content can be equally important to effectively changing educational practice to make it more inclusive, holistic and reflective of Indigenous ways of teaching and learning.

A primary takeaway at the end of the document is to remember that decolonizing education is not only about integrating Indigenous content; it is about examining power relationships. The Resources list at the end provides further reading for examination.

(4) Social Sciences and Humanities Research Council (SSHRC) Aboriginal Research

How is research evolving and decolonizing in Canada to include Indigenous methodologies and perspectives? I looked at the Social Sciences and Humanities Research Council of Canada’s Aboriginal Research page to find out. Among many links, it lists tools to support applicants working in Aboriginal research, such as:

The page also links to resources for those involved in Aboriginal research, including: Royal Commission Report on Aboriginal Peoples, Final Report of the Truth and Reconciliation Commission of Canada, National Centre for Truth and Reconciliation, Universities Canada principles on Indigenous education, Indigenous Education Protocol for Colleges and Institutes, Federation for the Humanities and Social Sciences: Reconciliation and the Academy and Parks Canada Indigenous Affairs Branch.

SSHRC is active in current research funding, as evidence by its March 16, 2017 press release titled, “Government of Canada Invests in Indigenous Research Projects.” Watch this space!

(5) Law, Research and Working Papers on Intellectual Property (IP)

Here are a few sources I discovered related to IP and cultural appropriation:

(i) First, the Intellectual Property Issues in Cultural Heritage (IPinCH) project was a seven-year international research initiative based at Simon Fraser University (2008-2016) that explored “rights, values, and responsibilities of material culture, cultural knowledge and the practice of heritage research.” The project is a practical resource and a network of support for communities and researchers. IPinCH does not appear to have materials after 2016, but does contain excellent articles such as “The Appropriation of Aboriginal Cultural Heritage: Examining the Uses and Pitfalls of the Canadian Intellectual Property Regime” published in November 2015. This project was funded by the SSHRC.

(ii) Moving back in time, Indigenous Traditional Knowledge and Intellectual Property Rights is a paper published by the Parliamentary Research Branch of the Library of Parliament of Canada in 2004. It addresses:

  • how Indigenous traditional knowledge differs from western science;
  • why and how to protect traditional knowledge;
  • limitations of the intellectual property rights regime; and
  • international initiatives in protecting traditional knowledge.

(iii) Finally, for historical context, I discovered “Intellectual Property and Aboriginal People: A Working Paper” published by the Research and Analysis Directorate of the Department of Indian Affairs and Northern Development and the Intellectual Property Policy Directorate of Industry Canada in 1999. Almost 20 years on, it may not be a current legal resource, yet many of the fundamental principles remain, and such a document can provide a reference to understand how far we have (or have not) come in regards to IP law reform.

For current legal advice on IP matters, it is advisable to turn to Indigenous practices within law firms, and Indigenous law firms such as OKT, whose central philosophy is that “there will be no real justice until Indigenous peoples have control over their own fates and futures” and works for clients who want to use Canadian law as a means to help achieve this goal and achieve success on their terms.

Module 1 Weblog Entry – Anne Coustalin

BCTF Aboriginal Education Teaching Resources

http://www.bctf.ca/AboriginalEducation.aspx?id=13404

This site is an excellent resource for British Columbia educators wanting to integrate Aboriginal Ways of Knowing into their practice. It provides a comprehensive (but not exhaustive) list of links connecting teachers to relevant resources that provide essential background and perspective on: the treaty process; the historical timeline of European contact and colonization (pre-contact to 2015); Indian Residential Schools and their legacy; and creating an inclusive, racism free classroom community. Of particular note is the BCTF-created document Beyond Words: Creating Racism-Free Schools for Aboriginal Learners. This resource offers practical information that speaks directly to issues teachers may confront in the classroom, with a focus on racism, understanding the rules of culture and how they may present in the classroom, and creating an inclusive community.

 

Two-Eyed Seeing

Two-Eyed Seeing (Etuaptmumk in Mi’kmaw) is a concept introduced by Mi’kmaw Elder Albert Marshall in 2004. It is described as the guiding principles of how one should live on this Earth and is discussed by Elder Albert Marshall and Cheryl Bartlett. The concept was developed in response to the lack of representation of Indigenous students in the sciences and mathematics, particularly at the university level. It recognizes that there are different ways of looking at the world. The two ways that are particularly relevant in Canada are through the lens of Western science and through an Indigenous lens.  Two-eyed seeing refers to finding the strengths in both paradigms and mindfully bringing them together – drawing upon the deep understandings that each represents. When we employ two-eyed seeing, we very quickly realize that science alone is not going to save the natural world. Instead, a change of mindset must occur and the Indigenous way of seeing must simultaneously be employed so that people have a path to move forward on the planet together. The video describes the concept and provides the context of its introduction.

 

Two-Eyed Seeing – A Different Vision for Teaching Aboriginal Learners Science and Mathematics

This lecture, delivered by Dr. Michelle Hogue as part of the 2015 PUBlic Professor Series at the University of Lethbridge Alberta, further expands on the concept of two-eyed seeing and describes specific ways that it has been successfully applied to teach math and science to Aboriginal and non-Aboriginal learners at the secondary and post-secondary level. Dr. Hogue describes her own teaching and research as being “focused on the space between Aboriginal ways of knowing and learning and the white western education system . . . the space I call the liminal space” (3:52). She describes this space as a space of possibility rather than a gap. The concept of learning through performing is discussed at length, as are a variety of other multi-layered education opportunities that move through different performance, experiential and theoretical stages.

 

First Peoples’ Cultural Council

http://www.fpcc.ca/Default.aspx

This site provides a wealth of resources to assist in the revitalizations of First Peoples’ heritage, language and culture. For each of those areas, the website lists a number of valuable resources including maps, toolkits, events, programs. Of particular note is the FirstVoices Indigenous language archiving and teaching resource “that allows Indigenous communities to document their language for future generations”. Part of this program is the FirstVoices language tutor (an online interactive First voices language learning program). There are also links to specific language tutor mobile apps in a number of Indigenous languages as well as Aboriginal fonts that may be downloaded to your computer.  While much of the content is geared towards Indigenous communities, there are also resources and information useful to classroom teachers.

 

Authentic First Peoples Resources (FNESC, FNSA. 2016)

http://www.fnesc.ca/wp/wp-content/uploads/2015/06/PUBLICATION-61502-updated-FNESC-Authentic-Resources-Guide-October-2016.pdf

This document provides background into the way resources dealing with Aboriginal content have, in the past, contained false information and inaccurate representations of the unique experiences and world views of Aboriginal peoples. It provides teachers with the rationale for using only authentic Aboriginal resources, as well as guidelines for recognizing for how to recognize those resources. As outlined on the site, authentic First Peoples texts are historical or contemporary texts that

  • Present authentic First Peoples voices (i.e., are created by First Peoples or through the substantial contributions of First Peoples)
  • Depict themes and issues that are important within First Peoples cultures (e.g., loss of identity and affirmation of identity, tradition, healing, role of family, importance of Elders, connection to the land, the nature and place of spirituality as an aspect of wisdom, the relationships between individual and community, the importance of oral tradition, the experience of colonization and decolonization)
  • Incorporate First Peoples story-telling techniques and features as applicable (e.g., circular structure, repetition, weaving in of spirituality, humour).

ABORIGINAL EDUCATION NEEDS TO BE PLACE-BASED

http://www.cea-ace.ca/blog/mark-fettes/2014/06/3/aboriginal-education-needs-be-place-based-education

This educational blog post from June 18 of 2014 calls for the integration of place-based learning in Aboriginal education. The author problematizes how simply integrating Aboriginal culture, like language, into the current educational system (based on western values and created for the purpose of homogenization) isn’t enough to address issues of Aboriginal students. He calls for “a different vision of schools in general” where curriculum and teacher training are also revisioned.

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