Tag Archives: place-based learning

Module 3 Post 3 (Makoon’s Media Group)

As soon as you enter the Makoons Media Group site, they assert that … “THE MAKOONS MEDIA GROUP CREATES DIGITAL PROJECTS THAT MAKES SPACE FOR INDIGENOUS VOICES TO DISRUPT, INSPIRE & TRANSFORM THE WORLD AROUND US.”
The organization is both a content producer as well as a service provider for Indigenous communities. There goal is to create a digital story platform-space that gives voice for new expressions that expose settler culture and the decolonization practice.

As part of their work, they have constructed the portal Indian and Cowboy, which is a website that hosts numerous podcasts and resources for aspiring Indigenous media producers. The site encourages submissions or pitches from members. Below are direct links for some of the featured podcasts with brief explanations. However, I encourage you to check out all of the content. I have highlighted the three that I have been able to listen to.

Red Man Laughing

In this series, Host and comedian Ryan McMahon challenges the notion of reconciliation by arguing that before any reconciliation can happen decolonization must be the placed as the primary discourse for Indigenous communities.

“RED MAN LAUGHING – INDEPENDENT, FORWARD THINKING CONVERSATIONS, INVESTIGATIONS & PONTIFICATIONS ABOUT THE COLLISION BETWEEN INDIAN COUNTRY & THE MAINSTREAM.”

Stories from the Land

This series focuses on the connections, intersections and inseparability between Indigenous cultures and the land they collaborate with. The series also explores the philosophical difference between settler resource exploitation and Indigenous holism.

“STORIES FROM THE LAND ARTICULATES AND REINFORCES INDIGENOUS WORLDVIEW & INHERENT CONNECTION TO LAND VIA LIVE STORYTELLING EVENTS, LISTENER SUBMISSIONS AND SOUND RICH AUDIO DOCUMENTARY.”

Think Indigenous

In cooperation with the University of Saskatchewan, Indian and Cowboy have created this mini series for teacher education programs and practicing educators. The series explores the possibilities of Indigenous focused education efforts. The series features educators explaining their experience working with Indigenous youth and explores what they believe to be best practice.

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.

SEA TO SKY SCHOOL DISTRICT’S CULTURAL JOURNEYS PROGRAM

http://www.squamishchief.com/lifestyles/squamish-comes-together-in-an-education-program-following-first-nation-teaching-1.9029385

In Squamish, at Stawamus Elementary, students experience a place-based educational program, similar to what Suzanne Stewart describes, called “Cultural Journeys” where “the Kindergarten to Grade 6 classes are guided by the principle that all learning is grounded in understanding the connected relationship of language, land and culture”. In this program “…Squamish Nation ways of knowing and appreciation for the land are weaved throughout the curriculum”.  Markedly, this program is not exclusive to native students, it is a choice program and many non-native students attend. Technology doesn’t come up in the description of the “Cultural Journeys” program, nor in the school video (see below), however it is mentioned with regards to the Grade 7-12 program “Learning Expeditions”. This begs the question of how technology in integrated and whether or not place-based learning is so primarily focused upon in the later years program.

Module 1 Entry 5

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.

Module 1 Entry 3