Author Archives: Kyle

Module 2 Post 5

http://www.cbc.ca/news/canada/new-brunswick/first-nations-language-immersion-revitalization-1.3689552

Language Loss

This article highlights the current state of languages within some Indigenous groups in the land some call Canada. This points to a lot of our discussion in module 1 and carries into module 2 as well; when we talk about overseers and the centralization of information and the technological culture. As technology becomes more and more ubiquitous we see people taking up laptops, and other forms of communication and participating in the language of technology, which is primarily a westernized cultural view. While forms of technology have served Arootook Mi’kmaq people well in some instances, in many others, often not spoken about or acknowledged, technology may have served as a limiting force on groups of people and their culture. Might we use technology to support oral literacy in Indigenous languages in order to stave off extinction?

Module 2 Post 4

https://timreview.ca/article/1138

This paper positions itself as a strength-based review of the digital divide while outline the historic technological issues that portrayed or sustained colonial views of Indigenous People. It uses digital storytelling and makerspaces as potential opportunities to decolonize technology and make room for Indigenous People, culture and language.

Module 2 Post 3

3D Printing

An anecdotal writing about the practice and use of makerspaces in an effort to revitalize and continue Indigenous Knowledge and culture. I particularly liked that the anecdote includes ancient culture and blends with the adaptation of digital tools.

Module 2 Post 2

Pipedreams

Zoe, a future guest on UBC’s MET anti-racis speaker series, discusses Canada Truth and Reconciliation efforts, and how the inclusion of making and makerspaces in educational environments with an informed intention can serve as further efforts in TRC. I appreciate how explicit she is in aligning the work of making with TRC so as not to forget the important work that needs to be done and paying tribute to the pedagogies that are now being used that were stripped of those who were forced to attend residential schools.

Module 2 Post 1

Makerspaces

Luc Lalonde’s post explores both the importance of makerspaces and local, land-based Indigenous knowledge. He opens up makerspaces as an ideal environment to incorporate Indigenous culture so long as the spaces are informed by Indigenous worldviews. He provides a number of links to anecdotal adn research based evidence while providing some examples of work that can be done.

Module 1 Post 5

https://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

When we think about resources, I think it’s important to look at what global policy makers are putting out. The United Nations Declaration on the Rights of Indigenous Peoples is a good place to start; it provides a global perspective from a group that is highly respected. What I find interesting about this document are the direct parallels it draws to the 94 Calls to Action like the rights to self-governance, and education. Documents such as these highlight the importance and necessity of everyone to inform themselves of the issues to create more voices demanding change.

Module 1 Post 4

https://www.nccie.ca/knowledge-space/elder-knowledge/

The National Centre for Collaboration has a huge variety of resources that can be focused into specific regions. Localizing learning enables learners of all types to find connection to the land they work and play on, to the groups that have been keepers of that land since time immemorial. When we are able to make those strong connections, we engage in the material, the learning more authentically and meaningfully, and perhaps are more likely to apply that learning.

 

https://youtu.be/Z7uwHJ_ag3A

Module 1 Post 3

https://warriorkidspodcast.com/about

A colleague led me to this podcast that emphasizes education around Indigenous cultures, and the differences between different groups. Led by Pam Palmater, each episode is a journey into an untold story, a different perspective of a common theme and importantly ties it into creating change agents of the future. With a theme here of multimodality and multiliteracies, I find the podcast an excellent way to incorporate both of those things in replace of text heavy resources.

Module 1 Post 2

https://mediasmarts.ca/digital-media-literacy/media-issues/diversity-media/indigenous-people/common-portrayals-indigenous-people

Media smarts is one of my go-to resources for teaching students media literacy, critical consciousness and critical thinking. What I appreciate about it the most is that it is backed with research that they make available to anyone visiting their website which is in line with an underlying philosophy I have in democratizing learning. This article speaks specifically to the portrayals of Indigenous Peoples in media and provides resources for parents and teachers specific to the issue outlined in the article.

Module 1 Post 1

https://storymaps.arcgis.com/stories/2b658ebc77444977a04bd0f97e61823b

I particularly like digital storytelling as means for knowledge transfer as they are multi-modal, meaning multiple media types, directed towards telling a complete, robust narrative. The inclusion of maps, graphs, and data gives integrity to the text narrative, but also means the information accessible to all learners and consumers. The framework also allows for various cultures’ stories to be told in a meaningful way while respecting their societal and cultural norms; for example oral histories of many Indigenous groups. This, according to Cloonan addresses two aspects affected by the changing social norms of communication; “the variability of meaning making in different cultural, social or professional contexts and the nature and impact of new communications technologies” (pp 159).

In this story, the consumer is taken through various perspectives of Indigenous groups’ efforts to maintain, sustain and build a stronger, more ecologically stable future, for example the story of Maymand in Iran. It also highlights the ICCA’s (Indigenous Peoples’ & Community Conserved Territories & Areas) work in bringing awareness and positive contributions to Indigenous issues around the globe, and ensuring the sovereignty of groups is respected and upheld.