This Facebook page was shared with me through my little sister, who lives in Grandmothers Bay in Northern Saskatchewan. This Facebook page helps to show how one teacher is doing land-based education in their classrooms and how to share it with others. These videos can be shared with other classrooms and used to educate students who may not have access to the same opportunities.
https://www.facebook.com/LandbasedEd
A few different websites share whose land you are currently located on. I like whose land it gives you the option to see the treaties, nations, territories by city, where residential schools were. They include lesson plans and ways to create your own land acknowledgement. I find this website easy to use and clear enough for middle-aged students to create their own land acknowledgement. The Q and A section is quite in-depth and gives information for those needing it.
Create to learn is a website that allows Indigenous and non-Indigenous to learn about various topics like cultural activities (beading, making bannock, caribou hair dying, quilling) but also things like technology and how to take care of yourself.
Each video is from an Indigenous person sharing their knowledge with others.
https://www.createtolearn.ca/creatives
Your voice is power is a program/curriculum that can be used with middle school to university level students that allows them to create their own music using code. The curriculum helps teach the study program’s sketch but also about injustice and using the 94 calls of action from Canada’s truth and reconciliation commission. This website and contest is something I am interested in sharing with my students this year to help them strengthen their voice and see people like them making a difference. Dakota Bear is also connected to some of my students families through his work which will help make this project even more interesting.
https://www.yourvoiceispower.ca
I heard about 400 drums while looking for Indigenous knowledge and technology through the Unreserved podcast. 400 Drums uses NFT’s with Indigenous drums and art to support Indigenous youth communities and their way of life. Seeing how people use technology to help bring Indigenous voices into technology and web 3 is very exciting.
While following links from my previous post, I found information about a program called Connected North that uses communication technology to reach students in remote Indigenous communities. The idea is to give youth access to First Nations, Inuit, and Metis role models that can help the students understand the applications of what they learn in school and give them opportunities for meaningful connections with professionals in a variety of fields as well as students in other locations. According to the site, a majority of teachers find the program helps engage their students. I am excited to read some more about this program and see if there is the potential to use this type of technology to help my soon-to-be first year undergraduate students prepare for university.
Celebrating Indigeneity in Science
This webpage was created as the result of a virtual discussion hosted by Wilfred Laurier University on International Women’s Day in 2021. The Laurier Centre for Women in Science (WinS) welcomed indigenous women scholars to share their work and personal stories and collected the information in to a number of resources with the intent of “building a vibrant and inclusive scientific community.” I have enjoyed browsing the various resources here and thought you might too. My hope is that at least one of them will be relevant to your teaching practice. I know there are few that I will refer to in future as I teach undergraduate science labs!
I came across this recent paper in the Journal of Chemistry Education that gives an account of York University’s approach to decolonizing the undergraduate chemistry curriculum. It seems that many institutions talk about taking steps towards decolonizing courses, but I have had difficulty finding guidance of how to do this effectively in a post-secondary science department. This paper outlines some of the steps that are being taken to shift the narrative of the courses away from solely a western view of science.
In one example, instructors of a colloidal chemistry course included a discussion of ancient Egyptian codification of knowledge of papyrus. While this is a relatively small step, the instructor is acknowledging that science has been happening by peoples all over the globe for longer than the western view of science has existed.
http://www.integrativescience.ca/Principles/TwoEyedSeeing/
This website has been set up by Cape Breton University and works with Unama’ki College. The purpose is to bring together Indigenous and Western scientific knowledge and ways of knowing. The organization’s guiding principle is Two-Eyed Seeing, which was created by Mi’kmaw Elder Albert Marshall. Two-Eyed Seeing refers to learning to see from one eye with the strengths of Indigenous knowledge and ways of knowing and from the other eye with the strengths of Western knowledge and ways of knowing and learning to use both these eyes together for everyone’s benefit.
The website provides a collection of research, presentations, articles and multimedia items.
I will also use this website to enrichen my knowledge about how people are going about integrating Indigenous knowledge and Western tech.
I am excited to build on all of the websites listed above for my final assignment. Their collective knowledge will undoubtedly be useful.
Elvio
https://www.waysofknowingforum.ca/
The authors of this website are working to bring together Indigenous knowledge and Western ways of knowing in order to benefit everyone. I think seeing how people are combining Indigenous and Western knowledge together will be very useful for my own research assignment. Reconciling Ways of Knowing has a large online collection where Indigenous knowledge holders, scientists, teachers, and writers share their knowledge. The website provides visuals, videos and text to educate the reader.