Through reading the documents and resources provided by the organization, Actua, I was able to learn about two-eyed seeing (Actua, 2022). That is the notion that due to our historical and current education systems and ways of learning, we cannot expect that students, due to their exposure, can only see or understand knowledge from one lens. As they may already be exposed to the Western lens and as we acknowledge how we are situated in a land and community that also values the Indigenous lens, true understanding and decolonizing occurs if we learn from both eyes, or both Western and Indigenous perspectives. This organization provides informations to students, educators and policymakers that can be informative to how we can support an Indigenous way of knowing in terms of STEM while being heavily influence by the mainstream or western gaze.
Category Archives: MODULE 1
Module 1 Blog Post 5 (Sam Charles)
Research Blog of Websites Assignment by Sam Charles
Indigenous Learning Preferences and Interactive Technologies
Andrew KitchenhamSchool of Education, University of Northern British Columbia
Winslett, Gregory M. and Phillips, Jean (2005) ICTs and Indigenous pedagogy: Techniques of resistance in chat rooms. In Proceedings ascilite 2005: Balance, Fidelity, Mobility: maintaining the momentum?, pages pp. 729-734, Queensland University of Technology.
https://eprints.qut.edu.au/6951/1/6951.pdf
Keri Ewart (now with UBC), a Teacher Education instructor, developed an online version of the KAIROS Blanket Exercise to help teacher candidates better understand the shared history of Indigenous and non-Indigenous peoples in Canada from pre-contact to the present day.
Education instructor brings Indigenous history lesson to life online
Integrating indigenous knowledge into appropriate technology development and implementation
John P. Tharakan Howard University
Hafsteinsson, S. B., Bredin, M., & desLibris – Books. (2010;2014;). In Hafsteinsson S. B., Bredin M.(Eds.), Indigenous screen cultures in Canada. University of Manitoba Press.
Grogan, J., Hollinsworth, D., & Carter, J. (2021). Using videoed stories to convey indigenous ‘Voices’ in indigenous studies. The Australian Journal of Indigenous Education, 50(1), 38-46. https://doi.org/10.1017/jie.2019.15
Iseke, J. M. (2011). Indigenous digital storytelling in video: Witnessing with alma desjarlais. Equity & Excellence in Education, 44(3), 311-329. https://doi.org/10.1080/10665684.2011.591685
Knopf, K. (2010). ‘sharing our stories with all canadians’: Decolonizing aboriginal media and aboriginal media politics in canada. American Indian Culture and Research Journal, 34(1), 89-120. https://doi.org/10.17953/aicr.34.1.48752q2m62u18tx2
Kaomea, J., Alvarez, M. B., & Pittman, M. (2019). Reclaiming, sustaining and revitalizing hawaiian education through Video‐Cued makawalu ethnography. Anthropology & Education Quarterly, 50(3), 270-290. https://doi.org/10.1111/aeq.12301
Module 1 Blog Post 4 (Sam Charles)
Research Blog of Websites Assignment by Sam Charles
A colleague shared this video (on Instagram) providing a perspective/definition of decolonization.
As I have started to investigate the themes of using video to tell Indigenous stories, I have come across the following sources:
List of sources related to Indigenous technology and education
https://worldwidescience.org/topicpages/i/indigenous+technology+education.html
The Teaching for Indigenous Education website responds to the changing educational landscape that recognizes the importance of educational frameworks based on Indigenous perspectives
https://ets.educ.ubc.ca/innovation/special-projects/teaching-for-indigenous-education/
-link to project however is broken
Implementing Indigenous Education with Technology Education in British Columbia
Indigenous peoples teach the world First Nations wisdom through technology
https://www.weforum.org/agenda/2022/08/indigenous-people-augmented-reality/
This project begins by outlining why Indigenous education and technology education need to be more closely connected.
https://dspace.library.uvic.ca/handle/1828/12903?show=full
O’Shea, J. (2021). Implementing indigenous education with technology education in British Columbia
Why The Time For Indigenous-led Innovation In Tech Is Now, And How To Support It
https://technologycouncil.ca/2022/02/07/why-the-time-for-indigenous-led-innovation-in-tech-is-now/
Indigenous Technology in Technology Education Curricula and Teaching. Gumbo, Mishack (University of South Africa)
The use of ICTs and E-learning in Indigenous Education
Kevin O’Connor, Mount Royal University
https://k12sotn.ca/papers/the-use-of-icts-and-e-learning-in-indigenous-education/
The affordances of technology for teaching Indigenous knowledge
Olivier, Jacko et al (2019)
Olivier, Jako & Van der Westhuizen, Cp & Laubscher, Dorothy & Bailey, Roxanne. (2019). The affordances of technology for teaching indigenous knowledge. 10.4102/aosis.2019.BK133.10.
WEAVING WAYS INDIGENOUS WAYS OF KNOWING IN CLASSROOMS AN D SCHOOLS
Alberta Regional Professional Development Consortium
MULTIMEDIA TECHNOLOGY AND INDIGENOUS LANGUAGE REVITALIZATION: PRACTICAL EDUCTIONAL TOOLS AND APPLICATIONS USED WITHIN NATIVE COMMUNITIES
PhD dissertation from University of Arizona
http://www.malsmb.ca/docs/multimedia-technology-and-indigenous-language-revitalization.pdf
Determinants of Indigenous Student Learning with Digital Technology: A Qualitative Study in a Remote Manitoba First Nations Community
PhD dissertation from University of Manitoba
https://mspace.lib.umanitoba.ca/bitstream/handle/1993/32752/Ben%20Akoh.pdf?sequence=3
Module 1 Blog Post 3 (Sam Charles)
Research Blog of Websites Assignment by Sam Charles
A resource page entitled First Nations Pedagogy Online provides links to helpful multimedia sites.
I found a great article by some researchers in Australia related to the use of video when documenting Indigenous stories and cultural practices. The article includes a discussion of consent, ethics, and ethnography.
- Haines, J., Du, J. T., & Trevorrow, E. (2018). Video ethnographic documentation of stories and cultural practices with indigenous elders. Proceedings of the Association for Information Science and Technology, 55(1), 821-824. https://doi.org/10.1002/pra2.2018.14505501132.
The above article references a few other articles that could be helpful:
- Archibald, J. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit. Vancouver: UBC Press.
- Castleden, H., Daley, K., Sloan Morgan, V., & Sylvestre, P. (2013). Settlers unsettled: Using field schools and digital stories to transform geographies of ignorance about Indigenouspeoples in Canada. Journal of Geography in Higher Education, 37(4), 487-499.
- Haines, J., Du, J. T. & Trevorrow E. (2018). In search of Indigenous wisdom and interdisciplinary ways of learning together. Journal of the Australian Library and Information Association (JALIA), 67(3). Retrieved from https://doi.org/10.1080/24750158.2018.1488358 Haines, J., Du, J. T., Geursen, G., Gao, J., & Trevorrow, E. (2017). Understanding Elders’ knowledge creation to strengthen Indigenous
Module 1 Blog Post 2 (Sam Charles)
Research Blog of Websites Assignment by Sam Charles
Technology amplifies Indigenous knowledge is discussed within this website article authored by Mikaela Jade. According to the article, augmented reality and other technologies can play a role in fostering cultural connection and digital skills.
https://www.weforum.org/agenda/2022/08/indigenous-people-augmented-reality/
The Christensen Fund supports Indigenous Peoples in advancing their inherent rights, dignity and self-determination. The site includes a video project from 2011 that showcases the personal accounts of elders on the topics of sacred sites, land, language, culture, and the future.
https://www.christensenfund.org/programs/
University College of the North website hosts an Elder’s traditional knowledge section including videos and other resources featuring elders from northern Manitoba
First Nations Technology Council
Module 1 – Post 2
The First Nations Technology Council (FNTC) is an Indigenous-led organization in British Columbia aiming to provide equitable access to equipment, training, and support to Indigenous communities to further nationhood goals and self-determination. The skills training they provide links directly with the vision, goals, and needs of Indigenous nations.
Their Indigenous Digital Equity Strategy is particularly interesting. Here is an excerpt, but I would recommend reading the entire project plan.
“We know digital equity is more than just access to computers and the internet, it is about influence over the trajectory of technology and its impacts on society. Digital equity is a prerequisite for innovation, self-governance, entrepreneurship, education, economic and cultural wellbeing, and nearly all aspects of rights implementation in the digital age.” – FNTC
From the organization’s YouTube channel, they highlight that Indigenous peoples have always been technical, and that progression into digital or tech innovation is more of an extension of who they already are. I think this perspective should be explored more when we talk about educational technologies.
A fun personal note is that my partner took the FNTC’s Drone Stewardship Program a few years ago and has been an incredible contributor to his Nation’s community projects. Here is drone footage he and his colleagues produced for the Musqueam Canoe Races.
M.1 P.2 – A Story One’s Relationship With Their Language
I came across this video and found it to be very inspiring. Jacey Firth-Hagen discusses her complex relationship with her language and her path to ultimately achieving her goal of speaking it fluently. Although discussed briefly in the video, she uses social media for a revitalised language campaign. With the topics around Indigenous and technology being discussed so far in our course, I found this video very appropriate.
Module 1 (Post 2): Virtual Stick Game Tournament – Connecting Communities
I thought this was a very unique way to connect with communities through the use of educational technology and digital media…
A 3-day virtual tournament was held by the Savage Society and the Arts Council of New Westminster to help communities cultivate connections despite the barriers of the pandemic. Participants in this tournament played traditional Indigenous games through Zoom:
The teams began with equal amount of sticks and a set of “bones,” which are either marked with a stripe or unmarked. Alternating back and forth, one team would sing and drum, while a team-member switched the “bones” from hand to hand. The other team then guessed which hand held the unmarked “bone.” For each incorrect guess, that team lost a stick to the other team.
There was also song and dance and sharing of stories associated with this event. I thought it was an amazing way to continue connecting between communities especially during the pandemic and celebrate their uniqueness and connectedness through the use of digital media.
For more information, see: https://www.fnha.ca/wellness/sharing-our-stories/first-nations-communities-connect-and-have-fun-with-a-virtual-traditional-stick-game-tournament
M. 1 P. 1 – Identity and Terminology
The link below is from the First Nation Studies program at UBC. The website provides assistance for students (and others) and they need in on key topics involving Aboriginal peoples of Canada. The link below is one on terminology and identity from the site. I found this web page to be a great overview, especially on what is appropriate and not appropriate wording. The history of identity and terminology are laid out in a clear manner. I think this would be very useful for a wide age group, including younger students.
Module 1: Post 5 – Ethical Space
This week’s discussion on how Indigenous Communities are different brought about different emotions, and feelings. I came across Willie Ermine’s (2007) Ethical Space of Engagement and did some further research. Ethical Space is formed “when two societies, with disparate worldviews, are poised to engage each other”. It is the space between these worldviews that allows for Indigenous and non-Indigenous people to engage in respectful conversations and work together in harmony, bridging the gap between cultures and moving towards meaningful reconciliation.
The video that I have shared highlights the importance of understanding each other before we can have a relationship. Dr. Reg Crowshoe an Piikani Blackfoot Elder states, we need to start at the foundation of two different worldviews and understanding each other. I believe that this system of Ethical Space is needed within our education system in order to Indigenize our curriculum.
Canada needs to build ethical spaces for Indigenous people