Category Archives: MODULE 2

MODULE 2 – POST 3 – ELVIO CASTELLI – The Ethnos Project

The Ethnos project ran from 2008 to 2018, with the goal of exploring the intersection of Indigeneity and information and communication technologies (ICTs). While the project has ended and the site is not maintained, there is plenty of helpful information and hyperlinks to like-minded sites. One of these is EcoliterateLaw (http://www.ecoliteratelaw.com/index.cfm?sect=home).

The Ethnos Project provides numerous links to other Indigenous websites that are all connected to Indigenous involvement with the digital age, which at first glance appears to be a very valuable database moving forward.

Welcome

The Ethnos Project

Module 2 – Post 2 – Elvio Castelli – Camosun College Library Guide

This library guide is maintained by Natasha Parrish, an education developer for Indigenization at Camosun College in Victoria, BC. The guide interests me because it links content focusing on Indigenizing online learning, transformative change education, and numerous other essays, books, and videos. The guide also provides Territory information, links to Massive Open Online Courses (MOOCs), teaching material (in the form of lesson plans and resources), and Indigenous websites.

Overall the website provides a ton of information.

https://camosun.libguides.com/teaching/indigenization

Module 2 – Post 1 – Elvio Castelli – Darrah Blackwater

Blackwater, D. (April 29, 2020) “Indigenize the Internet: How to close the digital divide by respecting tribal sovereignty.”

https://nnigovernance.arizona.edu/indigenize-internet-how-close-digital-divide-respecting-tribal-sovereignty-darrah-blackwater

I came across this presentation by Darrah Blackwater, which immediately jumped out. Darrah Blackwater is from the Navajo Nation and was completing a law degree at the time of the presentation. Ms. Blackwater describes the opportunities Indigenous people offer to the global community (economically and culturally), and she believes that the internet needs Indigenous people.

I found the presentation on The Native Nations institute at the University of Arizona database (https://nnigovernance.arizona.edu/). This database provides a vast resource for further research, including conferences, seminars, and symposia, to mention just a fraction.

I highly recommend watching this presentation.

After watching her presentation, I further researched Ms. Blackwater and found her website (https://blackwatersoul.org/). She has a lot of resources here focusing on Indigenous policy, health, and art.

Module 2 Post 5 – Janet Nguyen – The Five Rs Framework

The fifth resource for my Module 2 research collection is an article on the creation, implementation, and analysis of the first online professional development course for principals of First Nations schools across Canada. This article discusses the complexities and opportunities of bringing Indigenous values into a virtual educational space through the Five Rs Framework which includes respect, relevance, reciprocity, responsibility, and relationships. Read through the article below to analyze more descriptions and examples of the Five Rs Framework for indigenizing online learning.

Tessaro, D., Restoule, J. P., Gaviria, P., Flessa, J., Lindeman, C., & Scully-Stewart, C. (2018). The five Rs for indigenizing online learning: A case study of the First Nations schools’ principals course. University of Toronto. https://tspace.library.utoronto.ca/handle/1807/91087

Module 2 Post 4 – Janet Nguyen – Indigenous Principles for Curriculum Development

The fourth resource for my Module 2 research collection is a webpage on Indigenous guiding principles to be considered in program and course curriculum design. This webpage outlines a cultural framework for Indigenous concepts of shared space/ethical space, transformation, renewal, as well as ways of doing (policy and practices), knowing (teaching and learning), connecting (relationships and community), and being (identity and inclusivity). Read through the webpage below to explore some recommended strategic ideas and reflective exercises on how to incorporate Indigenous core values into curriculum development projects.

Lindstrom, G. (2022). Ethical space of engagement in curriculum development processes: Indigenous guiding principles for curriculum development projects. University of Calgary. https://taylorinstitute.ucalgary.ca/resources/indigenous-guiding-principles-for-curriculum-development-projects

Module 2 Post 3 – Janet Nguyen – First Peoples Principles of Learning

The third resource for my Module 2 research collection is a webpage on a set of learning principles that are specific to First Peoples. There are many varied teaching and learning approaches that prevail across First Nations societies with some common elements revolving around holistic experiences and relationships which ultimately support the wellness of one’s identity and environment. Read through the webpage below to learn about the First Peoples Principles of Learning that were articulated by Indigenous elders and knowledge keepers to guide the teaching curriculum development for the BC Ministry of Education and First Nations Education Steering Committee.

First Nations Education Steering Committee. (2006). First Peoples principles of learning. http://www.fnesc.ca/first-peoples-principles-of-learning

Module 2 Post 2 – Janet Nguyen – Indigenization Guides for Post-Secondary Institutions

The second resource for my Module 2 research collection is a webpage of professional learning guides on how to indigenize post-secondary administration and curricula across British Columbia. This set of guides enable faculty and staff with theories and strategies to develop the necessary structures for Indigenous students to experience post-secondary education with respect and applicability to their own lives and ambitions as well as cultural values and traditions. Read through the guides below which are organized by interest and relevance to specific roles such as instructors, administrative leaders, advisors, curriculum developers, and researchers.

BCcampus. (2018). Indigenization guides. https://bccampus.ca/projects/indigenization/indigenization-guides

Module 2 Post 1 – Janet Nguyen – Cultural Safety Education and Training

The first resource for my Module 2 research collection is a video on the importance of Indigenous cultural safety education and training to eliminate systematic discrimination. This video discusses how the core intention of reconciliation is to strengthen the relationships between Indigenous and non-Indigenous peoples in Canada through awareness, kindness, and knowledge sharing as we address what we think we know and what we do not know at all. Watch the video below to recognize examples of anti-Indigenous sentiments in education and media fields as well as key components for an effective Indigenous cultural safety training program, including awareness of history, examination of power imbalances, and anti-racism strategies.

Tedx Talks. (2022, March 29). Cultural safety education as the blueprint for reconciliation | Len Pierre | TEDxSFU [Video]. YouTube. https://youtu.be/jmRFsVAXmiQ

The 3 P’s of Cultural Appropriation – M2 P4

Kayne Kawaski is a Cultural Commentator and Black History educator from Peckham, London. In this 2022 TedTalk, he discusses the toolkit that he has created to help people in conversations on sensitive issues related to culture and race.

Kawaski’s 3 P’s of Cultural Appropriation are:

Property
Privilege
Profit

Though not directly linked to Indigenous experience, Kawaski’s discussion can be used as a way for settler educators to reflect on the ways in which they incorporate Indigenous perspectives into their teachings.

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.