Category Archives: MODULE 3

Module 3 post 5 (Sam Charles)

In this post, I further explore working with Indigenous elders through video. Connecting with elders, and learning through their teaching is an important part of knowledge sharing (and a focus of my final project). Here are some examples of elder’s sharing knowledge:

University of Victoria Podcast about truth, memory, power, and human rights
Word choice when interviewing Indigenous Elders
Learning project from North Dakota North American Essential Understanding Project
Indigenous Elders curriculum guide (Alberta)
Connection between Elders and the health system
Powerful story from an Elder in Vancouver discussing his experiences with residential school

The Library at the University of Victoria offers a podcast called “Taapwaywin” that brings ideas and concepts to audiences around the world through sharing recorded visits with Elders, Knowledge Keepers, scholars, and practitioners.

Dr. Jacque Gray from the Native Indigenous Elder Justice Initiative reviews the importance of word choices when interviewing Indigenous seniors.

Teachings of our elders: North Dakota Native American Essential Understanding Project provides some interesting resources.

Walking Together: First Nations, Metis, Inuit Perspectives in Curriculum

Curriculum guide and resources for discussing the role of Elders in their communities.

In this storytelling-based presentation, Alex Allard-Gray discusses the importance and roles that elders have in First Nations communities and how these experiences are not reflected in their interactions with the healthcare system.

Video posted by the Regional Geriatric Program of Toronto.

William Quinn, First Nationals Elder outlines his experience at residential school.

Module 3 Post 4 (Sam Charles)

In this post, I wanted to investigate what videos are out there that are intended to educated an audience about Indigenous Knowledge. While my final project focuses on Elders sharing knowledge through storytelling, these links provide a variety of approaches to sharing Indigenous knowledge through video.

Tips for engaging with Indigenous People
What to say and do when working with Indigenous People
Reporting on Indigenous stories
What is an Indigenous Elder
Role of Indigenous elders within the health care system

How to talk about Indigenous People of Canada provides 3 key things to remember

Understand we all have different tribes or nations
Get to know personal preferences, and how they prefer to be addressed
Understand the difference between different terms

Bob Joseph presentation entitled 20 tips on what not to say and do when working with First Nations that he presented to Geoscience BC

Reporting in Indigenous communities: 5 tips to get it right – short video with recommendations/tips from Angela Sterritt who is a Gitxsan Reporter

Cautious of stereotyping
Provide context
Consult with multiple courses
Balance
Create positive relationships

Full blog is available at https://www.cbc.ca/radio/docproject/blog/reporting-in-indigenous-communities-5-tips-to-get-it-right-1.3480853

CBC News from New Brunswick created a video seeks to define what an Edler is within The Elders: Getting to know some of the most honoured members of First Nation communities.

The crucial role of Indigenous elders through the eyes of Doreen Spence who discusses how healthy elders are essential to the identity of Indigenous people.

Module 3: Post 5 – CBC Kids Talk About Land Acknowledgements

For my research topic of land acknowledgements, as a settler and educator, working to make these acknowledgements meaningful and also to address this topic with my students I look towards resources that I can also use in the classroom to have my students think about this topic as well so that they can also be better informed. This video by CBC kids helps to highlight what these acknowledgements are and why we should be making them meaningful. I especially want to discuss with student what Dr. Daniel Justice says in the video about how land acknowledgements can become a “formula” that people feel like they need to say but are not thinking about the why. There is also a strong sentiment in the video that states that acknowledgements should have action behind them. These actions are different depending on if you are a business, organization, or corporation or if you are an settler on the lands or a kid. I think this video is a good place to start to get students to think about what the land acknowledgements they hear are and how they can go beyond that.

Module 3: Post 4 – Truth and Reconciliation in Canadian Schools

For myself, books and reading materials are a great way for me to think about how to work towards reconciliation and decolonization as an educator. I like finding authentic resources that I can look to to help guide my teaching. So many times I see textbooks in schools that are outdated and also do not show the people that were consulted during the creation process. Truth and Reconciliation in Canadian Schools by Pamela Rose Toulouse provides a wonderful resource for educators and also breaks down lessons/topics per grade level, this helps for educators looking to get started but I often move faster if I feel my class is ready for the more complicated and thought provoking discussions.

Module 3: Post 3 – Speaking Our Truth

Monique Gray Smith is an author that I have had the privilege of meeting and attending a workshop where she was the guest of honour. Her book Speaking Our Truth really works towards helping educators guide young students towards a better understanding of reconciliation and ultimately, decolonization. The book talks about being an ally and how that looks like which I think is something that students should start to learn at a very young age. In terms of my research topic of land acknowledgements, I like that the book contains a message from Elder Kahontakwas, that specifically discusses respect and admiration for what the land provides which I think this specific Indigenous worldview is often missing from land acknowledgements we see today.

Module 3: Post 2 – Muskrat Magazine

Muskrat Magazine is an online magazine that is dedicated to providing information on Indigenous arts and culture. When thinking about module 3 and decolonization, I think it really is important to think about how Indigenous Peoples are portrayed in various media sources. I also think it is important for authentic news and culture sources to be funded and backed by the government. I have had a lot of discussions this term about how many aspects of Indigenous culture are thought of as historical and not current but by highlighting websites like these, it could be a vital step forward.

Module 3: Post 1 – Unpacking the Indigenous Student Experience by Matthew Provost

One of my colleagues blogs in module 2 really inspired me to think about how as educators we need to be taking a much more proactive approach in making educational spaces safer while working towards breaking colonial ways of education. As an educator I do have the power to make my classroom space inclusive for all but I also need to understand and be more aware of the experiences Indigenous students face will carry with them when entering a school or that their families will feel when sending their children to school. Matthew Provost’s video highlights his experience in post-secondary educational institutions.

When I think about my research topic of land acknowledgements, specifically in schools, I think about how important the authenticity of those announcements are, especially in settings that have historically brought incredible amounts of trauma and hurt to generations of people.

Module 3 Post 3 (Sam Charles)

Linking technology with Indigenous cultures, traditions and knowledge is the focus of this post. My final project focuses on using video to share Indigenous knowledge (specifically through storytelling), so the following sites are examples of using technology for this purpose.

3D technology can preserve culture
Berkeley program
MIT looks to collaborate with Indigenous groups
ITU report on how Indigenous peoples have shaped technologies
Misinterpretation of Indigenous technologies

This first link describes how some Indigenous groups are using 3D technologies to preserve the culture.

The Berkeley Center for New Media offers a cool program where they explore linking technology with Indigeneity.

MIT hosted a conference connecting technology with Indigenous groups. The conference had lots of Canadian connections, but I haven’t found a follow-up since other than this conference.

Excellent overview by the ITU of how Indigenous knowledge and partnerships have helped to produce several notable technologies, with use cases ranging from medical to forensic to environmental. At the same time, many communities have turned to the latest tech to help secure their heritage and navigate the challenges of climate change.

A discussion from Swinburne University of Technology about how the Indigenous technology and its usage is often misunderstood.

Module 3 Post 2 (Sam Charles)

In this post, I will highlight content related to Indigenizing curriculum. In the first two weeks of this module, the content has focused in on protecting culture and one way to do so is by Indigenizing the curriculum. While some of this subject matter only loosely connects with my final project regarding video as a dissemination tool for Indigenous knowledge, it is vital to have context within the discussion of using technology for sharing.

SFU Indigenizing Resources
Indigenization (of data)
UBC Indigenization resources
UFV Indigenization plans and resources
UBC Indigenous Studies Indigenization Discussion

Simon Fraser University provides a handy webpage that outlines the rationale for championing Indigenization, and resources to assist in that process.

Through my searches, found the Indigitization: Tools for Digitizing and Sustaining Indigenous Knowledge, is a collaborative initiative between BC Indigenous groups and academic partners from the University of British Columbia and the University of Northern British Columbia. The site provides resources to assist in Indigenous information management.

Similarly, University of British Columbia: Indigenous Foundations provides background and resources for educators to Indigenize their curriculum. It also includes some video resources that are of particular interest based on my final assignment.

Learn how the University of the Fraser Valley is working towards Indigenizing their programs and systems. The site includes their strategic plan, resources and initiatives at the institution.

This video describes what Indigenizing the curriculum means, and how it can be practiced (through the eyes of Jo-ann Archibald, Professor and the director of NITEP (Native Indian Teacher Education Program) at the Department of Educational Studies and the associate dean for Indigenous Education at the Faculty of Education at UBC.

Module 3 Post 1 (Sam Charles)

Inspired by week #6 readings, I started to explore the idea of what Indigenous Knowledge means. This relates to my final project where I am exploring the usage of video within the dissemination of Indigenous Knowledge.

Three key topics (explored this week related to the week’s readings):

What does Indigenous Knowledge Mean
Defining Indigenous / Traditional Knowledge
Federal Government usage of Indigenous Knowledge

I was fortunate to participate in training facilitated by the Indigenous Corporate Training Group earlier this year. Their blog of April 6, 2018 does a great job summarizing what Indigenous knowledge means and why it is important.

Bruchac (2014) also investigates the topic of Indigenous Knowledge and Traditional Knowledge in her 2014 paper of that title

“Traditional Indigenous knowledge can be defined as a network of knowledges, beliefs, and traditions intended to preserve, communicate, and contextualize Indigenous relationships with culture and landscape over time.” (p.3815)

I had never heard of the Government of Canada’s Impact Assessment Act, but it is a measure in place intended to help meet reconciliation commitments through recognizing Indigenous Knowledge in what it does. This act “requires that Indigenous Knowledge be taken into account when it is provided for impact, strategic and regional assessments.”

Understanding how to tangibly interconnect Indigenous Knowledge with subjects like climate change and sustainability was highlighted in this CBC news story:

Another example of integrating Indigenous knowledge into science dialogues through a Conversation op-ed.