Category Archives: MODULE 3

Wemigwans, J., & ProQuest (Firm). (2018). A digital bundle: Protecting and promoting indigenous knowledge online. University of Regina Press.

This essay is proving to be very interesting. Wemigwans, who is an Anishnaabekwe scholar, explores the “cultural shift in how we share Indigenous Knowledge online.” The book examines  the Internet and its part in the spreading Indigenous Knowledge from Elders and Indigenous knowledge keepers.”  I believe this book can be crucial for developing my final project because it examines how we can use the internet to share Indigenous knowledge. I hope this book enlightens me on how best to use the internet to share Indigenous knowledge and how  Indigenous people can successfully use western technology.

Native on the Net: Indigenous and Diasporic peoples in the virtual age

Landzelius, K., (2006). Native on the net: Indigenous and diasporic peoples in the virtual age. Routledge. Taylor & Francis eBooks A-Z.

This book examines how multiple Indigenous groups from around the world use the internet. The author is interested in how the internet affects the lives and routines of Indigenous people. I could not find any information on whether or not the author has any Indigenous roots herself. 

The author begins with the question, “Is the global village a real possibility in cyberspace?” This caught my attention since our first article focused on tribalism and how opposite the internet is to Indigenous culture. I am quite skeptical about some of the points the author claims about the internet allowing Indigenous groups to challenge “their own native traditions.” I hope this text provides in-depth knowledge about how Indigenous people from across the world are using the internet differently and similarly and how they are using it to revitalize their culture. However, I will be reviewing this book with caution. 

This week I decided to try and mention whether the author was Indigenous or not. It’s something that stuck with me from our discussions last week about settler researchers observing Indigenous communities and leaving. I think acknowledging whether or not the authors are Indigenous is an important step in understanding the strengths and weaknesses of the text.

This video showcases the making of a traditional Coast Salish Drum by Jorge Lewis who is part of the Snuneymuxw nation located in Naniamo, Vancouver Island. This video may appeal to me more than others as I appreciated the craftsmanship, and appropriateness of the video towards showing high school students. Another appreciation I had of the video was the way Jorge used knowledge passed down from his family towards making the drum. For example, instead of relying on a math equation to layout the holes on the hide equally, he used a clever folding technique. He also relied on his experience of hand placement to tighten up the lace. While doing all this, he stressed how the prayer was the most important part leading to his success. The combo of highly applied knowledge and low reliant on special tools also appealed to me. This is a project that can be attempted in a school setting with the correct individual leading the activity.

The fifth resource for my Module 3 research collection is a journal article on pedagogical talking circles as a practice of decolonizing and indigenizing education for instructors and students to engage in reciprocal and relational learning. This journal article describes the Indigenous pedagogical approach to talking circles that draws on principles of situated relatedness, respectful listening, and reflective witnessing. Check out the journal article below to learn how transformative learning can be facilitated by creating, storytelling, reflecting, observing, and listening through talking circles.

Barkaskas, P., & Gladwin, D. (2021). Pedagogical talking circles: Decolonizing education through relational Indigenous frameworks. Journal of Teaching and Learning, 15(1), 20-38. https://doi.org/10.22329/jtl.v15i1.6519

The fourth resource for my Module 3 research collection is a blog post on the components and outcomes of Indigenous relations skill-based training. This blog post emphasizes how competency-based training is important to make lasting attitude and behavioural changes by equipping non-Indigenous peoples with cultural sensitivity and anti-racism skills to effectively interact with Indigenous peoples and take action for reconciliation. Check out the blog post below to learn how organizations can raise awareness of the historic events and impacts from colonization as well as the prejudices towards Indigenous peoples by nurturing effective communication and listening skills amongst their staff.

Indigenous Corporate Training. (2020, March 11). Skills based Indigenous relations training essential to reconciliation. https://www.ictinc.ca/blog/skills-based-indigenous-relations-training-is-required-for-reconciliation

The third resource for my Module 3 research collection is a document on the 94 calls to action by the Truth and Reconciliation Commission of Canada. While most of us have likely heard of or read through this document already, I added it to my research collection to highlight more attention to the Business and Reconciliation section. It is a good reminder for organizational learning and development professionals that the 94 calls to action are not only dedicated to political and educational sectors, but also the corporate sector. Check out the document below to learn how to decolonize corporate policies and operations through meaningful relationships with Indigenous communities as well as staff training resources on Indigenous history and culture.

Truth and Reconciliation Commission of Canada. (2015). Calls to action. https://www2.gov.bc.ca/assets/gov/british-columbians-our-governments/indigenous-people/aboriginal-peoples-documents/calls_to_action_english2.pdf

The second resource for my Module 3 research collection is a journal article on decolonial considerations for the design of learning objectives. This article highlights how Bloom’s taxonomy includes the cognitive (mind), psychomotor (body), and affective (heart) domains for Western education but is missing the fourth quadrant of the Indigenous medicine wheel regarding the spiritual domain. Check out the article below to learn how educators can create spiritual learning outcomes based on a modified version of Bloom’s taxonomy that revolves around honouring, valuing, connecting, empowering, and self-actualizing.

LaFever, M. (2017). Using the medicine wheel for curriculum design in intercultural communication: Rethinking learning outcomes. In Promoting Intercultural Communication Competencies in Higher Education (pp. 168-199). IGI Global. https://doi.org/10.4018/978-1-5225-1732-0.ch007

The first resource for my Module 3 research collection is a document that was developed by the Calgary Board of Education to provide an overview of an Indigenous holistic lifelong learning framework. This document describes key Indigenous education attributes that are based on the four domains of the medicine wheel, including the mind (to know), spirit (to be), heart (to belong), and body (to do). Check out the document below to learn more about how educators can effectively and respectfully incorporate Indigenous ways of knowing, being, belonging, and doing into their education curriculum.

Calgary Board of Education. (2022). Indigenous education holistic lifelong learning framework. https://www.cbe.ab.ca/about-us/policies-and-regulations/Documents/Indigenous-Education-Holistic-Lifelong-Learning-Framework.pdf

Module 3 Post 5

As I continue to search for resources to compile material to Indigenize the ESL International classroom, I came across a website that is intended for homeschooling:

Indigenous Education Resources for Canadians (thecanadianhomeschooler.com)

I found this useful because it had an array of lesson plans and multimedia resources to be used with students of any age and language background.

I was concerned, however, about whether or not I was able to use this Knowledge, whether it was for public consumption and, full circle to where I started this blog, whether or not I was appropriating. As I dug deeper into the vast amount of materials on this website, I found this:

Interactive Video – Fourdirectionsteachings.com

This is an incredible interactive video on Four Directions Teachings. The tool itself gave me a lot of freedom and independence to guide my own learning journey. As a non Indigenous person, I felt like this would be an excellent resource to empower Indigenous students through technology.