Category Archives: MODULE 4

Jessica Presta: Module 4, Post 2

Taking a closer look at the benefits of social media for Indigenous people lead me to this article: Social Media in Remote First Nation Communities which looks at the link between social networking sites and community resilience in Ontario. Their study surveyed 663 respondents from the Sioux Lookout region of northwestern Ontario with the goal of finding a deeper understanding of the way social media supports community resilience while preserving culture in some of the most remote First Nations communities in Canada. 

What they found was resiliency in First Nations communities depends on access to social capital, sharing stories, and networking. It comes as no surprise that social media can foster and facilitate these things. By keeping communities in Northern Canada connected over long, cold winters, more active communication and information seeking activities are engaged in creating social capital. This bonding of people through the use of social media creates communities which builds social capital and in turn, builds economic capital.

Sharing stories aids community members in understanding their histories, plights, and culture. It also offers opportunities to imagine a positive future and maintain the continuity of their culture. Social media supports networking through the UI’s design and ability to allow for connections within and among community members. It also allows for Indigenous people to connect with other Indigenous people outside of their communities and geographies, while influencing the wider society.

These affordances then translate into a more resilient community that can communicate within and outside of their members while preserving their culture. These connections within their community support social gatherings such as land-based activities, eating traditional foods, and other cultural activities.

Advice for Teachers – M4 P5

CBC released an article in 2019 called, “There’s no quick fix: Advice for teachers struggling to properly integrate Indigenous content into classes.”  The article takes teachers questions and hesitations and has 3 people (Carolyn Roberts, Colinda Clyne & Niigaan Sinclair) respond with advice. I felt like the article was a really nice way to wrap up my blog posts as it brought together so many of the themes I have been exploring and reading about through my research for my final project. On of the sections of my final project is Barriers to implementation (in regards to Indigenous knowledge in the classroom) and this article expresses many of the concerns that I have heard from educators around me.

Sinclair states, “I think there’s probably no one more up for the task. They need to be empowered and resourced, but I believe inn teachers. I always believe in teachers.” I think there is so much truth to this statement. If a teacher is not doing the work, it is often because they either don’t know it needs to be done or they don’t know how to do it. Very rarely is it because they are actively choosing not to. As I reflect on my own teaching practice, that is definitely the case. When I feel empowered and supported to do something, I will try anything!

A few pieces of advice from the article:

  • “It’s relationships that we teach at schools, not curriculum.” *This piece of advice has been prominent throughout our course.
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    “For me, it comes back down for them to understand the history of the place where they live.” *Again, this is a piece of advice that has surfaced throughout the entire course. Knowing whose land you are on is crucial.

Module 4 Post 5 – Janet Nguyen – Embracing Indigenous Science

The fifth resource for my Module 4 research collection is an e-book on acknowledging the legitimacy and importance of both Indigenous and Western knowledge systems. This e-book provides insightful examples of how the spiritual wisdom and ecological knowledge from Indigenous science, including the values and ways of decision-making, have been proven through the test of time to foster sustainability and environmental integrity. Check out the e-book below to learn how survival and experiential learning principles of Indigenous science should be viewed as co-existing with Western science for its validity and practicality.

Snively, G. & Williams, L. (2016). Knowing home: Braiding Indigenous science with Western science. BCcampus. https://pressbooks.bccampus.ca/knowinghome

Module 4 Post 4 – Janet Nguyen – Building Indigenous Inclusion in Canadian Workplaces

The fourth resource for my Module 4 research collection is a survey report on building inclusion for Indigenous peoples in Canadian work environments by Catalyst, a global non-profit organization that offers actionable workplace research. This survey report indicates that many Indigenous peoples experience low levels of psychological safety at work in Canada as they feel on guard to protect themselves against racial, ethnicity, and gender biases. Check out the survey report below to learn how to create a more inclusive work environment for Indigenous peoples through anti-racism learning and collaboration initiatives that embrace values of empowerment, accountability, and humility.

Thorpe-Moscon, J. & Ohm, J. (2021). Building inclusion for Indigenous peoples in Canadian workplaces. Catalyst. https://www.catalyst.org/wp-content/uploads/2020/12/IndigenousPeoplesCanadaReport_English_final.pdf

Module 4 Post 3 – Janet Nguyen – Facilitating Indigenous Inclusion throughout the Workforce Lifecycle

The third resource for my Module 4 research collection is a podcast video on Indigenous inclusivity practices that are recommended by an Indigenous-owned management consulting company. This podcast video discusses how organizations can establish more diversity, equity, and inclusion initiatives that support Indigenous talent throughout the entire workforce lifecycle. Check out the podcast video below to learn how to decolonize the corporate work environment by considering Indigenous cultural traditions and knowledge systems in the development of organizational management policies and training programs.

Adams, A. [HR ShopTalk]. (2022, March 29). Indigenous inclusion – what HR can do [Podcast Video]. YouTube. https://youtu.be/C7yuQkKAc5A

Module 4 Post 2 – Janet Nguyen – Integrating Indigenous Pedagogy in Remote Courses

The second resource for my Module 4 research collection is a website on integrating Indigenous pedagogy in remote courses by the Centre for Teaching and Learning at Trent University. This website provides an overview of Indigenous teaching and learning approaches that emphasize developing the learner as a whole person, learning through experience, learning through the land, and recognizing the important role of Elders and Knowledge Keepers. Check out the website below to learn how virtual learning supports and challenges Indigenous pedagogies as well as how to indigenize remote course design in aspects of learning objectives, activities, and assessments.

Huguenin, M. (2022). Integrating Indigenous pedagogy in remote courses. Trent University. https://www.trentu.ca/teaching/integrating-indigenous-pedagogy-remote-courses

Module 4 Post 1 – Janet Nguyen – Indigenizing Online Learning

The first resource for my Module 4 research collection is a guide on indigenizing online learning by the Faculty of Education as well as the Centre for Teaching and Learning at Queen’s University. This guide includes practical learner engagement strategies, compassionate educational frameworks, and other supplemental resources for facilitating holistic learning through values of relationship, respect, responsibility, and reciprocity. Check out the guide below to learn how to adapt to potential inequities in online learning for Indigenous learners as well as how to incorporate Indigenous worldviews and well-being practices into your curriculum design.

Rondeau, L., St. Amant, D., Davis, J., Morcom, L., Maracle, K., & Brant, L. (2020). Indigenizing online learning. Queen’s University. https://www.queensu.ca/indigenous/sites/oiiwww/files/uploaded_files/IndigenizingOnlineLearning_2020.pdf

Jessica Presta: Module 4, Post 1

We can’t talk about the use of digital technologies and platforms such as social media without discussing the algorithms that are operating behind the scenes to make it all happen. During my exploration of how Indigenous content creators share their identities through the use of these platforms, I came across a few new terms. These terms are related to algorithms and their impacts and and extend beyond the commonly known term of algorithmic bias. These terms and their definitions highlight some of the advantages and disadvantages of social media.

Algorithmic Folklore: describes the strategies TikTok users employ to crack the algorithmic black box and deduce what will deliver viral success.

Algorithmic Gossip: is an example of peer-to- peer research where creators collaborate on cracking the code of the algorithmic black box.

Strategic Knowledge: is a users deliberate engagement tactics with social media platforms to feed algorithms information in order to specify which content the algorithm should populate on a users feed.

Strategic Ignorance: by carefully choosing what tech companies don’t know about their users, they fail to protect the health and well-being of adolescents and other users on their platforms.

The Identity Strainer Theory: describes when users believe an algorithm filters out and suppresses certain social identities.

Algorithmic Privilege: is held by users positioned to benefit from algorithms on the basis of their identities.

Algorithmic Representational Harm: the harm users experience when they lack algorithmic privilege and are subjected to algorithmic symbolic annihilation.

Terms have been derived from:

https://www.regs2riches.com/p/-tiktok-on-reconciliation

https://points.datasociety.net/strategic-knowledge-6bbddb3f0259

https://www.researchgate.net/profile/Nadia-Karizat/publication/355400840_Algorithmic_Folk_Theories_and_Identity_How_TikTok_Users_Co-Produce_Knowledge_of_Identity_and_Engage_in_Algorithmic_Resistance/links/61704271750da711ac5d3665/Algorithmic-Folk-Theories-and-Identity-How-TikTok-Users-Co-Produce-Knowledge-of-Identity-and-Engage-in-Algorithmic-Resistance.pdf

Cultural Appreciation – M4 P4

In this article I found, Grant Loveless, a student at Austin Community College discusses the difference between cultural appropriation and cultural appreciation and why it matters. I appreciated this article because it allowed me to think deeper about the difference between the two, it also fits well into the cultural appropriation vs. appreciation section of my final project. Loveless identifies 4 tips for people to distinguish between the two:

  1. Examine your own culture. I thought this point was fantastic considering our discussion in Week 11 about engaging with other cultures.
  2. Listen & be mindful. Sometimes listening involves asking questions in order to more fully understand a certain aspect of culture.
  3. Analyze the context. There will be certain aspects of culture that are more appropriate to share in, in certain situations.
  4. Be open to teach and share your own culture. This was an interesting point I have not considered much as a white person. People may (or may not) be interested in learning more about my culture and if they are, I should be more open to sharing.

M4 – P3 – First Stage of Life

A short, but interesting article to me. Celestine Aleck (Sahiltiniye) is a mother, and member of Snuneymuxw First Nation located in present day Nanaimo on Vancouver Island. She speaks of the first stage of life. For young Coast Salish peoples, this is the time when they go from children to adults. These cultural traditions include taking river baths and learning life skills such as hunting. This period of learning “how to be” differs greatly from the European version. When comparing the two, you can see what version is better supported and understood in the educational setting.

https://salishseasentinel.ca/2018/06/coast-salish-stories-the-first-stage-of-life/