Tag Archives: Indigenization

Module 4 post 1 (Sam Charles)

In this post, I went on a journey to further explore Indigenous storytelling and video but also wanted to investigate the role of reflection (motivated by the readings and discussion within Week 10). This concept of reflection within the interpretation of videos is an important component of video within pedagogy.

  1. Using Indigenous storytelling to connect (Halloween)
  2. Connecting with elders
  3. Understanding the power of sharing through storytelling
  4. Understanding Indigenization through reflection
  5. Describing the process of decolonizing a museum

 

1. This is an interesting Halloween inspired news story that also includes some additional features related to Indigenous storytelling

Indigenous storytelling (scary stories)

https://www.cbc.ca/radio/unreserved/indigenous-storytellers-share-scary-stories-and-the-wisdom-they-hold-1.6629302

2. Storytelling video featuring an elder

-effective and appropriate approach to Indigenous storytelling through video

The video is part of a series created by the TreadRight Foundation.

 

3. Dan Nanamkin describes the power of sharing history through story-telling within a TEDs Talk from Spokane.

 

4. I appreciated the introspection of this post regarding using reflection as a tool for Indigenizing

As the author says “Reflection helps us understand our experiences, navigate hardships, and act strategically.”

https://nativegov.org/news/reflection-a-tool-for-indigenizing-the-future/

5. This Q&A investigates the manner in which the Royal Ontario Museum is decolonizing through the eyes of two of their facilitators.

https://medium.com/viewfinder-reflecting-on-museum-education/decolonize-and-indigenize-a-reflective-dialogue-3de78fa76442   

Module 3: Post 4 – Indigenization in the Academy

The following two videos feature Vianne Timmons, former president of the University of Regina, discussing the importance of Indigenization and why it matters. It outlines how within Saskatchewan, the population will be 30% Indigenous by 2045. The video defines Indigenization in the academy as:

“The transformation of the existing academy by including Indigenous knowledges, voices, critiques, scholars, students and materials as well as the establishment of physical and epistemic spaces that facilitate the ethical stewardship of a plurality of Indigenous knowledges and practices so thoroughly as to constitute an essential element of the university. It is not limited to Indigenous people, but encompasses all students and faculty, for the benefit of our academic integrity and our social viability”.

Vianne shares the University of Regina’s strategic plan, Peyak Aski Kikawinaw, which means “one with Mother Earth. This strategic plan identifies “Student Success, Community Engagement and Research Impact” as key priority areas.

The second video discusses a checklist that Dr. Shauneen Pete developed regarding 100 ways the University can Indigenize the campus. Many of these recommendations, such as:

  1. Critically examine colonization and its effects
  2. Practice challenging notions of colorblindness and meritocracy
  3. Identify the long-term benefits of Indigenization for you/your learners, the program, and your profession
  4. Disrupt the dominant idea of deficit thinking directed toward Indigenous learners

All these examples are ways that are practices that we can use outside of the institution.

These videos relate to my final research project as they reinforce the idea that Indigenization is for everyone, as it is everyone’s responsibility to ensure that the languages and cultures of Indigenous people thrive. In addition, for all students to understand historical truth as we work towards Truth and Reconciliation. The checklist of Indigenization practices will guide settlers’ role in the Indigenization of education.

 

100 ways to Indigenize and decolonize academic programs and courses: https://www.uregina.ca/president/assets/docs/president-docs/indigenization/indigenize-decolonize-university-courses.pdf

Jessica Presta: Module 2, Post 3

Another resource I wanted to call out for educators looking to decolonize their curriculum is the ‘First peoples principles of learning‘. This poster was created by the First Nations Education Steering Committee (FNESC) and as a classroom resource aimed at highlighting the main principles of First Peoples learning practices. The role and responsibilities of the FNESC is to support First Nations students and advance First Nations education in BC. Their website has a plethora of resources aimed at supporting this goal.

Module 2 – Post 3: Coders North

Coders North is an educational charity that strongly emphasizes supporting youth from marginalized and at-risk communities. Coders North follows a mission “to empower as many youth as possible with the skills to help shape the web and digital world with content that reflects their values and passions.”

This website serves as an example of the importance for Indigenous peoples to have space and voice in our online spaces. The website features learning modules that are relevant to my final research project. This example dives into concepts such as Indigenization, Indigitization and Indigitalization. As well as concepts such as computational thinking and coding. Furthermore, the resource offers a lesson summary and interactive lessons. The website features a video library highlighting videos around the topics of “Indigenizing the Digital World,” “Indigenous Entrepreneurs,” “Indigitization,” and “Indigitalization and Coding.” The ideas within the video resources can be used within my research topic to highlight the importance of Indigenous representation and how it can be used to represent local Indigenous perspectives.

https://codersnorth.com/