Tag 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.

  1. Tips for engaging with Indigenous People
  2. What to say and do when working with Indigenous People
  3. Reporting on Indigenous stories
  4. What is an Indigenous Elder
  5. 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 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.