Tag Archives: Post 2

Module 4 post 2 (Sam Charles)

Following up on the readings from Week 10 and 11, I started to investigate some resources for better understanding why the study of Indigenous culture, history and language is important. For my final project, this concept of why this teaching is important provides more context as to why Indigenous teaching and learning has a role within education in Canada and beyond.

  1. Documenting the resurgence of a culture (Sinixt)
  2. How to understand Indigenous Culture
  3. The importance of understanding Indigenous history
  4. Why learning about Indigenous Peoples is important
  5. Indigenous learning products

1. Documenting the journey of an Indigenous People’s to overturn its legal extinction designation. The making of this film is similar to some of the content we read about earlier in this course. In 1995, after hearing the story of Watt and the Sinixt struggle, the director reached out to the Sinixt. After several weeks of phone conversations, he was invited attend the annual Thanksgiving gathering at the site. The director used the limited funds he received from the NFB to produce seven hours of initial recordings that are now the core of the film.

https://yfile.news.yorku.ca/2022/11/09/york-film-professors-documentary-explores-little-known-struggle-of-the-sinixt-people/

2. The Program Coordinator for the Tumbler Ridge UNESCO Global Geopark describes how learning about Indigenous cultures, histories and languages can enhance partnerships and relationships.

https://en.ccunesco.ca/blog/2019/8/understanding-indigenous-cultures-traditions-and-languages

3. This site provides lots of resources to educate, raise awareness, and cultural understanding and competency, so users can address and dismantle systemic barriers that exist for Indigenous peoples.

https://www.kbrs.ca/insights/why-understanding-indigenous-history-important

 

4. An overview of why learning about Indigenous Peoples is important with primarily Australian resources

https://www.creativespirits.info/aboriginalculture/education/how-do-i-start-learning-about-aboriginal-culture

5. Indigenous Learning provides access to resources, courses, workshops and events on the history, heritage, cultures, rights and perspectives of Indigenous Peoples in Canada. The site offers 6 online courses including reflecting on cultural bias, historical relationships between Canada and Indigenous peoples, First Nations overview, Metis in Canada, Inuit in Canada and steps towards Indigenous Reconciliation.

https://www.csps-efpc.gc.ca/ils-eng.aspx

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 2 Post 2 (Sam Charles)

https://www.lostinthemovies.com/2008/08/nanook-of-north.html

Website breaks down some of the controversary surrounding Nanook of the North

“Nanook and other Inuit hunters use guns, not spears, to hunt, Nanook’s family isn’t actually his family (they were selected by Flaherty for their roles) and to top it all off Nanook isn’t actually Nanook. His real name was Allakariallak – not quite as catchy.”

 

Longer “cleaned-up” version of Nanook of the North (1922) posted to Andre Bourbeau in 2020

https://youtu.be/3WFT65hVfU8

 

– another version posted by RetroTV

Interesting comment included at the YouTube link:

Philippine Dard

11 months ago (edited)

For those interested in the BTS of this film: Be aware that this is not the documented reality of Inuit life at that time and is closer to what we would now consider a fictional retelling. Flaherty, in collaboration with Allakariallak (Nanook’s actual name), staged every scene of his film to show how Inuit used to live. The family isn’t actually one, the clothes were provided by French fur company Revillon, even the igloo is fake (only half of it was built to allow for enough light to come in & to be able to film “inside”). This staging actually makes sense when you consider how heavy & cumbersome filming was at the time – Setting the camera alone would’ve taken such a long time that it would’ve been impossible to follow these people around like in a “2 days in the life of…” modern vlog style. However, Flaherty showed his film to the general public under the guise of “real images” which then spurred controversy. If you consider this documentary as a collaborative project or a reconstructed narrative that says more about film-making in the 20th c. and about the nostalgia Inuit had for a style of life that was quickly disappearing this is a very interesting piece of film-making history. But one cannot forget to replace this in its colonial context which coincidentally was very much omitted as part of the “romanticizing of the Other” trend of the time. note that Eskimo is a Western term that is considered very offensive & the use of Inuit is preferred as this is how this ethnic group referred to themselves as. Inuk = 1 person, Inuit = 3 or more.

 

Discussion about the influence of Flaherty’s documentary-style film

 

Frances Flaherty interviewed by Robert Gardner

 

https://collider.com/nanook-of-the-north-100-anniversary-documentary-robert-flaherty/

A discussion about the impact of Nanook of the North on cinema and documentaries.

Module 1 Blog Post 2 (Sam Charles)

Research Blog of Websites Assignment by Sam Charles

Technology amplifies Indigenous knowledge is discussed within this website article authored by Mikaela Jade. According to the article, augmented reality and other technologies can play a role in fostering cultural connection and digital skills.

https://www.weforum.org/agenda/2022/08/indigenous-people-augmented-reality/

 

The Christensen Fund supports Indigenous Peoples in advancing their inherent rights, dignity and self-determination. The site includes a video project from 2011 that showcases the personal accounts of elders on the topics of sacred sites, land, language, culture, and the future.

https://www.christensenfund.org/programs/

 

University College of the North website hosts an Elder’s traditional knowledge section including videos and other resources featuring elders from northern Manitoba