Author Archives: ahubenig

M4, Entry 5: A framework to address climate change and sustainability

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 5: A framework to address climate change and sustainability

In his essay, Cajete presents a framework for building resilient and sustainable communities through Indigenous science. What stood out to me was the definition he used for Indigenous science, “that body of traditional environmental and cultural knowledge unique to a group of people which has served to sustain that people through generations of living within a distinct bioregion”

This definition and the framework provided directly inform my project as two of my guiding principles to incorporate Indigenous ways of knowing, doing and being are Local Learning and working within a Collaborative Community.

Cajete, G. A., (2020). Indigenous science, climate change, and Indigenous community building: A framework of foundational perspectives for Indigenous community resilience and revitalization Sustainability 2020, 12(22), 9569. https://doi.org/10.3390/su12229569

M4, E4: Indigenous STEAM resources for families, teachers, and communities

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 4: Indigenous STEAM resources for families, teachers, and communities

Another great resource for the teachers out there. Two things stand out to me when I look at this site. First, the learning activities are built on a framework of story arcs, weaving in the storytelling piece of Indigenous Knowledge systems. Second, in looking at the sister projects, I see that this organization offers learning experiences not only for students, but families as well. Including families in Indigenous STEAM activities can help to further Indigenous families in connection to their culture and non-Indigenous families to learn more about the land they live on.

https://indigenoussteam.org/

M4, E3: Indigenous relationship with the buffalo

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 3: Indigenous relationship with the buffalo

I was lucky enough to be in the car when this replay of CBC Radio’s Ideas: The Buffalo was playing. This 3-part radio series originally aired in 2020 and tells the story of the Indigenous people’s relationship with the buffalo. The part that piqued my interest was the discussion of the buffalo hunt and the technology used by the Indigenous people to control buffalo herds. We talk about technology in this class, but I really liked the perspective on how living in close connection with the land and observing the world allowed communities to meet their needs without what we consider “technology”. In addition, hearing a variety of people tell their stories is a very grounding experience. I have only listened to part one, but I am finishing it up this week.

CBC Radio. (2020). Ideas: The buffalo. [Audio]. https://www.cbc.ca/radio/ideas/radio-series-explores-revered-relationship-between-indigenous-peoples-and-the-buffalo-1.5735457

M4, E2: For-Credit Summer Camp

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 2: For-Credit Summer Camp

I am currently searching for concrete examples of Indigenous STEAM opportunities for students that will directly inform my final project. Much of what I have found encourages the use of place based education and promotes hands-on learning to engage, excite, and inspire students to choose careers in STEAM. This study provided recommendations to reduce barriers to STEAM education such as involving families and adopting more of a summer camp model when approaching the teaching of STEAM classes. The authors found that challenges in K-12 STEAM education “include lack of capacity by teachers, lack of relevant curricula, lack of adequate facilities, and, most fundamentally, a lack of resources.”

I can relate to these problems as a teacher and parent and understand the struggle of trying to make STEAM education relevant in classrooms that have a lack of resources and time, very large class sizes, and combined with many interruptions to learning (everything from pandemics to bake sales) that reduce instructional time.

I was excited to learn about a summer camp organized by Actua that provides students with those engaging, hands-on STEAM experiences that are also for credit. I think this is a creative way of blending the best of both worlds. It makes me start to rethink how I could teach some outcomes in a field trip format instead of in traditional methods and how I could set things up to really engage learners.

CBC News. (2018, July 17). New summer camp offers STEM education from an Indigenous perspective. CBC News. https://www.cbc.ca/news/canada/windsor/new-summer-camp-offers-stem-education-from-an-indigenous-perspective-1.4750527

Kerr, J., Hess, D. Smooth, C., & Hadfield, M. (2018). Recognizing and Reducing Barriers to Science and Math Education and STEM Careers for Native Hawaiians and Pacific Islanders. CBE – Life Sciences Education 17 (4). https://doi.org/10.1187/cbe.18-06-0091

M4, E1: Place-based learning communities

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 1: Place-based learning communities

This article focuses on Place-based learning communities on a rural campus at Humboldt State University in California. Students who came to study in STEM fields to this rural campus were put into cohorts, offered residences to live in a community, and took classes together (starting with Science 100) to better acclimatize themselves to learning in a remote setting. Students who participated in this program showed that they were able to “better understand the relationships among STEM courses and are able to connect content to intercultural themes (e.g., aspects of their culture and the cultures of local indigenous people). (Sprowles et al., 2019).

One of the goals of the Science 100 course is: Students will gain appreciation for and understanding of an expanded world perspective by engaging with other students, staff, and faculty within and outside their field.

This post-secondary approach can inform the elementary and secondary education system as well. This study showed that a deep connection to place, connections to the students’ cultures and local cultures, and the deliberate grouping of students based on their interest and area of study can lead to understanding the world from multiple perspectives.

Sprowles, A., Goldenberg, K. Goley, P. D., Ladwig, S., & Shaughnessy, F. (2019). Place-based learning communities on a rural campus: Turning challenges into assets. Learning Communities: Research & Practice (7)1 Article 6.

M3, Entry 5: Indigenous Knowledge informing conservation efforts

Module 3: Decolonization and Indigenous Property Rights

Entry 5: Indigenous Knowledge informing conservation

As part of my research, I am looking for specific examples of how Indigenous ways of being, doing, and knowing, can be woven into math, science, and technology.

I first came across this story through a website I use in my class for current events called Newsela. This article discusses how Indigenous knowledge and storytelling help to inform scientists researching Kermode (spirit) bear populations in British Columbia. The study found that science-informed researchers had overestimated the population of bears in the region and the real number was much closer to that which was taught through the traditional stories. This particular article is written for middle school students and is a good way to show how Indigenous knowledge can work with science.

I found the peer reviewed article related to this study as well. The authors also referenced another study that combined Indigenous knowledge and genetic research to inform conservation efforts related to caribou populations.

Bookshire, B. (2021, June 28). Science and Indigenous history team up to help spirit bears. Newsela. https://newsela.com/read/indigenous-people-kermode-bear/id/2001020259/

Service, C., Bourbonnais, M., Adams, M., Henson, L. Neasloss, D., Picard, C., Paquet, P., & Darimont, C. (2020). Spatial patterns and rarity of the white-phased ‘Spirit bear’ allele reveal gaps in habitat protection.Ecological Solutions and Evidence, 1(2). https://doi.org/10.1002/2688-8319.12014

M3, Entry 4: Decolonization and Indigenization resource collection

Module 3: Decolonization and Indigenous Property Rights

Entry 4: Decolonization and Indigenization resource collection

This post on UBC’s NITEP (Indigenous Teacher Education Program) page is a collection of resources created to support educators in decolonizing education and indigenizing their teaching. The resources shared are from a variety of Canadian provinces and also one from Australia (8 Ways of Knowing Framework) that I hadn’t seen before.

Diving deeper into the 8 Ways of Knowing Framework, I found the protocol page which states, “if you use something, give something back.” This is a good reminder for me as I seek out resources and begin the process of decolonizing my teaching practice: Reciprocation is part of the process. I cannot achieve this goal in isolation, but rather within a larger community.

NITEP. (2021, January 18). Indigenous education digital resources: From toolkits and reports to guides and frameworks, find resources that will help decolonize learning and indigenize teaching. UBC Faculty of Education NITEP. https://nitep.educ.ubc.ca/january-18-2021-indigenous-education-digital-resources-from-toolkits-and-reports-to-guides-and-frameworks-find-resources-that-will-help-decolonize-learning-and-indigenize-teaching/

Protocol. (July 9, 2021). 8 Ways. https://www.8ways.online/our-protocol

M3, Entry 3: Importance of Elders

Module 3: Decolonization and Indigenous Property Rights

Entry 3: Importance of Elders

This Cree Elder introduced herself with her sacred name, Bald Eagle Woman who Leads, and her Christian name, Doreen Spence. She shares a powerful personal story that explains the devastating effects of residential schools on Elders and communities and the importance and role of Elders within a community.

Spence, D. (2017). The crucial role of Indigenous elders. The Walrus. [YouTube]. https://www.youtube.com/watch?v=Ipvy8yVTVoQ&t=16s

M3, Entry 2: Coordination Deal

Module 3: Decolonization and Indigenous Property Rights

Entry 2: Coordination Deal

These CBC and APTN news stories report on a historic moment when Cowessess First Nation became the first First Nation to take control over their child welfare system. This announcement reminds us that decolonization affects not only education, but other systems in our society.

This week’s readings about building collaborative relationships with Elders, communities, educators, and parents to design culturally responsive education systems highlighted the need for families to have control over child rearing (McGregor, 2012).

The steps taken today and in the future to ensure that children can be raised in their own communities also plays a role in building a strong, culturally responsive education system.

APTN News. (2021, July 6). Cowessess First Nation signs $39M deal to implement child welfare system. APTN National News. https://www.aptnnews.ca/national-news/cowessess-first-nation-signs-39m-deal-to-implement-child-welfare-system/

Bosivert, N. (2021, July 6). Trudeau signs agreement returning child welfare responsibilities to Cowessess First Nation. CBC News. https://www.cbc.ca/news/politics/pm-cowessess-child-welfare-1.6092236

McGregor, H. E. (2012). Curriculum change in Nunavut: Towards Inuit Qaujimajatuqangit. McGill Journal of Education, 47(3), 285-302.

M3, Entry 1: Why Indigenization Matters

Module 3: Decolonization and Indigenous Property Rights

Entry 1: Why Indigenization Matters

This interview with Vianne Timmons, President and Vice-Chancellor, University of Regina gives an overview of the definition of Indigenization and what is being done at the University of Regina to ensure that all students are provided with an education that better prepares them for a reconciled world.

In a follow up interview, Timmons provides a practical list of action items for Indigenization.

Looking further, the Office of Indigenization website provides links to the strategic plan of the University of Regina that provides more detail.

References

Eduvation, (2018). 100 ways to indigenize your campus: Vianne Timmons at the University of Regina. [Video]. YouTube. https://www.youtube.com/watch?v=CLVYgAmZuxA.

Eduvation, (2018). Why indigenization matters: Vianne Timmons at the University of Regina. [Video]. YouTube. https://www.uregina.ca/indigenization/index.html.

University of Regina (2021). Office of Indigenization. https://www.uregina.ca/indigenization/index.html.