Author Archives: ahubenig

M2, Entry 5: Indigenous Knowledge and STEM Education

Module 2: Stereotypes and the Commodification of Indigenous Social Reality

Entry 5: Indigenous Knowledge and STEM Education

These researchers examined students using Indigenous knowledge within STEM to increase agency. The Anishinaabe arcs that were used are found in many aspects of the life and culture of this Indigenous groups. Students were able to translate their knowledge from the practical to technology. I look forward to examining how this framework can impact Indigenous futures.

I also found a website that provided some practical information and examples of arcs. https://csdt.org/culture/anishinaabearcs/index.html

Eglash, R., Lachney, M., Babbitt, W., Bennett, A., Reinhart, M., & Davis, J. (2020). Decolonizing education with Anishinaabe arcs: generative STEM as a path to indigenous futurity. Educational Technology Research and Development, 68(3), 1569-1593. http://dx.doi.org/10.1007/s11423-019-09728-6

M2, Entry 4: Decolonizing Education

Module 2: Stereotypes and the Commodification of Indigenous Social Reality

Entry 4: Decolonizing Education

I am excited to share this resource with my colleagues as it may be relevant to several of our research projects. This film is airing on Monday and was made in partnership with the Saskatchewan Teachers’ Federation. The link below allows you to register for the webinar for those who are interested. I look forward to learning about what this province is doing to Indigenize and decolonize education.

https://www.stf.sk.ca/education-today/lets-talk-about-decolonization?utm_medium=banner&utm_source=edutoday&utm_campaign=decolonizingcanedu&utm_content=edutoday_decolonizingcanedu

Duke, A. (Director). (June 21, 2021). Understanding and finding our way – decolonizing Canadian education Film].

M2, Entry 3: The danger of a single story

Module 2: Stereotypes and the Commodification of Indigenous Social Reality

Entry 3: The danger of a single story

While researching ways to indigenize STEM curricula, I watched this TED Talk by Chimamanda Ngozi Adichie who discusses the danger that arises when we view a person or a group of people based on only one story. The poignant message in this video is relevant to my research to ensure that while learning how to effectively weave Indigenous ways of knowing, doing, and being, it is important to hear many stories and share many perspectives.

Adichie, C.N., (2009). The danger of a single story. TED Talk. https://www.youtube.com/watch?v=D9Ihs241zeg

M2, Entry 2: Ensouling Our Schools

Module 2: Stereotypes and the Commodification of Indigenous Social Reality

Entry 2: Ensouling Our Schools

I found this resource while searching for resources on Indigenization. I have not read it yet, but at first glance, it has a strong focus on mental health and emotional well being. With respect to my research, I am most interested in the chapter titled, “Programming for Reconciliation and Education for Reconciliation” which will (hopefully) provide me with additional strategies to add to the framework/template/principles I am creating to help incorporate Indigeneity in an authentic way in my classrooms.

Find it here: https://www.portageandmainpress.com/product/ensouling-our-schools/

Katz. J., & Lamoureux, K. (2018). Ensouling our schools: A universally designed framework for mental health, well-being, and reconciliation. Portage & Main Press.

M2, Entry 1: Potlatch as Pedagogy

Module 2: Stereotypes and the Commodification of Indigenous Social Reality

Entry 1: Potlatch as Pedagogy

This book was an informative and inspiring read, written by Sara Davidson and her father, Robert Davidson. I listened to Sara speak and she spoke about her father who authored the book through his storytelling and was given author credits for his oral contributions. The book takes the principle of the Haida culture and presents a model of learning through the lens of the Haids culture. The result is a holistic approach to education.

This book will provide some ideas for my research project of weaving Indigenous easy sof knowing, doing, and being into the curriculum I teach.

Find it here: https://www.portageandmainpress.com/product/potlatch-as-pedagogy/

Davision, S. F., & Davidson, R. (2018). Potlatch as pedagogy: Learning through ceremony. Portage & Main Press.

M1, Entry 5: Indigenous Language Revitalization

Module 1: The Global and the Local in Indigenous Knowledge

Entry 5: Indigenous Language Revitalization

This TED talk discusses the importance of language to culture and identity. Watch to find out what is currently being done in Canada to support the revitalization of Indigenous languages and what still needs to be done to meet the goals of the Truth and Reconciliation Commission and the United Nations Declaration on the Rights of Indigenous Peoples.

Morcom, L. (2019). A history of Indigenous languages – and how to revitalize them. [TED, 14 mins.] https://www.ted.com/talks/lindsay_morcom_a_history_of_indigenous_languages_and_how_to_revitalize_them#t-826657

M1, Entry 4:Indigenous Knowledge in Science

Photo by Emily Hopper from Pexels

Module 1: The Global and the Local in Indigenous Knowledge

Entry 4: Indigenous Knowledge in Science

Many readings in Module 1 talk about science being viewed as culturally neutral from a western perspective, but argue that science does, in fact, present a biased view when viewed through the lens of Indigenous cultures. I found two articles about scientists who are using Indigenous knowledge in their scientific research. These articles are not from peer-reviewed journals, but provided me with a starting point for additional research.

CBC Radio: Earth Day Indigenous Scientists, Academics, and Community Members Take the Lead in Environmental Causes

Narwhal Article: Meet Scientists Embracing Traditional Indigenous Knowledge

References

CBC Radio. (2018, April 22). ‘Every plant and animal is useful to us’: Indigenous profession re-thinking how we deal with invasive species. https://www.cbc.ca/radio/unreserved/earth-day-indigenous-scientists-academics-and-community-members-take-the-lead-in-environmental-causes-1.4605336/every-plant-and-animal-is-useful-to-us-indigenous-professor-re-thinking-how-we-deal-with-invasive-species-1.4605344

Thompson, J. (2019, June 20). Meet the scientists embracing traditional Indigenous knowledge. The Narwhal. https://thenarwhal.ca/meet-scientists-embracing-traditional-indigenous-knowledge/

M1, Entry 3: Indigenous STEAM Program

Module 1: The Global and the Local in Indigenous Knowledge

Entry 3: Indigenous STEAM Program

Quick Link: Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

This article from Equity & Excellence in Education focuses on makerspaces in STEAM education with a Indigenous focus. In this study, summer activities were designed for a youth Indigenous Science, Technology, Engineering, Art and Math (ISTEAM) camp in the Seattle area during the summers of 2016 and 2017. The researchers asked these questions:

What forms of making and pedagogical practices are enacted during Indigenous making and sharing?
How do facilitators narrate and cultivate Indigenous forms of making and sharing? (Barajas-López & Bang, 2018, p. 9)

The design of these activities were focused on Indigenous technologies and skills as well as using pedagogies such as storytelling and walking. These traditional ways of doing support the learning of Indigenous culture that was taken away through the process of colonization. The significance of this model provides agency to the Indigenous scientists leading the activities to pass along Indigenous ways of knowing, doing, and being, while youth are engaged in highly participatory learning experiences. The data in this study was collected through video and audio recordings, interviews with youth and adults, and field notes. Findings were shared through three implementation episodes and provide a detailed story of Indigenous making and sharing.

Barajas-López, F. & Bang, M. (2018). Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program. Equity & Excellence in Education, 51(1), 7-20, DOI: 10.1080/10665684.2018.1437847

M1, Entry 2: Foundational Knowledge Resources for Educators

Module 1: The Global and the Local in Indigenous Knowledge

Entry 2: Foundational Knowledge Resources for Educators

I want to take the opportunity to share 3 resources that have been provided to me as an Alberta educator. These resources have been helpful to me on my learning journey and I respect that they have been developed in partnership with Indigenous Elders, Knowledge Keepers, and our educational and professional institutions. These specific resources are focused on the Indigenous communities located within Treaty 6, 7, 8 lands. They are very extensive and are not meant to be consumed in one sitting, but they will be important to my learning this semester. As a student of this course, tasked to research a specific question related to Indigeneity, education and technology, I view building my foundational knowledge related to Indigenous ways of knowing as paramount to my ability to complete my research task.

Here is a brief overview of each resource in the order that I have used and will use them in my journey.

Education is our Buffalo. This thorough resource was published by our provincial teachers’ association and was my introduction to Indigenous Foundational Knowledge in Alberta when I started teaching here. This book helped me to build an awareness of the worldview, ways of life, and traditions of Indigenous people who live, work, and play in an area that was new to me. The value to this resource for me was giving me some confidence as a non-Indigenous educator.
Walking Together, Learn Alberta. This extensive website developed with Indigenous leaders and Alberta Education provides foundational knowledge for educators through a dozen topics that are explored through four phases: Beginning together, Respecting wisdom, Observing practice, and Exploring connections. The value of this website is elevated by the videos of Elders and Knowledge Keeps speaking on topics that range from wolview to Residential Schools to Pedagogy. Our school and city does not have a connection to a First Nation and as such does not have Elders who can visit our schools. This is one way technology can support my students by letting them hear the wisdom of these Elders. I will be using this resource this year.
Stepping Stones. Our provincial teachers’ association has been working with Elders and Knowledge Keepers to develop resources to assist educators in taking steps to develop their foundational knowledge. Each publication on topics ranging from Elder Protocol, to Alberta Metis settlements to the Sixties Scoop is intended to help educators move one step further along their path of building foundational knowledge. These resources are used at PD sessions that I attend regularly.

The significance of these foundational knowledge resources has become apparent to me since exploring the Indigenous connection to the land juxtaposed against the individualism that is promoted through the use of technology (Bowers et al., 2000) in Module 1. I have shifted the way I am viewing this professional learning from a “course I have to take” to a “journey I will travel along a path” to help increase the authenticity of this experience.

References

Alberta Education (n.d.). Walking Together: First Nations, Metis, and Inuit Perspectives in Curriculum. https://www.learnalberta.ca/content/aswt/

Alberta Teachers’ Association (n.d.). Education is our Buffalo: A Teacher’s Guide to First Nations, Metis, and Inuit Education in Alberta. https://www.albertaschoolcouncils.ca/public/download/documents/55705

Alberta Teachers’ Association (n.d.). Stepping Stones Series.https://www.teachers.ab.ca/For%20Members/Professional%20Development/IndigenousEducationandWalkingTogether/Pages/Resources.aspx

Bowers, C.A., Vasquez, M., & Roaf, M., Native People and the Challenge of Computers: Reservation Schools, Individualism, and Consumerism. American Indian, 24(2), 2000, 182-199.

M1, Entry 1: Storytelling through music: Indomitable

Module 1: The Global and the Local in Indigenous Knowledge

Entry 1: Storytelling through music: Indomitable

Video link: https://www.youtube.com/watch?v=qTJvpfkRRdA

DJ Shub’s award winning music video combines images, symbols, movement and sound to communicate the contrast between a world constructed by western culture and one rooted in Indigenous culture as seen through spatial, social, spirituality, and experiential dimensions.

The significance of this particular artifact connects to the theme of this Module. This work of art depicts the western world as dark and unwelcoming. The main character in this story is alone in a crowd, working as an individual, and rushing through a concrete landscape. As the story changes, he leaves this space of individuality and consumerism and travels into a more natural landscape. Meeting and greeting friends and family members and participating in his traditional culture through dance, he transforms into a vibrant, connected member of a larger community.

The art of storytelling is reinforced with the use of technology in this instance. I appreciate that the content creators are members of the Indigenous community, highlighting an example of how technology can be used to build knowledge of their culture on a global scale.

The music in this video features the Northern Cree Singer’s song “Young and Free”. While the title of the video is Indomitable. I hope that everyone who sees this post watches the video to see the resilience and unconquerable nature depicted in this story.

DJ Shub. (2016). Indomitable ft. Northern Cree Singers (Official Video) [Video]. YouTube. https://www.youtube.com/watch?v=qTJvpfkRRdA