Category Archives: MODULE 1

M1 Entry 5: Place-Based Learning in the STEM Classroom

Instead of trying to fit indigenous knowledge into the existing STEM curriculum, I wondered if indigenous knowledge can be brought into the classroom more “naturally”. I found several resources related to place-based learning, how to incorporate Indigenous stem knowledge, developing a culturally responsive science curriculum, and other educational resources related to Indigenous knowledge.

From the resources, I thought using these guidelines by Dr. Angela Nardozi would be a great way to start if anyone is wanting to plan or design class activities based on Indigenous STEM knowledge. I think these “tips” would work in all subject fields.

Alaska Native Knowledge Network (ANKN) is another great website that provides curriculum resources, cultural resources, talking maps, and Indigenous knowledge/education worldwide. I’m surprised I’ve never heard of this before!

 

Sources:

https://www.youtube.com/watch?v=oWrpyW5qXrg&ab_channel=McMasterEngineeringMcMasterEngineering

https://www.youtube.com/watch?v=VxZNNuz-jE4&ab_channel=CityNewsToronto

 

References

Borden, L. L., & Wiseman, D. (2016). Considerations From Places Where Indigenous and Western Ways of Knowing, Being, and Doing Circulate Together: STEM as Artifact of Teaching and Learning. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 140-152. https://doi.org/10.1080/14926156.2016.1166292

Stephens, Sidney. Handbook for Culturally Responsive Science Curriculum. Alaska Science Consortium and the Alaska Rural Systemic Initiative, 2000.

M1: P4: Ikaarvik SciQ

Thinking about who controls technology and the information flow in and out of communities, particularly in reference to research, reminded me of the Ikaarvik program.

Ikaarvik: Barriers to Bridges is a program that works with Arctic youth to be the bridge between research and their communities. Youth identify and explore the strengths of Inuit Knowledge and the strengths of science, and how the two ways of knowing can work together to address issues of local concern. They work with their communities to identify local research priorities, and they work with researchers to address those priorities.

Ikaarvik youth introduce the concept of “ScIQ”–incorporating Inuit knowledge, values and principles (Inuit Qaujimajatuqangit, or IQ) and science for more meaningful community engagement and better research results. If you didn’t know what IQ is, not to worry–Ikaarvik youth are here to help! Read the Ikaarvik youth’s peer-reviewed paper on ScIQ in the journal Arctic Science

Ikaarvik ArcticNet 2020 ScIQ Presentation [12:48 minutes]

M1: P3: Connected North @Home

Connected North fosters student engagement and enhanced education outcomes in remote Indigenous communities. This leading edge program delivers immersive and interactive education services, through synchronous video technology. The program is made possible through a strong ecosystem of supporters with program delivery managed by TakingITGlobal. The goal is to provide students and teachers with access to content that is engaging and innovative, with the hope of increasing feelings of empowerment in school and in life.

In response to 2020 school closures resulting from COVID-19, Connected North launched Connected North@Home to continue to serve students from their partner communities wherever possible. Connected North, Cisco and a variety of Connected North providers offered dozens of opportunities for students to connect to museums, zoos, artists, storytellers and other amazing organizations to offer unique learning experiences while students are at home.

The recordings are still available to access https://videos.connectednorth.org/

I think this is a strong example of communities identifying the kind of technology they want to bring in.

M1 Entry 1: We Are All Connected

As a primary teacher, I’m always looking for new resources that I can use to support my little learners within the classroom.

       . 

We-Are-All-Connected-Adrienne-Gear

I recently stumbled upon this resource bundle. It explores different themes connected to the First Peoples Principles of Learning: self, family, community, and land. The nice thing about this resource is that it integrates Reading Power strategies that are an important aspect of the BC Language Arts curriculum. Included in this package, are detailed lesson plans and potential Indigenous book ideas to accompany the lessons. I am really looking forward to engaging my students in the learning activities.

Have any of my fellow teachers used this resource? I’d love to hear your thoughts!

Module 1 Post 3 – Reconciliation starts with inward reflection

                                                                                                                Policy Options (2021)

As a nonIndigenous educator in Canada, I have uncertainties about how to contribute to the process of Indigenization. I feel uncomfortable, confused, even fearful. In a short article, Kory Wilson says that everyone plays a role in reconciliation. She encourages everyone to be curious, humble, and courageous. The first step is self-awareness. We need to examine our own bias and privilege. A deep reflection is needed (Wilson, 2021). What privileges do I have as a white Canadian? I am not likely to be accused of stealing. I feel accepted by others. I have access to educational opportunities. These are just a few examples, but as I see my list growing, I begin feeling guilty. Am I alone? Or does anyone else experience these guilty feelings? Can I freely feel thankful for what I have, even though I didn’t do anything to gain it? It hurts to see others without the same privileges. Is there anything I can do to help others obtain the privileges I have?

Reference:

Wilson, K. (2021). Reconciliation in post-secondary education requires courage and humility. Originally published on Policy Options. https://policyoptions.irpp.org/magazines/february-2021/reconciliation-in-post-secondary-education-requires-courage-and-humility/

M1: P2: Voices of Indigenous Professionals

https://pltcanada.org/en/product/english-a-guide-to-green-jobs-in-canada-voices-of-indigenous-professionals-pdf-download/

A Guide to Green Jobs in Canada: Voices of Indigenous Professionals is a 60-page booklet featuring first-person stories from 12 First Nations and Inuit leaders working in the forest and conservation and parks sectors across Canada. These Indigenous role models describe what inspired them to pursue green careers and share lessons learned from lived experiences. Their stories reflect the values and perspectives of Indigenous professionals at various stages of their careers.

M1: P1: Decolonizing Place in ECE

This resource was shared in the Natural Curiosity Newsletter.

I also attended the Free Online workshop on May 13 The Importance of Indigenous Perspectives in Children’s Environmental Inquiry, hosted by NC’s very own Haley Higdon where they shared some fantastic example teaching activities.

Decolonizing Place in Early Childhood Education 

UBC Library Link https://tinyurl.com/yhefuyzt

This book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies.

We All Go Back to the Land

MODULE 1: ENTRY 3

I am looking forward to exploring this newly released book this semester as I work on my research project.   It provides the history and cultural practice of land acknowledgements and explores the do’s and don’ts as you create your own.

 

Reference:

Suzanne Keeptwo. (2021). We All Go Back to the Land : The Who, Why, and How of Land Acknowledgements. Brush Education.

It is available to read online through the UBC Library.

Yukon Gold and Gold Rush

Module 1 – Entry 5

Today when I was looking at other people’s posts, I came across Seleen G’s post about Jade Fever. I was instantly drawn to this post because I have watched every season of Jade Fever on Discovery Channel. For me, watching the show was highly addictive because I always wondered if the miners were going to find the elusive grade 1 jade.

I also watched every episode of Gold Rush, Yukon Gold, Gold Rush – White Water edition for the same reason I watched Jade Fever. The scale of the mining on these shows is immense! Parker Schnabel mined over 7000 ounces of gold worth over 10 million dollars.

Source: wikimedia.org/wikipedia/en/e/ec/Gold_Rush_Title.jpg

The thing I never considered when watching any of these shows was the impact they might be having on the communities they occur in. I know that when I watch these shows, they are mining huge areas of land and require massive amounts of water. The shows focus on the miners and gold totals, but like Jade Fever, there is no mention of how the mining affects indigenous communities (or any surrounding community) in the area. There are regulatory bodies that make sure everyone is acting within the law, but, does that mean everyone is being represented fairly?

A quick Google search hints that may not be the case. A news article by CBC sheds light on how placer mining is dividing Yukoners about water rights.

“The Tr’ondek Hwech’in First Nation is asking the Yukon Water Board to hold a public hearing about mining on undisturbed wetlands in the Indian River valley” (CBC News, 2018).  It is noteworthy that most of the mining that occurs on Gold Rush happens on the Indian River.

The next time I am watching these TV shows, I will be thinking in the back of my mind about the impacts these shows have on all stakeholders in the area. I think I just developed a new perspective on these shows.

References

Croft, D. (2018, September 4). Environmental permitting needs more flexibility, says Yukon placer miner | CBC News. CBCnews. https://www.cbc.ca/news/canada/north/yukon-placer-mining-indian-river-water-board-schmidt-1.4807022.

Gold Rush (TV series). Wikiwand. (n.d.). https://www.wikiwand.com/en/Gold_Rush_(TV_series).

Innovation and Technology for Indigenous Peoples by Roberto Múkaro Borrero (Borikén Taíno)

Module 1 – Entry 4 – Tyler Ohashi

Takeaways from this article show how technology is impacting indigenous peoples with respect to:

  • Society
    • The world is evolving into one that requires technology. An interesting term that is brought up is “computer-mediated colonialism” which describes imposing western processes and structures upon indigenous communities. Indigenous people are not blind to the technology revolution, but many indigenous communities are a terrible disadvantage due to lack of access to technology.
      • Commonly termed “The Digital Divide”
    • Large organizations such as the United Nations, United Nations Educational, Scientific and Cultural Organization (UNESCO), or even International Telecommunications Union are all working to find solutions but continuously encounter new challenges such as respecting cultural diversity, economics, or politics.

While reading the article, I wondered how the world is doing getting people connected to the Internet. An interesting map that highlights the “Digital Divide” (not part of the article but interesting)

Light – you are connected          Dark – you are not

-Look at Africa -Yikes-

  • Innovation
    • There have been many initiatives to bring technology to indigenous communities and this article look at how initiatives can be classified as:
      • Pro‐indigenous (for indigenous peoples)
      • Para‐indigenous (with indigenous peoples)
      • Per‐indigenous (by indigenous peoples). 
  • The Future
    • Successful initiatives will move away from “for indigenous” people to “with indigenous” and “by indigenous” people because working with indigenous communities will provide a better understanding of the challenges they face or have faced. Furthermore, indigenous people developing solutions for indigenous people makes sense not only intuitively but respectfully as well.

This article motivated me to look up Mark Oppenneer because it is the second time I came across his name and I discovered that he is the founder of “The Ethnos Project”. Turns out he has another great article investigating how Information and Computer Technology can be used for cultural preservation. I put reference below.

Reference

Borrero, R. M. (2013). Innovation and technology for indigenous peoples. https://www.un.org/esa/socdev/egms/docs/2013/ict/innovation-technology-indigenous.pdf

Oppenneer, M (2009) Using ICTs for Indigenous cultural preservation: challenges and strategies. Ethnos Project. Available at: http://www.ethnosproject.org/using-icts-for-indigenous-cultural-preservation/