Category Archives: MODULE 2

This is an excellent primer on Indigenous hip hop across Canada. The documentary moves from Regina to Winnipeg and the finally Toronto. Some of the key themes approached are:

• Hip Hop artists working with Indigenous youth in both rural (reservation) and urban settings
• The contrast of city live vs reservation life
• The lasting impact of residential schools
• Missing and Murdered Indigenous Women
• Indigenous relationship with the police
• Mainstream breakthrough opportunities for Indigenous artists

My favorite line from the documentary comes when a drum circle is featured. The main drummer says:

“Take care of the drum, it will take care of you.” He also refers to the drum as an analogy for mother earth.

In 2014, a travelling art collective called Beat Nation was on display in art galleries across Canada. The exhibit was meant to display Indigenous Hip Hop through both music and art. The sounds of the exhibit were Pow-wow music (which I have discussed in a previous post), throat singing and drumming mixed by Indigenous DJ’s.  The art at the exhibit was meant to display the mix between urban hip hop and traditional indigenous culture. There were snowshoes made of skateboards, low rider bikes decoraded in hide skin, and ipods made of felt. In one room, there was even a rapper freestyling in Cree.

One thing I found really interesting is this idea that kids living on reserves do come to the urban center, where hip hop exists. Hip hop is all about mixing, so it makes sense that indigenous yout would want to combine their own culture with that of urban hip hop.

The exhibit coincided with Idle No More and the protests that raged across the country over legislative changes proposed by the Harper Government which would diminush treaty rights. Hip Hop has always been protest music, and this art exhibits connection to Idle No More really shows how this connection can be made.

From the article:

Beat Nation: Hip Hop as Indigenous Culture has become something of an art sensation in Canada. Featuring more than two dozen artists using beats, graffiti, humor and politics to challenge stereotypes, the exhibit coincides with the growth of Idle No More, an indigenous political movement in Canada.

“The idea behind hip-hop is the idea of a mix,”saysMark Lanctot, a curator at the Montreal museum. He says the sonic soup that follows you throughout the exhibit represents the diversity of being indigenous today.

“Aboriginal culture isn’t a monolithic, single, static entity. It’s always changing, always takes from other cultures,” he says.

Click the image below to learn more:

Mays, Kyle T. “Decolonial Hip Hop: Indigenous Hip Hop and the Disruption of Settler Colonialism.” Cultural Studies, vol. 33, no. 3, 2019, pp. 460–479., doi:10.1080/09502386.2019.1584908.

This video came out just 4 days ago, but is exactly what my research question has been focused on. Samanta Krishnapillai, the founder of the ON Project, speaks directly to immigrants about their role within Indigenous reconciliation. In her direct approach, she says about new immigrants “they benefit from colonialism here even though historically they did not.” She also says “you, as an individual could have personally been the oppressed Indigenous community in a country that was colonized, but then by living here in Canada you are then benefiting from the colonial structures that exist here.

Looking at the ON Project website, there are free resources for learning about the recent discovery of 215 Indigenous children in Kamloops. Much of the content is directed towards an audience who may be learning about it for the first time, but in a mature tone, suggesting it is directly targeting Canadian immigrants. There is also the flow chart below, helping anyone understand their own role within reconciliation.

The ON Canada Project is a great resource for analyzing how an immigrant-founded campaign is targeting raising awareness among Canadian immigrants about Indigenous Peoples. The project only started last year, so there wouldn’t yet be any data to support the effectiveness of the project, but I would have to imagine that an immigrant-founded group would have much more influence than White Canadians telling immigrants to care more.

https://oncanadaproject.ca/settlerstakeaction

Module 2, Entry 5

Native Lens is a program that provides filmmaking workshops and programs for Native American youth. In this video, Tracey Rector discusses how the program provides opportunities for at risk youth to make positive contributions to their communities through digital storytelling where they can create and share their own personal stories and narratives. The program provides practical, hands on experiences, and provides youth with opportunities to engage with others within the community and to learn about the importance of their roles as stewards for Indigenous culture.

You can learn more about the Native Lens program and watch the stories on their website:

https://www.rmpbs.org/nativelens/#Stories

indigenization-self-reflection-checklist

An amazing resource, this checklist was compiled by The College of New Caledonia for its teachers so that they can be mindful of how they are teaching to their students.  After the heading “Does my course…”, it is broken down into 3 subheadings:

1. include Indigenous content?
2. honour Indigenous learners?
3. foster greater Indigenous understanding?

Now, I’m not here to say that a one sided piece of paper can single handedly change Teachers’ styles, but it does give a good discussion point on if staff are starting to move towards these goals and how administration can help make these goals more attainable.

https://bccampus.ca/projects/indigenization/indigenization-guides/

“These guides are the result of the Indigenization Project, a collaboration between BCcampus and the Ministry of Advanced Education, Skills and Training. The project was supported by a steering committee of Indigenous education leaders from BC universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC.”  https://bccampus.ca/projects/indigenization/indigenization-guides/

Though these guides were made to support systemic change in post-secondary institutions, a lot of the information could be used in a secondary school setting.  They are meant to help readers:

• increase your awareness of Indigenous People, our histories, decolonization, and reconciliation
• enhance your knowledge of how Indigenous history and realities in Canada affect relationships and how this may influence how you work with Indigenous people and colleagues in post-secondary education      (https://opentextbc.ca/indigenizationfoundations/front-matter/foundations-guide-overview/)

This isn’t a definitive guide, but more of a jumping off point in changing the way we look at our institutions, staff, and students and how we can make sure everyone has a voice.

Module 2, Entry 4

IsumaTV is an online platform created for Indigenous filmmakers and media organizations where users can create and design their own online spaces or “channels” to showcase and host their content.  Users can upload various forms of content including audio, video, images, and text. The platform contains an impressive collection of over 6000 videos in more than 80 languages.

The IsumaTV project also provides IsumaTV media players to remote communities all over the word, allowing users to access the media on IsumaTV from their communities.

Here’s the link to their site:

http://www.isuma.tv/about-us

I recommend checking out the channel: Stories of Our Elders.  I really loved the animations!

http://www.isuma.tv/stories-of-our-elders-en

https://newwestschools.ca/wp-content/uploads/2021/05/Board-Name-Presentation.pdf?utm_source=new%20west%20record&utm_campaign=new%20west%20record&utm_medium=referralLinks to an external site. 

This is a presentation done to the New Westminster School Board in regards to the re-naming of an elementary school, Richard McBride, that is in the midst of being replaced with a new facility.  Our district has noticed that it is time to stop honouring the colonists of the past and recognize where are schools are actually located (though they left New Westminster Secondary with the same name).

I really do like our District’s strategic plan around school naming:

 COMMITMENT TO RECONCILIATION AND DECOLONIZATION OF THE
DISTRICT’S PHYSICAL STRUCTURES

 MEANINGFUL AND REFLECTIVE OF LOCAL HISTORIC EVENTS AND
DISTINGUISHING CHARACTERISTICS OF THE AREA

 RELATIONSHIP BETWEEN THE SCHOOL BUILDING AND THE LAND ON
WHICH IT IS LOCATED

 PLACE BASED NAMES THAT HONOUR INDIGENOUS HISTORY AND ARE
REFLECTIVE OF ENGAGEMENT WITH THE APPROPRIATE INDIGENOUS COMMUNITIES

I also like how everything was done with consultation of The Qayqayt First Nation and Language Keepers.

In reflecting on how to authentically indigenize , I know that I want to keep in mind the District I work in beliefs and values and make sure my work is aligned with them.

Module 2, Entry 3

Voices of Amiskwaciy is an online space where communities can create, share and discover local Indigenous content. The project is an initiative developed by the Edmonton Public Library and was created in collaboration with Indigenous communities in Edmonton to promote and preserve Indigenous storytelling and oral traditions. On the platform, individuals and communities can upload and share a variety of content including text, images, video, and audio.

The Edmonton Public library also provides a digital storytelling kit for free which individuals can borrow and includes multimedia recording equipment and resources on oral storytelling.

Click on the link below to learn more about the project:

https://voicesofamiskwaciy.ca/

Home

I have driven up to Squamish and Whistler multiple times and my kids always ask how to say the traditional names that are posted along Highway 99.  While we were searching through sites on pronunciation, we came across this site (actually linked in the SORCA from my previous post too!).  It shows you traditional names for various spots in the Squamish Nation and has an option for you to hear their pronunciations.

Moving forward, sites like this would be a vital educational source to help students recognize the lands that they are on have a history before when colonists came and gave it European names.  To view the actual content, you need to put in your email address.  As the information on the website is for personal use and not to be used for educational purposes without permission from Kwi Awt Stelmexw (KAS Cultural Society), I have given the link to where to sign in.