Category Archives: MODULE 3

M3 P5: Discovering Identity through Poetry

Poetry has often been a subject that my students dislike because it was different from what they were used to doing in Language Arts. They had no issues reading it, but writing it, they found it difficult due to the format. In third term, my teaching partner and I decided to change our poetry unit up a bit and included spoken word poetry and had students analyze what the poets were saying. A common theme we found when analyzing spoken word poetry was that a lot of it had to do with identity. We then had our students try to also use the theme of identity in their own poetry. We used a variety of styles of poetry such as diamente and acrostic, and then had students write an “I am” poem.

This got me into looking into Indigenous poets and how they use poetry to speak about their identity and I found the following resources/videos.

The video below would be for an older audience than my own grade 6/7 class due to coarse language, but the poet provides a strong message:

Great example demonstrating poetry and identity:
https://www.facinghistory.org/stolen-lives-indigenous-peoples-canada-and-indian-residential-schools/chapter-2/i-m-not-indian-you-had-mind

Examples of spoken word poetry by Indigenous poets:
https://www.poetryinvoice.com/tags/indigenous

M3 P4: The Haka Dance in Popular Culture

With the Olympics underway, a post about New Zealand performing the Haka Dance in front of Team USA in the basketball World Cup in 2014 popped up in my feed randomly. As it was the first time those players saw the Haka Dance, they did not know how to react, but respectfully applauded once it was over. American fans also did not understand, based on their mocking comments regarding the dance. Seven years later, the Haka Dance has been increasing in popularity in sporting events and often can be seen in viral videos.

The Haka Dance originates from the Maori people who are Indigenous to New Zealand. With the popularity of the Haka, comes many people who want to copy it for views/popularity which is why The Guardian wrote an editorial piece on why that is inappropriate. In the article, the author raises an interesting point regarding cultural appropriation. When people copy a Haka performance they see on YouTube and make their own video, that is cultural appropriation. However, in Rotorua, a tourist spot in New Zealand, a local tribe called the Te Arawa, performs and teaches a version of their Haka to the tourists who can then go home and try it themselves. This was not seen as cultural appropriation as the Indigenous tribe was in control of what was being shared and the story that accompanied it. I think that this is an important aspect to remember when learning about other cultures and how to be respectful of their traditions.

https://www.givemesport.com/1726646-usa-basketball-remembering-when-nba-stars-were-baffled-by-new-zealands-haka

https://www.theguardian.com/world/commentisfree/2020/jan/23/the-haka-isnt-yours-stop-performing-it

M3, P5: Blogging & Self Expression

Blogging Research Wordle

“Blogging Research Wordle” by Kristina B is licensed under CC BY-NC-ND 2.0

Learning as being reflective, supporting wellbeing, and exploring one’s self are aspects that are part of the First Peoples Principles of Learning. As I have been looking into the role technology could play into incorporating the FPPL into my English Language Arts classroom, I found studies on the effects of blogging that I think were fitting as blogging is something that involves aspects of the ELA competencies as well. Hibsch and Mason’s (2020) study, “The New Age of Creative Expression: The Effect of Blogging on Emotional Wellbeing,” shares connections between reflective journaling and wellbeing and blogging for self-expression. Similarly, Hanney and Skirkeviciutey’s (2019) study “Reflection, Identity, Community: Affordances of Blogging for Social Interaction and Reflective Dialogue” reveals how blogging can support with various skills and identity formation. I think it could be interesting to incorporate blogging into my teaching practices, but there are various ways to do so. In my own past experiences with blogging, I have more so used them as portfolios rather than for regularly journaling. With this course blog, I find it so useful to share and view resources as we are learning because I feel like it adds value to the learning process overall. I am able to make connections to what I am researching as I type each blog post and others are able to share their connections as well. It would be interesting to see how blogging could be used in my classroom for reflective practices or for other forms of expression.

Hanney, R., & Skirkeviciutey, G. (2019). Reflection, identity, community: Affordances of blogging for social interaction and reflective dialogue. Education and Information Technologies, 25(3), 1553-1569. https://doi.org/10.1007/s10639-019-10030-4

Hibsch, A. N., & Mason, S. E. (2020). The new age of creative expression: The effect of blogging on emotional well-being. Haworth Press Inc. https://www.tandfonline.com/doi/full/10.1080/15401383.2020.1820925

M3, P4: Raven Reads  

In my journey to bring authentic Indigenous texts into my English Language Arts classroom, I came across Raven Reads, which is a Canadian company that is Indigenous and woman owned. It offers subscriptions to boxes containing Indigenous books and giftware for adults and kids and hopes to educate people about “the devastating impact residential schools had on Indigenous people in Canada” and help build mutual relationships between Indigenous and non-Indigenous people. I think this is such a great concept and would be a valuable gift in and out of the classroom. Looking at one of the adult boxes, for example, there is “a book written by an Indigenous author, a letter from the author or box curator, one printed culture card teaching you about an Indigenous culture from around the world, one Indigenous hand-made craft or art piece, and one literature-themed trinket.” There are also blog posts on the Raven Reads website that offer valuable information, such as book suggestions.

Raven Reads. (2021). Current Collection. Raven Reads. https://ravenreads.org/

M3, P3: Authentic Resources

Throughout this course, many of us have discussed the importance of including authentic Indigenous resources in our classrooms. In BC, the First Nations Education Steering Committee and the First Nations Schools Association put together an Authentic First Peoples Resource Guide that includes authentic First Peoples texts that “present authentic First Peoples voices, depict themes and issues that are important within First Peoples cultures, [and] incorporate First Peoples story-telling techniques and features.” This guide is for grades K-9, and includes information about the texts’ reading level, curriculum areas, themes/topics, and publication dates.

Authentic First Peoples Resources. (2016). First Nations Education Steering Committee & First Nations Schools Association. http://www.fnesc.ca/wp/wp-content/uploads/2015/06/PUBLICATION-61502-updated-FNESC-Authentic-Resources-Guide-October-2016.pdf

M3, P2: Incorporating Indigenous Perspectives in the Classroom

Growth

“Growth” by AdamSelwood is licensed under CC BY 2.0

My final paper explores how to embed the First Peoples Principles of Learning in my classroom community, which involves incorporating Indigenous perspectives within my teaching practices. When looking into ways this has been implemented, I found an article based in Australia, which shares some of the same ideas we have been talking about in our discussions within this course when it comes to our problematic educational system. Neil Harrison’s chapter, “Teaching Indigenous Perspectives in the 21st Century Classroom: An Exploration of Quality Pedagogy in Australian Schools” (2009) reveals that within education, Indigenous people are often referred to in the past tense and there is not enough of an understanding of Indigenous knowledge or ways of doing to be appropriately shared or represented within teaching and learning. Harrison reveals the importance of the role teachers play in developing relationships and understandings between Indigenous and non-Indigenous people. He also asks teachers to “reassess their own place in history” and invest in learning, both during pre-service teacher training and after. I think this is very valid as I know  reconciliation really does start with us educators and the education system.

Harrison, N. (2009). Teaching Indigenous perspectives in the 21st century classroom: An exploration of quality pedagogy in Australian schools in V. Green & S. Cherrington (Eds.), Delving into diversity: An  international exploration of issues of diversity in education (pp. 99-108). Nova Science Publishers. http://ndl.ethernet.edu.et/bitstream/123456789/28470/1/1.pdf.pdf#page=130

M3, P1: Voice Matters

Speak up, make your voice heard

“Speak up, make your voice heard” by HowardLake is licensed under CC BY-SA 2.0

When exploring some of the First Peoples Principles of Learning, such as “Learning requires exploration of one’s identity” and ‘Learning is embedded in memory, history, and story,” I was looking at ways to enhance student voice within my classroom. I came across the website and organization called Unlocking Silent Histories.  This organization aims to offer support to many Indigenous youth around the world by providing access to technologies and skills that could help them create their own documentaries, sharing stories in their perspectives. Their “goal is to cultivate indigenous youth leaders and provide global access to traditional knowledge and problem-solving approaches that contribute to sustainable community-led actions.” Additionally, I found an Edutopia article that showcases some of their work and how it can be done in a classroom, which I think could be helpful as well.

DeGennaro, D. (2014, January 14). Unlocking silent histories: Critical and creative expression for Indigenous youth. Edutopia. https://www.edutopia.org/blog/unlocking-silent-histories-creative-expression-donna-degennaro

Unlocking Silent Histories. (2021). Our Work. Unlocking Silent Histories. https://www.unlockingsilenthistories.org/

MODULE 3-ENTRY 3: UBC Okanagan offers first bachelor’s degree in indigenous language

https://vancouversun.com/news/local-news/b-c-university-offers-first-bachelors-degree-in-indigenous-language-fluency

Anne Kang, B.C.’s minister of advanced education and skills training announced UBC Okanagan will offer the language degree of indigenous language(Nsyilxcn). This is one of the most exemplary governmental efforts to revitalize indigenous languages and cultures. As Kang said, this program will definitely motivate many people who are recognizing the danger of indigenous language extinction. I hope this program can be the first step to make indigenous languages be “an official academic field” in BC and opportunity to revitalize all the other endangered indigenous languages

 

 

 

MODULE 3-ENTRY 2: Korean Language Society; language revitalization and compilation

After the  Japanese colonial era, the policy of annihilating Korean culture from the 1920s began in the 1920s. In 2010, Mr. Joo founded the Joseon language Organization and took the lead in the study and dissemination of Hangeul(Korean language) even in the harsh environment of the time. He also conducted lectures and magazine publications. One of the biggest feats of the organization was publishing compiled dictionaries. In the midst of Japanese oppression, the Joseon language organization decided to found and commemorate Hangeul Day in order to remember the spirit of the nation. In 1936, Japan abolished Korean language education to destroy the identity and language of Koreans and arrested 33 members who cooperated in dictionary compilation. Those charged with civil war were imprisoned, and some of them died in prison.

By the effort and sacrifice of the people who strived for preserving Korean language, the first volume of dictionary was published in 1947 and the organization was renamed as Korean language society which keeps carrying out a lot of international Korean language conferences and projects these days.

 

Education ministry TV. (2019, October 7). Do you know heroes who saved Korean language? [Video]. Retrieved from https://www.youtube.com/watch?v=uzdQKOrUv1UYouTube. 

MODULE 3-ENTRY 1: The Silent Genocide: Aboriginal Language Loss FAQ

The Silent Genocide: Aboriginal Language Loss FAQ

 

This article not only explains the concept of language extinction, but also explains the implications of the extinction of native languages. The article also provides data on where the causes of language extinction stem from and the status of language extinction in Canada. The writer examines the various causes of language extinction and discusses specific and realistic ways in which we can do what we can to overcome and revitalize it.