{"id":98,"date":"2008-11-02T11:42:57","date_gmt":"2008-11-02T19:42:57","guid":{"rendered":"https:\/\/blogs.ubc.ca\/dryan\/?page_id=98"},"modified":"2008-11-23T14:29:33","modified_gmt":"2008-11-23T22:29:33","slug":"indigenously-connected-iii","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/dryan\/indigenously-connected-iii\/","title":{"rendered":"Indigenously Connected Module-III"},"content":{"rendered":"

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\u00a0\u00a0 Please click on the painting to go to the Four Directions Teachings website. <\/span><\/span><\/span><\/p>\n

\u00a0\u00a0 Four Directions Teachings is a multimedia presentation which shows the cultural foundations of the: Blackfoot, Cree, Ojibwe, Mohawk, and M\u2019ikmaq First Nations.\u00a0 <\/span>Each First Nation begins their interactive story through <\/span>an introduction which provides some background knowledge regarding the teachings and origins of the nation.\u00a0 <\/span>This interactive journey then moves on to look at specific elements and teachings of the abovementioned First Nations.<\/span><\/span><\/p>\n

\u00a0\u00a0 The impressive visual and audio effects of this site draw the audience member into the teachings being learned and make a lasting impression.\u00a0 <\/span>As mentioned in previous posts, this website also demonstrates a cohesive weaving of Indigenous knowledge with modern technologies; in turn, the learnings of this site are both preserved for future generations as well as are globally transmittable.\u00a0 <\/span>On the teacher resource page, facilitators can become more familiar with the narrators of Four Directions Teachings as well as find integrated lesson plans to accompany the site.<\/span><\/span><\/p>\n

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Remember by Michael Nicoll Yahgulanaas<\/span><\/span><\/span><\/div>\n
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Please click on the painting to go to the Haida Manga.com website. <\/span><\/p>\n

Much of the focus over this past month in ETEC 521 regarding Indigenous peoples, technology, and education has focused on the integration of indigenous culture and technology in a modern and accessible format.\u00a0 <\/span>Michael Nicoll Yahgulanaas` creation of Haida Manga is a wonderful example of this integration. <\/span><\/p>\n

As Michael discusses in his CBC Interview <\/a><\/span>with <\/span>Stephen Quinn Haida Manga is Haida art that is “melding into a more accessible graphic style“ (CBC, 2008).\u00a0 <\/span>This resonates for me for all I have to do is look around my classroom to see the popularity of manga and graphic novels.\u00a0 <\/span><\/span>Embedded within <\/span>Michael Nicoll Yahgulanaas`paintings are Haida histories and teachings; these teaching and histories are more likely to be engaged with by youth as the medium itself is engaging.\u00a0 <\/span>In connection with making Haida teachings accessible, Michael Nicoll Yahgulanaas has an interactive website where fans can read ongoing stories, link to his blog, or access archived information about the artist and his creations.<\/span><\/span><\/span><\/p>\n

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Please click on the banner image above to go to the <\/span>Indigenous Peoples Literature website.<\/span><\/p>\n

The Indigenous Peoples Literature website offers a wide range of cultural resources from Indigenous literature to art and history.\u00a0 <\/span>This site is easily navigable with its side bar Table of Contents<\/em> from which visitors can research information on specific Indigenous Peoples.<\/span><\/p>\n

Complementing the text documents available on this site is a wealth of video clips which offers a glimpse of authentic Indigenous cultural practices.\u00a0 <\/span><\/span><\/p>\n

[youtube]https:\/\/www.youtube.com\/watch?v=5B3Abpv0ysM[\/youtube]<\/span><\/span><\/p>\n

I believe this site is valuable in providing some background information on Indigenous cultures which would provide context for individuals and\/or groups who wish to further research these communities.\u00a0 <\/span>\u00a0\u00a0<\/span><\/span><\/p>\n

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\u00a0Please click on the image above to go to the Living Knowledge website. <\/span><\/p>\n

The Living Knowledge website is a project created to research and incorporate a successful approach to the integration of Indigenous Knowledge with Western science focusing on the New South Wales science curricula.\u00a0 <\/span>The projects umbrella goals are broken into project themes and project aims.<\/span><\/p>\n

Themes are divided into the following subheadings: Reconciliation and working together, Indigenous people handling Indigenous knowledge, Recognising the value, complexity and status of Indigenous knowledge traditions, The possibilities and benefits of ‘both’ knowledge systems contributing to land and sea management, and a connected world (Living Knowledge, 2008).\u00a0 <\/span>As a means to begin meeting Living Knowledge\u2019s project themes three aims have been identified.<\/span><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>The first approach will be to explore the cross-cultural dialogue between areas of Western science and specific Indigenous knowledge systems (Living Knowledge, 2008).<\/span><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>The second approach is to examine the ways in which Indigenous knowledge is being taught in a number of very different schools and communities (Living Knowledge, 2008)<\/span><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/span><\/span>Thirdly, an online module will be developed as a way of investigating how networked curriculum materials can be used to introduce aspects of Indigenous knowledge into the NSW school science curriculum (Living Knowledge, 2008).<\/span><\/p>\n

\u00a0The Living Knowledge website provides background information regarding the impetus behind this initiative, teacher resources, and links to research articles and other online projects.\u00a0 <\/span>As well, visitors to this site can begin to explore how Western science and Indigenous knowledge is integrated through two interactive journeys; visiting the Yol\u014bu<\/a> people of North Australia and the Yuin <\/a>(Koori) people of Southern Australia.\u00a0 <\/span>I am very impressed with how the author\u2019s of this site have begun to create a holistic model for integrating Indigenous knowledge into Western science pedagogy.\u00a0\u00a0 <\/span><\/span><\/p>\n

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Please click on the image above to go to the Teaching and learning website. <\/span><\/p>\n

The United Nations Educational, Scientific, and Cultural Organization\u2019s (UNESCO) Teaching and Learning for a Sustainable Future<\/em> is a multimedia teacher education programme.\u00a0 <\/span>The programme itself consists of \u201c100 hours (divided into 25 modules) of professional development for use in pre-service teacher courses as well as the in-service education of teachers, curriculum developers, education policy makers, and authors of educational materials\u201d (UNESCO, 2008).\u00a0 <\/span><\/span><\/p>\n

Of particular interest, under Interdisciplinary Curriculum Themes, is a module on Indigenous knowledge<\/a>.\u00a0 <\/span>Following a typical lesson format, this module begins with an overview, moves into objectives and activities, and offers supportive reference material.\u00a0 <\/span>I believe teachers and student teachers would find this interactive learning module an ideal jumping off point for becoming more aware of Indigenous Knowledge and its place within Western education.<\/span><\/p>\n

UNESCO\u2019s Learning for a Sustainable Future<\/em> is a free resource that is provided through CD-Rom or a web based delivery model which enables global access.\u00a0 <\/span>\u00a0\u00a0<\/span><\/span><\/p>\n

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Please click on the image above to go to the <\/span>Local and Indigenous Knowledge Systems (LINKS) website.<\/span><\/p>\n

Local and Indigenous Knowledge System (LINKS) is a project designed to facilitate communication between Indigenous community members, scientists, and local resource managers.\u00a0 <\/span>LINKS recognizes the inherent knowledge of the interactions between humans and their environment and the sustainability of these interactions.<\/span><\/p>\n

In order to ensure that traditional knowledge is not overlooked LINKS aims to \u201cstrengthen knowledge transmission between elders and youth, and explore pathways to balance community-based knowledge with global knowledge in formal and non-formal education\u201d (LINKS, 2008). <\/span><\/p>\n

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As a means to fulfill their goals LINKS has established the following modalities:<\/span><\/p>\n