Author: doug larsen

News From Indian Country Module 4-5

Link: IndianCountryNews.com

In an age where information and knowledge is power, it is important to have a website that provides a cross section of reports and information on a wide range of topics.  This web-paper covers a host of topics, though it is primarily focused on the United States.

For example it has an article regarding the US governance model with North American Indians to the latest court challenge against Washington’s NFL team using the name “Redskins”.  In case anyone is interested, the Supreme Court refused to hear the petition.

The menu section is extensive and warrants a perusal.  Topics include, but not limited to Archaeology/Remains to language, movies/films excreta.

There is an interesting story about how the Yaqui people of Northern Mexico were successful in retrieving the remains of their warriors from the New York Museum of Natural History.  I’ve attached the link to the article, but I’ve also copied the following excerpt because it addresses previous practice of an archeologist.

“As if the horror of the massacre weren’t enough, U.S. anthropologist Ales Hrdlicka came upon some of the bodies while they were still decaying, hacked off the heads with a machete and boiled them to remove the flesh for his study of Mexico’s “races.”

http://indiancountrynews.net/index.php?option=com_content&task=view&id=7942&Itemid=1

Indigenous Environmental Framework Module 4-4

The purpose and focus of the site is to empower Indigenous people in demanding environmental justice.

In the centre of the page there is a PDF booklet with a cover with caricatures and the word REDD along a fence line. This is an acronym for
Reaping Profits from
Evictions, land grabs
Deforestation and Destruction of biodiversity

The pamphlet title suggest the diplomacy isn’t the course of action, but rather one of action. Indicative of this is the fact that this organization operates without Federal funding. The programs and initiatives are funded through donations from individuals and organizations. Hey, if you were looking to make a charitable tax donation and you are interested in the environment this may be the place to “invest” those dollars.

The website has numerous links to a variety of programs and initiatives: Native Energy & Climate Program, Toxics and Environmental Health, Mining, Sustainable Communities, Green, Jobs, Green Economy and Global Well-Being

For those interest in Indigenous environment concerns, or the environment in general this site is comprehensive in that amount of links and reports it offers.

Clayton Thomas-Muller

[youtube]https://www.youtube.com/watch?v=kticaPGpSx8[/youtube]

Australian Museum – Indigenous Module 4-3

This site provides a full spectrum of links related to Australian Indigenous peoples. For example it has an introduction of Indigenous Australian history and culture, Aboriginal flags, spirituality and an interesting page on timelines that I will highlight.

A timeline of events relating to Indigenous Australians from the time of Federation in 1901 until 1969

This page is simple in its layout in that is it merely a timeline, however, it provides a small snapshot of the government’s and people overt racism toward Aboriginal people. For example, “The Invalid and Old Age Act provides social security for all Australian – except Aboriginal people”. Similar Acts and polices were denying basic rights to Aboriginal as if they were not people.

For those of us not well versed in the discrimination practices within colonized countries this timeline provides a high level scan of the harsh discriminatory practices as well as the evolution of societal values and government policies. For example, by the 1930s a change was evident in a positive manner. In addition, Aboriginals started to exercise their rights through protests – in 1930s 150 years after European occupation. By the late 1960s policies were emerging that were intended to increase the control for Aboriginal peoples of their lives.

References used to compile timeline:
Bostock, Lester, 1990, The Greater Perspective, Special Broadcasting Service
Fraser, Bryce, (ed) 1983, The Macquarie Book of Events, Weldon,
Directorate of Special Programs, NSW Department of Education, 1982, Aboriginal Australia, a Preliminary Chronology
Jonas, Bill and Langton, Marcia, 1994, The Little Red, Yellow and Black (and Green and Blue and White) Book, AIATSIS
Horton, D (ed) 1994, Encyclopaedia of Aboriginal Australia, Aboriginal Studies Press
Butler, Kevin, Cameron, K & Percival, B., 1995, The Myth of Terra Nullius, Invasion and Resistance -the early years, Board of Studies

Indigenous People and the Environment Module 4-2

The New Mother Jones.com

The value of this page pertains to a good news story. It is for this reason alone I have included it.

Ecologist Michael Fay made a 400+ day trek across the Congo Basin. He identified 13 forested areas that were threatened by oil and mine exploration. He sought a meeting with the President, El Hadj Omar Bongo of Gabon. In short, the President surprised everyone, including Fay by agreeing that these areas should be protected and gave them a legal designation as wilderness parks.

The real good news is that Fay had also planned for the Indigenous people living in these areas to become the managers and caretakers of these parks, thus protecting their surrounding environment, while adding value to the country by enabling it to diversify its economy into eco-tourism rather than mere resource extraction.

It is encouraging to learn that a dictator would show such insight and courage for his country – especially in light of Canadian leadership on global warming as well as other environmental priorities – or not.

Australian Indigenous Health InfoNet – Module 4-1

The purpose of the website is to contribute to the objective of closing the health gap between Indigenous and other Australians.

The website has a range of topics: Health facts, Chronic conditions, Infectious conditions, Population groups and Health systems to mention a few.  It  informs practice and policy in Indingenous health by making research and health information readily available it has a bibliographic data base to search for a full range of health publications on Aboriginal and Torres Strait Islander health.

This website is comprehensive.  It has over 3800 pages of information.

Interesting point, it uses the Gecko as its logo because it can be found throughout Australia so it was deemed an appropriate symbol/logo for this site.

Traditional Knowledge Rival Pathways (Australian Indigenous Focus) Module 3 – #5

The purpose of this project is to ensure “the survival of cultural knowledge and “opportunities to demonstrate practices that have the ability to ‘innovate’ 
    contemporary management and community outcomes for the benefit of all
 generations to come.”

A crucial element of this project is that it is community based.  The community owns and control’s the research data that is collected as well as other resources the project produces.

The following link is a Youtube clip regarding the TKRP, its purpose to ensure the survival of cultural knowledge and the benefits of using multi-media to achieve the above stated goals by using youth to film, Elder to inform others of traditional practices, and children to sit and observe, thus learning from both generations.

[youtube]https://www.youtube.com/watch?v=lnOS9FX1VEo[/youtube]

In addition the site has a link to several other TKRP movie productions, as well as case studies.

Other TKRP SERVICES

Mentorship

Presentations

Land Management

Film and Production

United Nations Research Institute for Social Development Module 3 -#4

Topics Include:

Identities, Conflict and Cohesion

“Identities affect patterns of exclusion and solidarity, and provide a basis for both social cohesion and conflict. This programme aims to assess how processes of development and social change, as well as public policies, shape identities.”

Identity, Power and the Rights of Indigenous Peoples

“This project theoretically and empirically traces the structure and interlocking nature of relations between governments and international organizations in order to analyse how these links impact on the identity, rights and livelihood of indigenous communities.”

Programmes and Areas of Research 2005 – 2009:

Social Policy and Development

Democracy, Governance and Well-Being

Civil Society and Social Movements

Markets, Business and Regulation

Identities, Conflict and Cohesion

Gender and Development

Published Papers Include:

Transnational Governmentality and Resource Extraction: Indigenous Peoples, Mutlinational Corporations, Multinational Institutions and the State

http://www.unrisd.org/unrisd/website/document.nsf/(httpPapersForProgrammeArea)/DD4690C7DCC1A303C1257512003066D6?OpenDocument

Natural Gas, Indigenous Mobalization and the Bolivian State

http://www.unrisd.org/unrisd/website/document.nsf/(httpPapersForProgrammeArea)/D96F71885FB60F74C1257512002F471E?OpenDocument

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Suite101.com Module 3 -#3

“The world’s most comprehensive independent online magazine: written and edited by professionals, trusted by over 24 million monthly readers!”


This site leads to an article on “Native Right to Self-Identity Reclaiming Indigenous Heritage Can Result in Anglicised Packaging of Aboriginal Identity and Culture” by Tyson Yunkaporta.

The following is an excerpt from the opinion piece.

There are huge challenges associated with re-entry into the Indigenous world, and it takes a lifetime of hard work, unlearning, and relearning.

Many Indigenous thinkers have a problem with this, citing cases of people claiming Aboriginality but still living and speaking from a middle-class Australian point of view. With “new” Aborigines in the public spotlight, such as Sally Morgan (author of “My Place”), it has been argued (convincingly) that this results in a marginalising of “unsanitised” Aboriginal viewpoints in literature in favour of a “white middle-class” packaging of Aboriginality, more easily swallowed by the colonial mainstream without necessitating any real attempts at understanding un-Europeanised Indigenousness.

The posts lend them to some interesting perspectives on the issue.  I’m sure this topic could lend itself to a rather lively discussion forum.

Read more: http://aboriginalrights.suite101.com/article.cfm/native_right_to_selfidentify#ixzz0WPcyzUTc

http://aboriginalrights.suite101.com/article.cfm/native_right_to_selfidentify#ixzz0WPbcR1Ou

Related Topics/Links:

aboriginal rights (general)

african indigenous peoples

american indigenous peoples

asian indigenous peoples

australian indigenous peoples

canadian aboriginal peoples

european indigenous peoples

latin american indigenous peoples

Links to read more:

http://aboriginalrights.suite101.com/article.cfm/native_right_to_selfidentify#ixzz0WPalzwXR


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Native Women’s Association of Canada Module 3 -#2

This site has a basic, yet effective layout.  It addresses issue that are salient to Native Women.

“The Native Women’s Association of Canada is founded on the collective goal to enhance, promote, and foster the social, economic, cultural and political well-being of Aboriginal women within the Aboriginal community and Canadian society. In 2009, as we celebrate our 35th year of service, we are proud to continue to speak as a voice for Aboriginal women.”

Front in centre of the site is a link to a page of missing person alert.  The location of the link in the front and centre of the page suggest how these missing family members are front and centre for the Native Women’s Association.  As a side bar, I reviewed all the missing persons, and couldn’t help but feel the pain of these young and older women and their families.

There also is section on the main page called Council of the Federation Background Documents  The documents contained in this section cover economic development, H1N1, violence, education.

Indigenous Peoples Issues & Resources Module 3 -#1

Indigenous Peoples Issues & Resources

Indigenous Peoples Issues and Resources is a worldwide network of organizations, academics, activists, indigenous groups, and others representing indigenous and tribal peoples.  Members of the network consist of a social scientists, activists, scholars, laypeople, indigenous people, and others who all share a combined goal: to provide resources, news, articles, and information on current issues effecting indigenous and tribal peoples around the world.

It has a weekly news section that covers 5 key Indigenous issues/events.  This is a worthwhile weekly read to learn about global Indigenous issues.

Topics include, but note limited to:

  • Indigenous Peoples: Culture and Groups
  • Military Digital Archives – this page list books covering various wars that included Native American participation in Military actions.
  • Journals – it has a page covering a fair list of journals that cover Indigenous topics.

The site has a fair bit of advertising, including UBC’s Met program.

European Network for Indigenous Australian Rights Module 2-5

European Network for Indigenous Australian Rights (ENIAR)

 http://www.eniar.org/art.html

 This site is somewhat unique from others I’ve viewed because it has been developed by a United Kingdom based European support group for  support of Australian Aboriginal and Torres Its “aim is to promote awareness on indigenous issues and to provide information for Indigenous Australians about Europe and international organizations. ENIAR is not affiliated to any government or commercial bodies, is non profit- making and run entirely by volunteers.” 

The site covers the following key indigenous Australian issues:

Art, culture, health, history, human rights, language, law and justice, native title to mention a few.  Each subject or issue leads to a page with considerable amounts of information and external links.  For example, the Aboriginal art page has an ongoing news letter, and the following is only a portion of the external links:

Aboriginal and Torres Strait Islander resource links

On the front page is has extensive coverage on what is called the Stolen Generation.  It speaks to previous overt Australian Government policies to forcibly remove children from their homes in an attempt to assimilate them into European society. 

I don’t know if this site is in partnership with a Aboriginal group(s), however, it clearly identifies the origin and purpose of the site.  In light of the amount of external links alone, it warrants a cursory inspection.

Library of Parliament – Supreme Court Decisions on Aboriginal Fishing Rights Module 2-4

ABORIGINAL FISHING RIGHTS:
SUPREME COURT DECISIONS

http://www.parl.gc.ca/information/library/PRBpubs/bp428-e.htm

For those interested in researching or reading more in-depth about the application of Canadian law in regards to Aboriginal cultural rights may find this site on Supreme Court decisions of interest.

The site provides overviews of Supreme Court decisions regarding Commercial fishing rights, Bands by-law limitations to regulate fisheries.  In total 7 cases are outlined with an overall conclusion.

The cases are as follows:

A. Sparrow

B. Van Der Peet

C.Smokehouse

D. Gladstone

Band By-laws can not regulate fishery

A. Lewis

B. Nikal

Centre for Constitutional Rights – Aboriginal Cultural Rights Module 2-3

Website: University of Alberta

http://www.law.ualberta.ca/centres/ccs/issues/aboriginalrightsbackground.php

Centre for Constitutional Rights

Aboriginal Rights Background

In light of the discussion on cultural rights, I thought it relevant to post an excerpt from the University Alberta’s description of Aboriginal cultural rights in regards to the Canadian Constitution.  For those interested cultural rights this site has numerous further readings that would be a great place to start researching.

Aboriginal rights are communal rights, shared by all members of an aboriginal group rather than being specific to an individual person. Because of this common nature, aboriginal rights are not defined the same way as the individual common law rights shared by all Canadians, such as the right to vote, freedom of religion, or freedom of expression.[11] Many aboriginal rights are cultural rights. The purpose of section 35(1) of the Constitution is to reconcile aboriginal peoples’ rights to traditional customs and practices with European law and the present-day rule of the Crown.[12] Cultural rights include the activities practiced by all aboriginal peoples in general and certain aboriginal groups in particular, for example the right to speak indigenous languages and the right to perform traditional customs such as dances, songs and ceremonies. Rights particular to certain aboriginal groups depend upon the historical practices and customs of each group. This includes, for example, the right to fish or hunt in a certain area regardless of whether or not one has title to that land. Cultural activities such as hunting, fishing, language and art are the most basic type of aboriginal rights, and may exist without aboriginal title to land. In order to establish that an activity is an aboriginal right, it is necessary to prove that the Aboriginal group bringing the claim practiced this activity, tradition or custom and that it was culturally important at the time of European contact.[13]

Government Links

Indian and Northern Affairs Canada

Jane May Allain, “Aboriginal Fishing Rights: Supreme Court Decisions” Library of Parliament (October 1996)

“Aboriginal Rights” Canadian Human Rights Commission

BC Treaty Commission

“Aboriginal Canada Portal” Government of Canada

“Treaty Policy Directorate” Indian and Northern Affairs Canada (26 July 2006)

“First Nations Land Management Act” Indian and Northern Affairs Canada (23 April 2004)

Further Readings:

“Canadian Native Law Cases – Case law 1763-1978” University of Saskatchewan

“A Brief Introduction to Aboriginal Law in Canada” Bill Henderson Virtual Law Office

“Aboriginal Rights and Title in Canada After Delgamuukw: Anthropological Perspectives” Aboriginal Rights and Title

Aboriginal Law and Legislation

“First Nations Treaties, Law, and Land Claims Theme Page” Community Learning Network

“Aboriginal Rights” The Canadian Encyclopedia

Action for Aboriginal Rights

Centre for Indigenous Sovereignty

The Arts Law Centre of Australia Module 2-2

The Arts Law Centre of Australia is the national community legal centre for the arts in Australia Module 2-2

http://www.artslaw.com.au/default.asp

In light of the discussion on protecting cultural rights, I was interested in this site is because its focus is on protecting the cultural rights of Indigenous peoples, as well as other artists.  The site is comprehensive providing a broad range of services and information as is evident in the tabs below.

Tabs:

Legal Services

Legal Information

Sample Contracts

Publications

Policy & Research

Indigenous

Related Links:

The Association of Northern, Kimberley and Arnhem Aboriginal Artists (ANKAAA)
www.ankaaa.org.au

The Association of Central Australian Aboriginal Art and Craft Centres (DESART)
www.desart.com.au

Aboriginal and Torres Strait Islander Commission (ATSIC)
www.atsic.gov.au

Central Australian Aboriginal Media Association (CAAMA)
www.caama.com.au

Australian – Aboriginal Identity Module 2-1

Creative Spirits Module 2-1

URL: http://www.creativespirits.info/aboriginalculture/people/aboriginal-identity.html

This is an Australian website that focuses on Aboriginal Identity:

Who is Aboriginal?

Aboriginal Identity Test

What does it mean to be Aboriginal?

The main page has number of elements that are addressing the myths and stereotyping of Aboriginals.  For example, there is a group of light coloured people with painted black faces.  The intent is to educate people the colour of one’s skin is not what constitutes an Aboriginal person.

“Aboriginal identity is not a black face. Bindi Cole (front) and light-skinned members of her family pose with black faces to challenge the stereotypical notion of what black identity should look like.”

Another powerful visual is a Tourism Australia brochure with a young Aboriginal person with a painted face on the front of it.  This is used to demonstrate how the government itself has perpetuated the stereotypical view of Aboriginal people in order to promote tourism.

The site contains further readings on issues related to Racism in Aboriginal Australia; Australian Aboriginal People; Aboriginal Discrimination to mention a few.

Fact  Did you know that the Aboriginal people of India are called ‘Dalits’?

Site developer claims to use as much Indigenous sources as much as possible out of respect for Aboriginal culture.  I do not know if he is Aboriginal or a wannabee.

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Report on Improving Education on Reserves Blog #5

Report Title: Improving Education on Reserves: A First Nations Education Authority
Author: Mechael Mendelson

URL:http://www.caledoninst.org/Publications/PDF/684ENG.pdf
Published by:
Caledon Institute of Social Policy https://www.caledoninst.org

This report addresses and questions why no progress has been made on measurable graduation outcomes for youth on reserve since the 1996 Royal Commission on Aboriginal Peoples. The Royal Commission on Aboriginal Peoples asked the question: “Why, with so many sincere efforts to change the quality of Aboriginal education, have the overall results been so
disappointing?” [Royal Commission on Aboriginal Peoples 1996].
To quote Mendelson(2008)
Education is the bootstrap which First Nations communities must use to improve their
social and economic conditions. Like all others in Canada, Aboriginal children need to acquire an acceptable education to have a chance of succeeding in the modern economy. An acceptable education is more than high school graduation – a post-secondary diploma or degree, or a trade certificate, is required – but high school graduation is the door through which most students must pass to go on to post-secondary schooling. The most recent Census statistics, backed up by departmental data, show that this door is shut for the majority of students on reserve (pg2).

Although this report addresses the issue of education on reserve, it does so from a higher level systems approach.

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Canadian Council on Learning – Aboriginal Knowledge blog #4

Canadian Council On Learning (CCL)
URL: http://www.ccl-cca.ca/CCL/Home/index.htm?Language=EN

Redefining how success is measured in Aboriginal Learning
http://www.ccl-cca.ca/CCL/Reports/RedefiningSuccessInAboriginalLearning/RedefiningSuccessModelsFirstNations.htm

This presents a First Nation Holistic Lifelong Learning Model. The model reveals the link between First Nation lifelong learning and community well-being and can be used as a framework for measuring success in lifelong learning.

The tree depicts the connection between the individual sustainability and sustainability of the earth.
The roots emphasize an interconnectedness of life events;
Just as the tree draws nourishment from the ground, so does the individual learn from the world around them, clan, family, community environment.

The root also represents the inter-whined presence of indigenous and western knowledge which from the tree trunks core learning develops.

At the centre of the tree trunk rings – reviews the learning rings of the individual. Spiritual, emotional, physical and mental through which learning is experienced holistically.

The Aboriginal Knowledge Learning Centre

http://www.ccl-cca.ca/CCL/AboutCCL/KnowledgeCentres/AboriginalLearning/index.htm

This page has numerous reports on Aboriginal education.

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Multiliteracies Learning Initiative (Blog 3)

Multiliteracies Learning Initiative

What is the story behind the term multiliteracies? It was first coined by a group of scholars, known as the London Group, in 1996 to address the need to revitalize literacy pedagogy in response to the diversity of literacy and modes of communication in our society – hence multiliteracies (multiple literacy practices). These scholars recognized that the traditional understanding of literacy – written text and speech – were collapsing. Not only does this term reflect the changing environment of literacy and communication technologies, it underscores the transformation of information communication technologies (ICTs) from an adjunct course delivery tool to an integral element of course pedagogies.
Multiliteracies approach recognizes the diversity of cultures and communication in our society. This, I believe, provides an opportunity for an inclusive, and holistic approach to learning. Under the multiliteracies framework the site focuses on: multimodal literacy, critical literacy, creative learning literacy, collective intelligence, and finally reflective risk taking.

The site is early stages of development so it doesn’t have established links and significant publications. This is a site to keep one’s eye on to determine if it in fact develops into a productive and resourceful site. The blog section is active and has some interesting insights.
For example, under the blogs there is a youtube clip
The Full Monteverdi which uses Renaissance vocal music to create a contemporary drama. The film is sung throughout and the only other audio that can be heard is background noise from the setting (a restaurant).

[youtube]https://www.youtube.com/watch?v=3TXgEZg062Q[/youtube]

The blogger states that this clip really opened his eyes – learning how powerful music and film could be to convey a message and asking what else could he need his eyes open to see? I thought this is particularly relevant to this course for me as a causian white male trying to grasp a further understanding of the relationship between and amongst Indigeneity, technology and education. As a beneficiary of the dominant culture do I need to have my eyes open to see? In other words, what have I been unable or unwilling to see?

Module 1: First Nation SchoolNet

First Nation SchoolNet

This organization is sponsored by the First Nation Education Steering Committee and First Nation School Association.

The mandate of the First Nation School Net is to connect First Nation Schools by internet.  In addition to its sponsors it has a number of funding partners that enable it to develop and implement practical, yet vital, programs that build ICT knowledge and understanding with First Nation youth.

Services:

Provide First Nation schools  with ICT infrastructure                                  Provide ICTs in the classroom                                                                                 Support the ICT skill development for teachers and students                     Extend internet connectivity to First Nation schools that haven’t received it yet                                                                                                                                                     e-library                                                                                                                                   tech support                                                                                                                                e-learning (Coolschool)

 Programs:

A couple of examples are as follows:  A language lab that is resourced to First Nation communities seeking to build capacity with the youth by having them use media technology for the preservation of Aboriginal languages and traditions.  Secondly, it supports a program for digital literacy.  This is a 20 week program that provides training to Aboriginal youth to prepare them for employment opportunities within their communities.  Those participating also participate in an on-line workshop known as Internet and Computer Core Certification (IC3).

Research:

Reports that are available are attached to each page as opposed to having one publication page. 

 Linkages:

In development – none available at this time

 Address:

http://fnschools.ca/

Module 1: FNESC

first nations education steering committee (FNESC)

First nations education steering committee was established in the early 1990s with a mandate to

“facilitate discussion about education matters affecting First Nations in BC by disseminating information and soliciting input from First Nations. “

In addition to facilitating, it provides the following services and supports to First Nations in the Province of BC.

  • Facilitate communication (newsletter, policy updates, etc.).
  • Provide liaison for First Nations with government and other agencies.
  • Coordinate information sharing,
  • Coordinate provincial conferences, regional workshops and information workshops.
  • Conduct research on broad topics to support First Nations education initiatives.
  • Undertake some policy discussions, with explicit direction from, consultation and communication with First Nations communities themselves.
  • Provide a forum for a united First Nations voice.
  • Serve as a clearinghouse for information resources and models for First Nations education activities.
  • Provide administrative and technical support to ensure First Nations control and administration of First Nations education programs such as the youth initiatives.
  • Provide support for First Nations involved in the treaty process.

Links:
First Nations Schools Association

The above links are applicable to a variety of interests at the K-12 and post secondary levels of education delivery.  There are resources for First Nation Education coordinators, as well as the Parents Club recognizing the importance of family and community for the education of a child.  This site is a great resource for both those actively involved in the development and delivery of education within First Nation communities, as well as those seeking to conduct research on First Nation education. 

Address:  http://www.fnesc.ca/index.php

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