Author: Robyn Young

Indigenous Wellness Research Institute (M4, #5)

http://www.iwri.org/index.php

Vision: To support the inherent rights of Indigenous peoples to achieve full and complete health and wellness by collaborating in decolonizing research and knowledge building and sharing.

This is an amazing site containing detailed information on how the Indigenous Wellness Research Institute (IWRI) is helping Indigenous people realize self-actualization. By understanding how traumatic events of the past (including the impacts of colonization and residential schools, etc) have damaged the spirits of many Indigenous people and led to a justifiable mistrust, it quickly becomes apparent why the quest for decolonization is so imperative.

Return to Wellness – this relatively short video clip is a must view as it effectively explains the goals of the IWRI and how they are working to empower Indigenous people.

Through making the IWRI’s goal of attainment of higher education the norm for Indigenous people, the hope is this will lead to realization of what is perhaps the highest level of wellness – that which comes from being afforded the opportunity to share one’s wisdom and insights in supporting others to achieve their full potential.

Early Childhood Development Intercultural Partnerships (M4, #4)

http://www.ecdip.org/

As an elementary school educator, this site immediately piqued my interest. It also helped me better understand some of the issues surrounding ethical and respectful research practices. “Nothing about us without us” is a quote that stuck with me as effectively describing how Indigenous people feel research should be conducted.

Collaborative, innovative projects between the research team and Aboriginal people are well explained including: Indigenous Child Assessment, Indigenous Fathers, Early Language Facilitation, Social Support in ECD, and others.

It seems the work of  Dr. Jessica Ball, Faculty U Vic and others is making a real difference in the lives of Aboriginal people, especially the children. The primary goal here seems to be that of building relationships and working collaboratively with Aboriginal groups in order to identify issues of concern and work together towards lasting solutions. The various project stories (which include project background, goals, activities and outcomes) are intriguing and inspiring. This site is truly a wonderful resource!

Lessons in Learning: The Cultural Divide in Science Education for Aboriginal Learners (M4, #3)

http://www.ccl-cca.ca/CCL/Reports/LessonsInLearning/LinL20070116_Ab_sci_edu.htm

“The First Nations people view themselves not as custodians, stewards or having dominion over the Earth, but as an integrated part in the family of the Earth. The Earth is my mother and the animals, plants and minerals are my brothers and sisters.”

– F. Henry Lickers
Biologist, member of the Turtle Clan of the Seneca Nation

There needs to be more Canadian Aboriginal people in science and engineering occupations. However, attracting them to such positions is a challenge due in part to the contradictions between the values and philosophy of Western science and those of Aboriginal people and communities.

No wonder Aboriginal youth would find mainstream science classes confusing, being that their beliefs and ways of learning are so different from those of their Western classmates. Aboriginal values need to be validated and incorporated in order to increase their participation and engagement. Information on this website provides many suggestions of ways this can be accomplished.

There are some interesting examples of how traditional knowledge has been combined with Western science to produce mutually beneficial results. Hopefully more of these partnerships can occur in the future.

Society for Ecological Restoration International: Indigenous Peoples’ Restoration Network (M4, #2)

http://www.ser.org/iprn/founder.asp

This is another site that fits nicely with our Module 4 focus on Ecological Issues in Indigenous Education and Technology. Dennis Martinez, chair of the IPRN, discusses the rising interest in Traditional Ecological Knowledge (TEK). He suggests that TEK offers a complementary approach to Western Science in the quest to understand our natural world. He notes that Indigenous societies were the first to notice the effects of climate change, and that they have a wealth of environmental information base on the observations of countless generations.

Martinez goes on to discuss how TEK is being threatened by globalization, which has often resulted in Indigenous groups losing control over their ancestral lands and resources. He stresses the need to restore and repair the relationship between nature and humans.

There is a wealth of additional information on this website, organized through numerous links on the left side of the homepage. Well worth a look – so much to learn and consider here!

Indigenous Education Institute (M4, #1)

http://www.indigenouseducation.org/index.html

This Indigenous Education Institute (IEI) was created as a non-profit venture “with a mission to preserve, protect and apply traditional Indigenous knowledge in a contemporary setting, that of Indigenous peoples today, around the world”. Representatives from IEI have traveled around the world giving presentations to Indigenous organizations and institutions, as well as mainstream universities and K-12 schools.

Although IEI is located in Santa Fe, New Mexico, the administrators and board members represent various Indigenous groups. IEI is doing some important work in examing Native and Western Science in order to share awareness of Indigenous research methods and evaluation with the Western World. I was happy to learn that a priority of IEI is to assist Indigenous youth in building positive self-esteem and a strong sense of identity based on traditional cultural knowledge.  Overall, this is an informative and well-organized website!

Beyond Intellectual Property (M3, #5)

http://www.idrc.ca/en/ev-9327-201-1-DO_TOPIC.html

This website pertains to the book entitled Beyond Intellectual Property: Toward Traditional Resource Rights for Indigenous Peoples and Local Communities by Darrell A. Posey and Graham Dutfield.

If a stranger entered your community, and started asking questions about its people, its resources, and its history, what would you do?

The above question must be considered from the perspective of the world’s Indigenous peoples who are tired of being ignored while outsiders profit from their intellectual property and traditional resource rights. Dutfield and Posey provide sound and insightful advice on how Indigenous people can deal with this and many other issues.

Beyond Intellectual Property “provides an invaluable and eye-opening look into one of the most provocative and explosive issues of this century and likely the next: the patenting of life”.

This book can be read online, downloaded or ordered from the website. It is also available in French and Spanish. The excerpts I’ve read are fascinating – I look forward to having the time to delve deeper in the near future!


Indigenous Cultural and Intellectual Property Rights (M3, #4)

http://www.dlib.org/dlib/may02/sullivan/05sullivan.html

This website explains how intellectual and cultural property rights are being protected in Aotearoa, New Zealand with the launch of the “Toi Iho” trademark. Elders and leaders of the art world and the indigenous local tribe (Maori) gathered to celebrate this innovative physical reality of an idea/passion/signifier that had been discussed in various guises by Maori for decades.

A  variety of cultural materials can be digitized including stories, legends, maps, etc. However, when digitizing cultural materials, there are important questions to consider such as: How to send a message that strengthens the holistic context of each cultural item and collection? How to ensure that both indigenous and non-indigenous peoples receive the message? How to digitize material taking into account its metaphysical as well as its digital life?

Some of the guiding principles for digitalizing contemporary cultural information include:

  1. Affirm indigenous communities as equal partners in future collaborations.
  2. Uphold cultural intellectual and property rights of communities.
  3. Ensure cultural integrity.
  4. Interpret, analyze, and synthesize information for general audiences.
  5. Require that digital libraries be developed and controlled by indigenous peoples and self-determined.
  6. Understand the importance of community-based guides [to digitization] that express tribal values.

In Their Own Voices (M3, #3)

http://www.3909.cupe.ca/In_A_Voice_of_Their_Own%5B1%5D.pdf

This article is essentially a review of the documentary video In Their Own Voices, by award-winning Aboriginal film-maker Coleen Rajotte. This documentary tells the stories of 26 Aboriginal community leaders and the barriers they overcame to achieve success.

The journey to overcome colonization is still ongoing, as many Aboriginal people still feel the effects of past injustices, such as residential schools and the false belief in the inferiority of their people and cultures.

Consequently, in order to heal from the damage of colonization a strong sense of community is imperative. There are many thriving Aboriginal organizations in the Winnipeg area that are working to rebuild collective identity and create pride in being Aboriginal.

Copies of  In Their Own Voices can be obtained from the Canadian Centre for Policy Alternatives – Manitoba.

Indigenous Traditional Knowledge and Intellectual Property Rights (M3, #2)

http://www.parl.gc.ca/information/library/PRBpubs/prb0338-e.htm

This is an informative and relevant website from the publications List of the Canadian Library of Parliament (prepared by Tonina Simeone). Information is organized under the following sub-headings:

  • Introducation
  • How Does Indigenous Traditional Knowledge Differ from Western Science?
  • Why Protect Traditional Knowledge?
  • How to Protect Traditional Knowledge
  • Limitations of the Intellectual Property Rights Regime in Protecting Traditional Knowledge
  • International Initiatives to Protect Traditional Knowledge
  • Selected References
  • Endnotes

I like how the content of this website is concise and well-researched. It helped me to better understand how traditional knowledge has been exploited, and how awareness of this injustice has recently led to improvements, such as the development of the Intergovernmental Committee on Intellectual Property and Genetic Resources, Traditional Knowledge and Folklore (IGC).

Building a “Canadian” Decolonization Movement (M3, #1)

http://colours.mahost.org/articles/burke.html

Devin Burke, of the Indigenous Peoples Solidarity Movement (IPSM), presents his views on colonialism. He feels that Canada has been “waging a war” against Indigenous people since 1867 in working towards “assimilation and extermination”. Burke goes on to explain how “this war has often been waged by institutions, through the bureaucracy of Indian Affairs, in residential schools, through the imposition of band councils, and more recently by notorious multinational corporations and the likes of global trade regimes, such as the World Trade Organization”.

My first impression of this article being negative and biased started to change as I reached the part where Burke suggests ways that we can ally with Indigenous people by owning up and taking responsibility for our history. Further, Burke identifies himself as a non-native and states that all Canadians have been affected by colonialism and that we all must assert our autonomy in order to more towards decolonization.

Although I don’t agree with some of the points expressed by Burke, I read his article with interest and feel that it does have an important message regarding the unjust treatment of Indigenous groups.

TakingITGlobal: Indigenous Peoples (M2, #5)

http://www.tigweb.org/themes/indigenous/

This is an aesthetically pleasing site created by youth interested in global issues and creating positive change. The content is quite well-written and broken down under subheadings including:

  • Issues
  • Understanding
  • Imagining Histories
  • Interviews

A powerful interview excerpt from Maria of the Cree people deserves careful consideration: “Aboriginal people have been abused in every meaning of the word, but yet our society still has the audacity to ask, “what is wrong with those people, why are they the way they are?” A look past the superficial textbook knowledge would reveal a much darker and hidden history that would explain away any such judgments.”

Each of the subheadings is also linked to a discussion board. In all, quite an effective, interactive and informative site!

Media Stereotyping: Common Portrayals of Aboriginal People (M2, #4)

http://www.media-awareness.ca/english/issues/stereotyping/aboriginal_people/aboriginal_portrayals.cfm

This site, created by the Media Awareness Network, focuses on how Aboriginal people have been misrepresented in the media for over a century. It then goes on to explain how, in the 1980s and 1990s, the Canadian Broadcasting Corporation (CBC) made an effort to improve the portrayals of Aboriginal people in its television dramas such as The Beachcombers and North of 60.

Common stereotyping traps include:

  • Romanticization (indian princess, native warrior, noble savage)
  • Historical Inaccuracies
  • Stereotyping by Omission
  • Simplistic Characterization

I was especially interested in learning more about “stereotyping by omission”, as I hadn’t really considered to what extent this has/does occur. The statement that Aboriginals are “the only population to be portrayed far more often in historical context than as contemporary people” is quite disconcerting. In Canada, the National Film Board tried to counter this cultural amnesia by producing a  four-part drama series entitled Daughters of the Country (1986) — created to “re-open the history books” and document the evolution of the Métis people through the lives of four strong women.


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Indigenous Perspectives on Globalization: Self-Determination Through Autonomous Media Creation (M2, #3)

http://www.globalautonomy.ca/global1/summary.jsp?index=RS_Tabobondung_MediaCreation.xml

This is a thought-provoking article examining, among other issues, how Indigenous cultures have been resisting the forces of globalization while also asserting their autonomy and right to self-determination for over five centuries.

The article goes on to discuss how it’s important for Indigenous peoples to be in control of media representations of themselves so that dominant stereotypes about their communities are no longer perpetuated. Needless, to say this is a challenge for any culture outside the mainstream, Indigenous or otherwise.

Despite many challenges, the range and creativity of Indigenous media production in Canada and around the world is now quite substantial. With large, successful Indigenous-led film festivals, such as The ImagineNATIVE Aboriginal Film and Media Arts Festival in Toronto firmly established, it’s anticipated that this positive momentum will continue.

Teaching Respect for Native Peoples (M2, #2)

http://www.cynthialeitichsmith.com/lit_resources/diversity/native_am/teaching/TeachingRespect.

This site struck me as a great resource for teachers with many suggestions of ways to ensure that Native students feel respected and valued in the classroom. In addition, it provides ideas for teaching about Indigenous cultures in appropriate ways. Although many of these points might seem obvious, it’s helpful to read through as even one or two of the suggestions might be easily implemented to positively impact teaching practices.

Although I agree with many of the suggestions on this list, some I wasn’t so sure about. For example, the suggestion: “don’t single out Native children, ask them to describe their families’ traditions, or their peoples’ cultures.” Some students might enjoy teaching about their culture, especially if they can do so in a way they are comfortable with. In my experience, most students enjoy talking about their interests, traditions and culture, especially if they feel secure and confident in their learning environment.

I like how the suggestions are concise and well organized in an easy to read bulleted list. This information is presented as pertaining to Native cultures, but most of the suggestions are applicable to any culture.

Native Planet: Preserving Cultures, Empowering People (M2, #1)

http://www.nativeplanet.org/index.shtml

The strikingly vivid colours  and images throughout this website reflect the uniqueness of Indigenous cultures. It was created to give native peoples a voice and to showcase how world cultures are working to protect their traditions despite globalization.

One of Native Planet’s main goals is the creation of authentic cultural documentaries as a means of empowerment. Many of these emphasize how Indigenous cultures are traditionally great examples of sustainable living.

Also, there is an intriguing section on Indigenous mapping of world ethnic cultures. The primary goal here is to produce a comprehensive database of Indigenous communities, including information on the successes and challenges they face. This completed database will be available to the public with the aim of providing a comprehensive resource of factual, unbiased information for interested students and researchers.

Native Planet is a non-profit organization and on each page of the site there is an area where visitors can make donations to futher their projects.

Office of the Wet’suwet’en (M1, #5)

http://www.wetsuweten.com/departments/article/human-and-social-services

I think this website is a prime example of an Indigenous group using technology in positive way. I like how the site contains various links, even to Wet’suwet’en on Facebook and a “Word of the Day” section.

There seems to be a high level of determination among the Wet’suwet’en people to preserve their culture, to encourage healthy lifestyles, and to work toward a successful future for their Nation.

I would encourage viewing of the embedded YouTube video clip that focuses on the important role of tradition – very inspiring!

Media and Digital Tech Empowering Indigenous Survival (M1, #4)

http://www.worldchanging.com/archives/003244.html

I really like how this website contains numerous hyperlinks, making it easy to learn about several projects that use technology to empower the cultural survival of Indigenous people.

It is inspiring to see that technology is being used to fulfill the needs of individual Indigenous people and/or groups, rather than pushing for assimilation to a “mainstream” model of technology.

This article increased my awareness of initiatives that are being undertaken to ensure that Indigenous people benefit from the use of various technologies and media.

Abnet Listserve – BC Ministry of Education (M1, #3)

http://www.bced.gov.bc.ca/abed/subscribeabnet.htm

This website describes an initiative by the BC Ministry of Education to create a forum which encourages open discussion for those involved in Aboriginal education in British Columbia.

The Abnet forum works similar to Vista in that discussion topics can be started by any listserve member, and similar ground rules apply to ensure respect for all contributors.

In addition to facilitating communication on issues surrounding Aboriginal education, Abnet is also used to publish notifications of events and provides access to relevant resources.

As an educator, this looks to be an exciting project with the potential to positively impact Aboriginal education.

Using technology to re-create a traditional community support system (M1, #2)

http://www.mediaglobal.org/article/2009-05-29/indigenous-tribe-uses-technology-to-re-create-traditional-community-support-system

This recent media article examines an initiative that uses the power of technology to assist in problem resolution. Many Indigenous groups are looking for ways  to restore the “community mentality” that has been damaged through assimilation.

As such, this website explains how the Blood Tribe Health Department has created the Indigenous Peoples Wellness Management System (IPWMS) with the goal of  creating a digitally linked web of communication between agencies to ensure support for troubled youth.

The hope is that the IPWMS will make it easier for service providers to work together, thus improving people’s quality of life. This iniative is a clear example of how technology can help Indigenous people improve their community reality.

The Impact of Technology on Indigenous Peoples (M1, #1)

http://www.ischool.utexas.edu/~vlibrary/edres/pathfinders/ajohnson/pathfinder.html

This website offers an overview, and links for  further research, into how technology is being utilized by Indigenous groups around the world. I found this to be a great starting point for our Module 1 focus on the global and local in Indigenous knowledge.

There are resources posted in response to six key questions, covering topics such as:

  • a general overview of how technology affects Indigenous people
  • beneficial uses of new technology
  • problems created by the “digital divide”
  • using new technology to promote history and culture
  • how technology has changed communication
  • encouraging utilization of technology in Indigenous communities

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