Category Archives: Module 3

Module 3: IK Supporting SK

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http://newswatch.nationalgeographic.com/2010/05/17/indigenous_knowledge_tracks_climate_change/

Being that I’m both a science and humanities teacher, I appreciate both the scientific method and other forms of gathering knowledge and information.  As such, I chose my topic for this course’s research paper to look at how indigenous knowledge supports scientific knowledge.  My hypothesis was that science would provide the data and quantitative analysis of climate change and that indigenous knowledge would provide the human, spiritual and qualitative analysis of climate change.

This article explains how the scientific community researching climate change actually needs to go to Indigenous peoples first to find out what needs to be researched.  One of the researchers gives the example of rainfall averages in her home town of Boulder, Co.  In July, her city usually gets an average of 1 inch of rain.  If this rain is dispersed through out the month, her lawn is lush and healthy.  However, if Boulder gets an inch of rain on July 1, and then none for the rest of the month, her lawn is dead.  Weather stations and other tools would not effectively differentiate in this case between 1 inch of rain distributed through the month and 1 inch in one day.  In this situation, traditional or Indigenous knowledge would be needed to explain that the data are not actually reflecting the changes that are happening.

Here is yet another example of why we need to look to the human experience of life and the land and rely less on supposed empirical and objective data.

Also notable in this research is the attempt to answer some of the questions that Linda Smith (1999) suggests are necessary when doing research with Indigenous people.  This research appears to try to answer the questions “Whose interests does it serve” and “how will its results be disseminated”.  There is a serious concern for the traditional ways of the Inuit people, and the research is attempting to help them adjust their weather predicting strategies so they can continue on with traditional ways of life.

Make Aboriginal Education a Priority

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Articles in the Vancouver Sun on July 7, and 8 stress, as Mary Ellen Turpel-Lafond says that BC needs a “more co-ordinated” approach to Aboriginal education. In the article, Grand Chief of the AFN, Shawn Atleo is referenced as saying that during his life-time there’s been a great many commissions and reports resulting great amounts of rhetoric and very little progress that might lead to real success for Aboriginal students. Aboriginal education is equally important for First Nations community as it is for all of Canada, given that First Nations youth represent the “fastest growing demographic”. More and more aboriginal youth are entering the workforce and it is essential for Canada’s economic success that they be educated to meet the needs of the growing knowledge based economy. On July 8th, some solutions are offered. It is noted that graduation rates among Aboriginal students continue to lag behind the general population, putting youth at a great disadvantage. They point out that in a “media-rich” global economy increased technical skills are key and that First Nations students are an “underutilized resource”. They state that “renewal must begin with the communities themselves”. They must move beyond the trauma of residential schools and “create a new warrior ethos”. Systemic flaws in the current system contribute to Aboriginal students’ lack of success and the system must respond and evolve to meet their needs. Early access to education, on and off reserves, in addition to stable, equitable funding are critical components of a successful system. First Nations communities, the Federal Government and the Province all need to work together to ensure progress is made on this issue. These articles will help support my work with my own school district and outlines the need for all levels to work in a co-ordinated fashion.

Aboriginal Policy: The White Paper and Citizens Plus

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In 1969’s Statement of the Government of Canada on Indian policy (The White Paper, full text), Pierre Trudeau’s government (Specifically Jean Chrétien, who was Minister of Indian Affairs and Northern Development at the time), argued that the Canadian government should cease all treaty negotiations with First Nations peoples of Canada and argued for assimilation of First Nations peoples in to the fold of other Canadian “ethnic minorities.” First Nations issues would become provincial items rather than federal.  Ironicially, the White Paper stated that this was ultimately a non-discriminatory policy. In 1970, the National Indian Brotherhood issued a rejoinder titled Citizens Plus, more commonly referred to as the Red Paper, and was ultimately successful in shifting governmental policy. The Red Paper laid foundations for directed efforts for First Nations policy and self-governance in a variety of arenas including land claims, educational rights, cultural and language retention, and more. Reverberations of the Red Paper have echoed through the past three decades, as evidenced in the increasingly recognized and support Aboriginal initiatives throughout Canada today.

The Myaamia Project

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The Myaamia Project, started in 2001, is an exemplary model of tribally controlled education  supporting Myaamia cultural and language revitalization. The project has developed as a mutually beneficial partnership between Miami University and Miami Tribe of Oklahoma. In-depth research conducted at the university supports a wide range of Miami community language and cultural initiatives, benefiting every Miami tribal member who has an interest in Myaamia language and culture. Meanwhile, undergraduate and graduate students gain a wide range of experiences through direct involvement with the planning, development, delivery and follow-up of research projects. Most, if not all, of the developed materials are freely available to anybody who would like to use them (See the recently developed Earth & Sky Curriculum for an example); and anybody who wishes to contribute is welcome to join the project.

Free the Children: Children Helping Children

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Free the Children: Children Helping Children Through Education recently offered a week long, local series this past February focusing on the state of Aboriginal education, “from the schools on First Nations reserves struggling for support, to the students who face incredible odds in pursuit of a fair and quality education”. The site includes a series of videos designed to raise awareness of significant issues related to Aboriginal education, and offers lesson plans to raise awareness (around the world) to the state of First Nations, Métis, and Inuit (FNMI) education in Canada. The site provides lesson plans for elementary and secondary teachers to use with their students. Focus areas include: “traditions, culture, development, Aboriginals, community, awareness, geography, climate, survival, legislation, social justice and rights.”

NAHO (National Aboriginal Health Organization)

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I know that Joseph posted a link to the National Aboriginal Health Organization (NAHO) in relation to its mentorship program for youth
but aside from that great program, the site offers a wealth of health related info for aboriginal youth to share.
An additional link on the site that I found particularly interesting addresses the proper protocols to follow when interviewing Elders.
It is good to see that those overseeing the site have recognized the importance of ensuring that these protocols are transfered to the
youth; there is a recognition that there are many Aboriginal youth living in urban centers who may not have had these traditional practices
passed on to them.
While this site started as a Health site and includes info on HPV and natural Aboriginal healing practices, it also has excellent links to number of resources for scholarships and bursaries.

Longhouse Media – NativeLens Youtube Channel

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Youtube channel “nativelens” has a series of videos posted about and by First Nation’s youth. As we have discussed on the discussion boards, it is important for First Nations youth to have a voice and use technology (in this case, Youtube) for their own purposes and on their own accord.

This Youtube channel seems to be very popular, with 257 subscribers and over 110,000 uploaded views. The Youtube channel is supported by Longhouse Media who’s mission is to “catalyze Indigenous people and communities to use media as a tool for self-expression, cultural preservation, and social change.”

“Paddlers Gathered in Tofino for Pulling Together”

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A recent article published on canada.com titled, “Paddlers gathered in Tofino for Pulling Together” is strikingly similar to the recent Fraser River Journey video we watched for Module 3.

The article talks about this Pulling Together project, which is hosted by First Nations communities and is aimed at breaking down the barriers between First Nations people and the law enforcement.

The idea here is that by including police and other law enforcers on the paddling journey, both groups will have the opportunity to learn more about each other and gather more respect for the values behind First Nations culture.

These projects are so critical as they build relationships and understanding. The One Laptop Per Child initiative would benefit from more exploratory projects such as this – learning about the culture before imposing something on that community.

The “Eskan Warriors” Ad Campaign

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The recent debates about Eska water’s ad (as reported in Globe and Mail) concerns representation, commodification, and cultural rights of indigenous cultures.

[youtube]https://www.youtube.com/watch?v=VfNDFdZVDE8[/youtube]

The ad campaign has been well criticized by an indigenous activist Clifton Nicholas, as cited in the Globe and Mail article.
[youtube]https://www.youtube.com/watch?v=LSggKIAShbM[/youtube]

The ad seems to show us how persistently stereotypes perpetuate and how persistently commercial interests commodify indigenous cultures.

Ky (Module 3: #5).

Cultural Tourism

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Once again, listening to CBC has led me to another link involving Aboriginal Culture. Aboriginal Tourism BC is an organization designed to promote cultural tourism in BC through training and promotion. It appears to be run almost entirely by First Nations people from all over the province. Their goal is to promote authentic tourism experiences while preserving First Nations cultural heritage. Their Action Plan outlines the programs that are available, including some training programs that would provide First Nations communities with technology skills to promote and provide the cultural opportunities for consumers. Klahowya Village in Stanley Park is one of their very successful efforts. Personally I’m inclined to see this as a positive effort to benefit economically and share culturally, providing that First Nations communities are able to maintain control of the product. Sponsors include some major corporations that may not generally be assumed to be culturally sensitive. I wonder if some of the corporate language is in-line with First Nations values. I wonder if, when First Nations from 6 regions in BC are working together if they are able to retain their uniqueness. However, when I visit other parts of the world, I truly enjoy and appreciate the cultural tourism opportunities and I always hope they are authentic and benefit the people that are sharing. No doubt there are varying opinions on this initiative.