New Tribe Magazine

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New Tribe Magazine

This is a crazy cool magazine geared towards urban Aboriginal youth that is published in Calgary and distributed in Alberta.  It is available for free and online in a highly interactive web presentation.  The magazine is sponsored by the Urban Society for Aboriginal Youth that is also based in Calgary.

According to the editor, the mission of New Tribe Magazine is “to promote a positive outlook on Aboriginal living in an urban setting by promoting and sharing information within the community.”

Youth are encouraged to contribute to each edition and judging from past editions there are range of writers who have committed themselves to making the magazine a success.   The publication is filled with artwork, poetry, news stories from the province and abroad, fictional short stories, advice regarding employment, healthy eating, and wellness (to name just a few). Information is provided about local events and opportunities for Aboriginal youth to connect.  In each edition, a young person who is making a difference in the community is profiled (for instance, graphic novelist Mitchell Poundmaker is featured in the May magazine).

Elodie Caron writes a column about Community. Last month, her segment focused on ebooks and readers such as Kindle, Kobo, and ibooks – great stuff !   There are video game reviews, book reviews, and music reviews.  All in all, it is a very comprehensive magazine.

Up to 5,000 copies of New Tribe are printed monthly.  According to the website, New Tribe has become a main source of information and entertainment for the entire Aboriginal community in Calgary and is not just restricted to youth.

This magazine is very well put together.  The online interface is slick and care is put into each edition.  The only concern I noticed was that the magazine has a strong entertainment element and sometimes that gives it a very commercialized and westernized vibe.  Some of the books and music reviewed have nothing to do with Indigneous culture (review of J-Lo’s latest album).  Perhaps, that is not such a bad thing.  After all, current Aboriginal culture does not operate within a vacume.  I am just concerned that the desire to entertain may make the publication less authentic than it aims to be.

‘We Want 2 b Heard’ Aboriginal Youth Perspectives on Homelessness (Video + Study)

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[youtube]https://www.youtube.com/watch?v=U5FxYWw0fhM[/youtube]

This video is a simulation that dramatizes some of the perspectives and experiences of homeless and street involved Aboriginal Youth.

In 2006, the McCreary Centre Society surveyed 764 street involved youth in communities across British Columbia.  A remarkable 54% of the street youths surveyed were Aboriginal.

Interesting quotes from the video:

“Most kids on the street today see themselves in the future with a job.”

“Forty percent of street youths were either living in Foster Homes or Group Homes before they ended up on the streets.  One out of three of these youths are still attending school, even though they don’t have a home to stay in.”

“I don’t want to die here [on the streets] but probably will without help.”

Many of these youths are runaways.  Obtaining food and basic necessities is a daily struggle.  Some of the youth on the street are very young.  Youth reported an urgent need for affordable housing.  More than 1 in 4 reported a disability or debilitating health condition.  These youths urgently need job training (47% wanted this).

Some key findings from the full McCreary Centre report entitled: Aboriginal Marginalized and Street Involved Youth available here:

• A large number of the youth reported leaving home before entering their teen years. 40% of males and 47% of females had first run away at age 12 or younger, and one in three had been kicked out by age 12

• Lesbian, gay, and bisexual youth (LGB) were highly over-represented, especially among female participants.

• 47% had gone hungry because they or their parents didn’t have money for food

• Violence was a significant issue for most of the youth. 63% reported having witnessed family violence, and almost 60% having been physically abused.

• 1 in 3 youth had been pregnant or had caused a pregnancy

Only 10% of the street youth interviewed reported having lived on a reserve.  A majority of the youths expressed agreement with the notion that living on a reserve would increase the connection they had Aboriginal culture.

There is so much in this report that is of use to educators.  The fact that kids such as the ones documented in the video are attending school and doing whatever they can to get by is both shocking and tragic.  These marginalized youth come from the most horrific of circumstances and their stories are a compelling reason for reform in social services, education, government policy, and simple everyday human compassion.

One Laptop Per Child Canada

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http://www.olpccanada.com/home.php

The OLPC has come to Canada.  While touting itself as a highly successful and well-embraced initiative, this controversial pilot program is set to distribute up to 5,000 XO (next generation) laptops to children aged six to twelve in Aboriginal communities across Canada.  The funding comes from major corporate sponsors (Air Canada, Vale, BMO Financial), the Belinda Stronach Foundation, and the government of Ontario.

The slogan of OLPC programs around the world is “it’s not a laptop project, it’s an education project.”  Youth participating in this program will be accessing “culturally relevant” programming with their new netbooks.   The program mentions that Aboriginal youth are the “fastest growing population in Canada,” and have been underserviced through traditional education opportunities.   OLPC has 30 different programs and 8 of them are customized for Aboriginal youth:

  • Owl Vision (Literacy)
  • Swift Feet (Physical Fitness)
  • Healthy Heart (Food & Nutrition)
  • Ekominiville (Financial Literacy)
  • The Meeting Place (Mental Health, Substance Use & Well Being)
  • Calm Waters (Water Safety)
  • Future Generation (Virtual Library)
  • Drum Beats (Science of Sound)

The idea is that children will use the laptops and the culturally designed curriculum above to become more connected with the world, each-other, their culture, and traditions.  Ultimately, this will allow them to be more engaged learners and brighten the future for everyone.

Many of the schools participating in the pilot phase that is set to begin soon are rural schools and spread throughout Canada (13 schools in 7 provinces).   I think the aims of this project are laudable, and some of the books, tutorials, reading links presented in the curriculum are excellent (view here).

I am leery about this pilot because of the history of failure that has marked many 1:1 laptop programs.  The Kelowna school district ran into significant problems when it implemented a 1:1 laptop pilot.  OLPC Canada will have to address all of the concerns (tech support, finances, training) that have plagued past projects plus meet the challenges of being culturally sensitive…that is a tall order for anyone.

híwus First Nations Cultural Program at Grouse Mountain

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híwus First Nations Cultural Program

http://www.grousemountain.com/Winter/adventures/hiwus-first-nations-program.asp

I have taken three groups of students, including Aboriginal youths, to this Education program that is available at Grouse Mountain for a fee.  At the feasthouse (Longhouse) up at Grouse that has been built for this experience, students hear legends, learn some Squamish words, sing songs with Squamish sayings, and of course dance.  The highlight of the day for the students is watching their teachers dance in characters such as Killer Whales and Wolves.  There are videos of our staff doing these dances that make the Elaine dance on Seinfeld look downright respectable.

The elder, Kwel-a-a-nexw (goes by Eddy as I recall) does a great job of orienting students to the ways of the Squamish.  The experience feels authentic, but overly rehearsed. After having experienced it three times, I now know what to expect.  What’s interesting is the time spent recounting the history and practices of the Squamish and other First Nations tribes that occupied the West Coast.

The walk to the feasthouse is done on snowshoes in the winter and this adds to the excitement of students.  Unfortunately, the snowshoes are made of aluminum, so the snowshoeing experience is not exactly true to the original.

In the full day experience, Aboriginal cuisine is served and some craftwork is done.  My students have only visited for the one hour tour, as part of a trip to the mountain, and thoroughly enjoyed it.

The website for this program contains tons of useful information and links to British Columbia Prescribed Learning Outcomes (PLO’s).

I am not sure what to make of this experience.  As you can see from the website, the program is exceptionally well organized and planned down to the finest detail.  I am just not sure if Aboriginal ancestors intended for Longhouse experiences to be so orchestrated.  For some, the site may be useful as evidence of the commodification of First Nations culture.

Urban Native Youth Association

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Urban Native Youth Association 

UNYA is a non-profit society that operates out of 1618 East Hastings Street in Vancouver.  It is one of the few organizations dedicated to servicing urban aboriginal youth.

The organization was founded in 1988 when it became evident that many young Aboriginals were leaving reserves and setting out for life in the big city with few job skills, training, education, or insights as how to seek help.

Like other sources, this organization is quick to mention the rapidly growing impact of Aboriginal youth on Canadian demographics.  They state that “approximately 60% of the Native population lives in urban settings, and 60% of the overall Native population is under the age of 25.”

The challenges of youth who may be detached from their traditional language, spirituality, guidance, support structures, and practices is significant.  UNYA helps Aboriginal youth living in metro Vancouver to maintain some of these connections in a variety of ways and helps young people address some of the really harmful practices that teens can get themselves into.

Here are a few UNYA programs and initiiatives:

  • Cedar Walk – an alternative educational day program
  • Mentorship program to provide youth with positive social, educational, cultural, and recreation opportunities
  • Native Youth Learning Centre: life management skills, assisted computer applications, job search skills, and career development
  • Personal counseling (including wellness, mediation, and drug & alchohol intervention)
  • Residential programs for at-risk youth (Safehouse, Ravens Lodge, Young Bears Lodge, Young Wolves Lodge)
  • Recreation programs (canoeing, reading tepee, Sun Run etc…)
  • Fundraising to build a state0-of-the-art Native Youth Centre in East Vancouver
  • K’wam K’wum Q’ulumuy’ (Strong Young Women) – a 10 minute educational anti-violence video made by 5 young women in cooperation with UNYA.
  • Cree language instruction is available  (partnership with UBC)

As we all know, Native youth are over-represented in areas such as school dropout, incarceration, and suicide.  UNYA is helping to curb these devastating trends and provide positive options for Urban Native youth who otherwise may have nowhere to turn.

Deb (M1-#5): TechFeather Program

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[youtube]https://www.youtube.com/watch?v=x8N8isFZMs8[/youtube]

TechFeather Program is a program for Aboriginal youth to have access to technology, such as computers, software, and technical skills, to help bridge the digital divide.

This YouTube video introduces what the TechFeather Program is and who the contributors are through their speech.

For more information on TechFeather Program, you can go to the following website for support:

http://www.compucorps.org/index.php/lang-en/the-programs/techfeather

Connecting Weblog to Research Interests

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Having a limited experience in working with Aboriginal Youth, I became intrigued with idea of learning more about the issues surrounding this younger generation. Today, Aboriginal youth are facing a myriad of challenges in an increasing western technological world. The inclusion of technology into their lives has been both negative and positive to their traditional cultural values. My aim is to gain a greater understanding of how technology has impacted Native Youth in Canada.

The focus of my study will be to look at different technology based approaches for deepening Aboriginal youth’s knowledge of traditional aboriginal culture. In addition I will explore the effects of the integration of technology within Aboriginal Youth’s lives. Some of the questions and themes that I would like to explore for my research and weblog includes:

  1. How is technology being used to deepen Aboriginal Youth’s knowledge of traditional Aboriginal culture?
  2. What technologies have Aboriginal youth embraced and why?
  3. What are the drawbacks of using technology to increase Aboriginal youth’s knowledge of Native traditions and culture?
  4. What have been some of the negative and positive impacts that technology has had on Aboriginal Youth?
  5. How has technology impacted the relationship between Aboriginal youth and elders?
  6. What role is technology playing in the education of Aboriginal Youth?

As someone who has a limited knowledge on Aboriginal culture, I’m looking forward to getting started. With my research emphasis in place, I believe that I am ready to gather research and build my weblog.

Deb (M1-#4): Digital Divide in BC

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

The Georgia Straight interviews Sue Hanley, the coordinator of the First Nations Technology Council, regarding the digital divide. She answers the following questions:

1. What is the digital divide between First Nations and other British Columbians?

2. How will erasing the digital divide improve the lives of First Nations people in BC?

According to her, the digital divide is “whether or not a community has access to broadband connectivity”. It’s related to the availability of computers in the community, the availability of technical support, and the availability of user skills.

She also says that erasing the digital divide will help the First Nations have access to health services that they don’t have in remote communities and offer many opportunities for education. Most First Nations students leave their communities when they are in Gr.8 or 9, but the implementation of technology in their communities can help them stay in their communities and accomplish their education. This will provide a possibility for the positive future for them.

I like how she says at the end that “technology is a wonderful tool to revitalize culture and language and […] every aspect of community life will change when the digital divide is bridged”. 

Once I watched the video clip, I became curious about what the First Nations Technology Council (FNTC) does for the First Nations communities in BC.

Here’s the link to the FNTC website: http://fnbc.info/fntc

The Council provides connectivity, technical support, skill development, resources, and news that the First Nations communities can share with each other.

Stolen Children

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Stolen Children. This website by the CBC includes information on Residential Schools covering many angles. There is information on:

CBC Stolen Children

CBC Stolen Children

  • Analysis, background, history
  • Story archive: Truth and Reconciliation
  • FAQs: Truth and Reconciliation Commission
  • Who’s involved: The commissioners
  • A history of Canada’s residential schools
  • Timeline of aboriginal education in Canada
  • Background
  • Some big questions for the new commission
  • Original commission panel
  • Digital Archives: A lost heritage: Canada’s residential schools
  • CBC News stories about this topic
  • Video & Audio: Prime minister’s apology in Parliament, June 2008
  • Video: Although stories of abuse abound, other children had a different experience.
  • External Links
  • Residential Schools Unit, Assembly of First Nations: Maps, photos

http://www.cbc.ca/news/background/truth-reconciliation/

The resources here are very extensive. I especially like the 1950’s video clips where CBC does a report on what happens at Indian Residential schools. It paints a very glowing report and these primary sources are very valuable for historians and students alike.

Connecting Weblog to Research Interest

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I didn’t have a specific research topic in mind when I started by weblog research. However, I kept finding myself being attracted to documents and information pertaining to Aborginal children and technology. The five sites that I have visited come from Canadian as well as Australian sources. The first article I found discusses improving educational experiences for Aboriginal children in Australia. With technology being so widely used by many teachers around the world, I think that educators should invest time into examing how technologies could enhance the learning experience of aboriginal children. At the same time, educators can evaluate these technologies to ensure that they are culturally sensitive, and respectful of aboriginal pedagogy and ways of learning.

I find the second piece of information to be the most interesting. I have heard about the One Laptop Per Child policy before and learned that the Belinda Stronach Foundation was implementing it with Aboriginal children across Canada. However, I didn’t know that there is software included into theses computers that aboriginal children and youth can directly relate to. I want to see the outcome of the laptop distribution. I would like to find out what worked well for the aboriginal children, and what could be improved for the future.

Closely linked to the distribution of laptops is the Belinda Stronach Foundation. I looked further into this organization and found that they work to deal with global challenges and innovative solutions. They provide a presentation on their website that discusses the creation of a better future for aboriginal children using technolgy. Another organization called KTA works closely with Aboriginal peoples. On their site I found a document about aboriginal culture in the digital age. Both the Belinda Stronach Foundation and the KTA made me think further about the use of technology and how it benefits aboriginal children. The last document I found talks about a software for educating aboriginal students about place. TAMI is a program that elders can use with children. 

My weblog research seems to be linked by the idea that technology is being used by and for aboriginal children. I would like further research how technology worked (or did not work) for aboriginal children. I am interested in possibly narrowing down my topic a little more.