First Nations Perspective on Residential Schools

Residential Schools were developed to speed along the government’s agenda of  assimilation. In looking at their experiences we gain the real message of the cultural genocide that was taking place. This web site has First Nations People’s experiences of colonialization the perspective of First Nation people. It contains seven video interviews.

http://web2.uvcs.uvic.ca/courses/csafety/mod1/notes3.htm

Xwi7xwa Library

Xwi7xwa Library

Xwi7xwa Library digital at UBC contains a wealth of information on First Nations Residential Schools. It contains information on the Apology, History, Redress, Reconciliation, Healing, Attendance Records, and a detailed Bibliography of academic resources.

http://www.library.ubc.ca/xwi7xwa/res.htm

Forests & Oceans for the Future – Lesson Plans

Forests & Oceans for the Future is a research group based at UBC that collaborates with North Coast BC communities to conduct ecological research. One of their key activities is to design educational materials suitable for use in BC K-12 classrooms and give curricular alignments, they appear to be well suited for high school classes. There are seven detailed and informative unit plans that cover topics of TEK and Western science comparison, traditional plant knowledge, resource use, forestry, regional identity, and climate change. (This is also the research group that produced the ‘Return to Gitzaala’ video)

http://www.ecoknow.ca/curriculum.html

Traditional Knowledge, Climate Change and Technology

Using the reductionist model of scientific ways of knowing—research and observation—alone is in adequate in the study of ecology and in particular climate change.  Ecosystems and climates are established over centuries, however, scientific data recording these events and cycles dates back only 50 or sixty years in some locations.  Few, if any, regions in the world have more than 100 years of data with which to analyze the health of an ecosystem or the patterns of a climate.

Also problematic with this approach to the study of the land, is the objective removal of the human being.  The reductionist model has the scientist standing back and watching as independent and dependent variables interact.  It is as if the human is not part of this ecosystem.  Limited, but recent and scary data suggest that assumptions that the vastness of the earth could never be affected by the human are coming to be challenged as climates and ecosystems are changing rapidly.  The idea that the human is separate from the land is being questioned by modern science, but modern science lacks a model that incorporates the human as an agent and member of these ecosystems, but there is no time to sit around and think of one.

Aboriginal traditional knowledge can help scientists understand better the changes happening in various regions of the world because traditional knowledge reaches so far back into the memory of indigenous groups.  The collective memory of indigenous groups provides a more holistic understanding of the intricacies and relationships that exist between species and systems.  The most important part of the traditional knowledge approach to understanding the environment is that the human being is placed as an active member of the system.  This role is important for people to recognize their power over the environment but more importantly, their responsibility.

My research will focus on analyzing how indigenous groups use the internet to promote a holistic approach to understanding ecosystems and climate change.  My hope is that I will see scientists and other aboriginal groups borrowing from each other as we attempt to understand and rectify, or live with, the changes that our planet is undergoing.

Tech for Elders

Wired – Tech for Elders Must have Purpose
http://www.wired.com/gadgets/miscellaneous/news/2003/02/57429

I found a post on a site that caught my attention:  Tech for Elders Must have Purpose. I like the way this post describes technology gadgets.  It focuses on the idea that seniors and Elders will accept new technology and gadgets if they come in familiar packages.  It goes on to describe ways that older people lose basic skills and that technology can help them regain some of their independence.  They provide examples such as:  the cordless telephone, robot nurses and robot pet companions and finding new uses for old technology.  This site would be beneficial for anyone who would like links to interesting examples of how seniors and Elders can slowly be introduced, get used to and benefit from using technology in their daily lives.  Interesting indeed!  This site coordinates very well with my topic of Elders and Technology and will be useful for future research.

Elders’ Voices

Elders’ Voices – The History, The People, The Voices
http://www.abheritage.ca/eldersvoices/

Throughout Module 1 we’ve discussed educational goals and how Indigenous communities are different in this regard for a number of reasons and how these differences complicate how Elders are connecting with younger generations.  Technology is very intimidating for Elders and this site acknowledges this fact.  It is a very descriptive site that addresses many of the challenges and barriers as well as benefits of technology use for Elders.  It is well designed, aesthetically pleasing, user-friendly, easy to navigate and organized into three topics:  The History, The Peoples and The Voices.  This site is a useful resource for local Indigenous Peoples or for any others who would like to learn about Alberta and Canadian Indigenous Peoples.  There are various links embedded in the many pages of the site that connect to other sites and examples of Indigenous people and technology use (including challenges and barriers along the way).  This site directly confirms my original thoughts about educating Indigenous Peoples and my reflection on the Lee Brown video.

A direct quote from the site:
“Every line on the face tells of a story experienced rather than heard; every gesture and expression carries the weight of a cultural memory that has been guarded and preserved against the ravages of time and circumstance. These are the stories of Aboriginal Elders, the ones who remember and who speak to the ancient ways of ancient peoples.”  It is for these reasons that this website has been created.  This site reveals how Elders communicate their knowledge and keep cultural traditions alive through their work and daily lives.

Connection to Research Topic

The focus of my weblogs will be on urban aboriginal issues related principally to identity and disconnection to land.  I was very interested by the Howe and Bowers articles and their descriptions of the differences between western approaches to knowledge (supported by new media such as the Internet) and indigenous perspectives where ancestral knowledge is highly valued, and identify is formed through a relationship between a “unique community and their landscape” (Howe, 1998, p. 22).  How does this relationship change when indigenous people no longer live on their reserve, and are instead part of a larger multicultural society? How can authentic indigenous culture be maintained in urban environments without risking marginalization? Is it even possible for urban aboriginals to identify as indigenous when not embedded in a traditional landscape? How are aboriginals different than other minority groups?  Can technology play a part in the revitalization of indigenous culture or will it lead inevitably to assimilation?

I will be exploring urban aboriginal situations in other countries to see what differences or similarities exist.  I will also research artistic (not necessarily traditional) initiatives of urban aboriginals.

References:

Howe, Craig, (1998). “Cyberspace is no place for tribalism,” Wicazo Sa Review (Fall, 1998), 19-27.

Aboriginal Elders Online

Aboriginal Elders Online – Unique challenges facing Aboriginal Elders
http://www.slais.ubc.ca/courses/libr500/10-11-wt1/www/J_Loyer/challenges-elders.htm

This is one of my favourite finds so far!  This site ties in well with my topic of Elders and Technology.  It is well designed, aesthetically pleasing, user-friendly, easy to navigate and organized into challenges & benefits of technology, social media and elders, tips, references and credits and contact information.  This site does a great job of addressing challenges Aboriginal people encounter with technology as well as unique challenges Aboriginal Elders face and challenges facing seniors in general (as comparison) and will be a great reference for my future work and anyone else, including Indigenous Peoples, that would like to learn more about Indigenous Peoples, their culture, traditions and technology.  I really liked how this site cleverly includes strategies to encourage Elders to explore and experiment with computers and other technology tools (hand-held devices).  Facebook, Twitter, Youtube and Skype are social media sites are described as great motivators to encourage internet use by Elders.  This site also describes challenges that caregivers to Elders and seniors are faced and to accommodate for these challenges, tutorial videos and links to relevant sites and other examples of Elder technology use are included to help ease the anxieties.  The site provides advice for Elders on the Tips page: challenges and benefits, approach with caution, get educated and take advantage of accessibility technology.

Digital Stories Preserving History

Burnett Mary Regional Group – Digital Stories – a new focus to preserve history
http://www.bmrg.org.au/information.php/2/106/382

In my searches of my topic, I stumbled upon a site that highlights workshops and one was specifically about how digital storytelling is saving the stories of Elders from extinction.  However I’m quite angry that there were no links to the information they were describing.  I would have liked to see some examples of what has been created to document histories of local families.  The idea sounds great but disappointing that there’s no proof to see what they’ve come up with.  A good lesson in what to remember to include on a site:  if you talk about examples, provide links or copies of the examples so the audience you’re trying to reach can understand what you’re trying to describe.

Australian Aboriginal Elder’s Stories

Nganyinytja – Aboriginal Elder of the Pitjantjatjara people of Central Australia.
http://www.yoni.com/cronef/nganyinytja.shtml

This site was an interesting but frustrating find.  I do love the title:  “Much harm has come from forgetting the land..”  It goes on to describe: “The Australian aboriginal people have lived in harmony with this huge and mainly desert continent for many thousands of years. They know the secrets of the land and they respect and care for it.”  This site compares Western mainstream culture which they term “white government” and Indigenous peoples’ culture through specific Elders stories.  Elder, Nganyinytja, stories and her contributions will be an great addition to my list of resources for future work.  Others who are interested in learning about authentic Elder stories and traditions would also find this an interesting read but they may be discouraged to read further due to the organization of the information.  Although this site includes interesting information, I was disappointed in the aesthetics and design of the site.  The links are all at the bottom and not embedded in the text (perhaps on purpose to ensure you scroll through everything to the bottom).  I would have liked to see more diversity in the topics and suggested links and sources included.  I think it was meant to be a stand-alone piece of writing.

Software for educating Aboriginal Students about Place

http://www.cdu.edu.au/centres/ik/pdf/HRV_for_Kritt_WinegarFINAL4-06.pdf

Written by an author from The University of Melbourne, this paper discusses how a software can contribute to learning about being in-place by Australian Aboriginal Children. The author identifies a software called TAMI which stands for texts, audio, movies, and images. TAMI was design with and for Aboriginal Australian teachers, parents and grandparents so that they have the opportunity to work with the children of their communities inducting them into the collective life the various places to which they belong and from which they derive their identities. The TAMI software sounds very unique and I would be interested in researching more about its applications and success in Australia. I also wonder if a similar software exists or has been used in North America.