Horizons (Policy Research Initiative)

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While conducting research I came across a special edition of Horizons (Policy Research Initiative) which was created in collaboration with the government of Canada’s Policy Research Initiative and the Research and Analysis Directorate at Indian and Northern Affairs Canada. Included in this volume are a collection of studies on Aboriginal Youth in Canada including the current well-being of Aboriginal Youth, education policies and keeping Aboriginal languages alive. This edition of Horizons can be seen at http://www.horizons.gc.ca/doclib/HOR_v10n1_200803_e.pdf

Deb(M1-#1): Indian Education Newsletter

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http://ubcpubs.library.ubc.ca/?db=indian_ed

This newletter for the First Nations was first published in 1970 by the Indian Education Resources Center (IERC). The reason for the establishment is to improve the educational opportunities for Aboriginal students in BC. If you scheme through each magazine, you may see that it consists of collaborative work of BC Aboriginal teachers. The first issue was printed in October 1970 and continued until February 1977. There are no printings from 1975-1976 due to some funding issues.

As the newsletter contains lists of resource materials available and distributed by the British Columbia Native Indian Teachers’ Association (BCNITA), conference reports, regional reports, grant information, activities, children’s literature, curriculum ideas and goals, counselling and guidance, history of the UBC Native Indian Teacher Education Program, and other things relative to Aboriginal education.

Although the Indian Education Newsletter became discontinued nearly 35 years ago, I can learn abou the history of Aboriginal education and how it has changed and improved since then. Moreover, I can also learn how the curriculum focus areas for Aboriginal students have changed.

Deb Kim

A search for educational resources

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When creating curricula and educational lessons, it is pertinent that educators collaborate with Aboriginal elders, community leaders, and Aboriginal educators to gain perspective and insight to assure such educational endeavors are culturally sensitive and inclusive so that all students feel valued, safe, and supported within varied learning contexts.   It is apparent from my initial research that educators from the East Coast of Canada do not have a great deal of resources available to them to help scaffold Aboriginal students within current curricula (although it is important to note that in rural areas that local resources may be created onsite and are not available online due to a lack of resources).

For the purpose of my weblog, I will focus on best practices, resources, and other aids that could help scaffold an East Coast educator of Aboriginal youth.  Within my current school of 850 students, we have a population of 12 students who identify as Aboriginal descent.  However, as a teacher who teaches primarily students who are not Aboriginal, I do believe it is pertinent that all educators and students are equipped with a multicultural perspective.  As a result, I look forward to finding such resources, or perhaps creating new resources that could serve my students, colleges and fellow educators.

Teaching Digital Reputations in Schools?

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I found this article in the Globe and Mail today. It’s about the generational shift in technology and the social aspect of school – the author compares yearbooks to facebook. The article talks about how youth are posting (perhaps too much) information about themselves online.

http://www.theglobeandmail.com/news/technology/digital-culture/trending-tech/its-time-to-teach-digital-reputation-in-schools/article2035657/

This article made me think about emotional intelligence. Perhaps social media can assist in giving students an outlet or platform for expressing themselves and discussing their emotions? Is social media an appropriate place to discuss emotional intelligence?

Thoughts?

Connecting Weblog to Research Interests

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‘Internetizing’ the indigenous

My research project aims to explore how information communication technologies (ICTs) re-define and re-shape traditional ecological knowledge, or native ways of knowing. Drawing upon recent critical studies of ICTs, I will question the myth of ICTs’ cultural neutrality and suggest a critical approach to the increasing ‘internetization’ of indigenous knowledge. In particular, my project focuses on the way in which the Internet re-organizes indigenous knowledge systems, while ‘deceiving’ the users about its cultural bias.

Inspired by Howe (1998)’s and Bowers et al (2000)’s view on the Internet as a deceptive technology, the project would find that the Internet is increasingly shaping the way in which indigenous communities are represented, interpreted, and imagined by others and even by indigenous people themselves.

My research question is two-folds.  

1) How can the Internet-based ways of knowing be compared with indigenous ways of knowing?
The Internet tends to enhance dis-embodied experiences in virtual space, disconnecting the users from their physical places and sensory experiences. The Internet-based way of knowing can be compared with indigenous knowledge in many aspects.

2) How would the Internet challenge and re-shape indigenous knowledge systems? What would be power relations behind the increasing ‘internetization’ of indigenous knowledge?
Given the increasing and unavoidable introduction of the Internet into indigenous communities, it would be necessary to examine the cultural implication of internet-based ways of knowing in indigenous knowledge systems. Furthermore, I like to explore how the tension between the Internet-based and indigenous ways of knowing can be negotiated.

Bearing this research focus in mind, I will search online and offline sources throughout the course. My weblog will focus on the following three areas.

– The nature and characteristics of indigenous knowledge.
– Limitation and cultural bias of the Internet.
– The influence of the Internet on indigenous knowledge systems.

First Nations and the Digital Divide

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[youtube]https://www.youtube.com/watch?v=RWNQmcW60hI&feature=player_embedded#at=49[/youtube]

This article was actually already posted previously in the 2009 weblog for ETEC 521, but ties so well with both Module 1 and my research topic that I had to post it again.  Originally written in the Georgia Straight (A Vancouver Newspaper), the article has a number of great links to other resources related to broadband access for First Nations community members.  One quote which nicely surmises what the article is about is taken from one of the strategic plans cited in the piece; “First Nations citizens should not be forced to choose between clean water and access to technologies that can bring transformative changes to their communities.”  This article connects with our Module 1 discussions as it highlights the use of technology as a method of preserving and passing on language.  One of the elements I enjoyed the most about the Georgia Straight’s site is its use of embedded video interviews within the written article.  I’ve provided one of the interviews with a young man named Dustin Rivers above.  The message of the article is set against the backdrop of political priorities, as some say that housing and more basic necessities should take precedence over broadband internet.

Weblog Connections – Elders & Technology

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Elders play a vital role in teaching the generations after them how to continue telling important stories of their heritage; culture and traditions; spiritual connections and rituals; language; community relationships and relationships and connections to nature and the land.  The idea of traditional wisdom being appropriated by technology is reality and cause for concern for elders today.

My weblog will focus on analyzing treatment of elders now that technology is infiltrating their communities and how technology has affected elders’ lives and their roles in their communities, including the traditional cultural transmission of knowledge, language and spiritual connections and relationships with the land & nature, and relationships in the community.  I’m curious as to how the relationships (between elders, their children, grandchildren and great grandchildren) have evolved due to the intrusion of technology, including how they interact and communicate.  The sites visited will include international and local sites.

There are many questions to consider including the following:  Has technology, social network sites and peer groups taken the place of elders’ direct influence on the younger generations?  Do elders feel marginalized due to technological invasion?  Do they or would they be interested in participating in the creation of educational resources to educate their youth about their traditions, history, spiritual life (somewhat), language and cultural values?

I plan to create a resource for Indigenous cultures as well as the staff at my school and in my school division, as due to our location we tend to have a number of Indigenous students in our schools that have moved to town from one of the nearby reservations.

Okanagan First Peoples

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Okanagan First Peoples is a site that discusses various aspects of present and historical life of the Syilx (Okanagan) Nation.  This nation ranges from the Nicola Valley in the west to the Okanagan Valley in the east and Washington State in the south.  This is an interesting cultural resource as it does include present artists and culture in this website.   It also serves as a resource for finding nation contacts and schools. There are also traditional stories, histories and interpretations of environment included in this site.  The site also includes ongoing projects and planning for the future.  This site is a useful local resource for those inside and outside of the Aboriginal community.

Indigenous Knowledge Management Project

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Indigenous Knowledge Management Project

http://metadata.net/ICM/

This project was conducted by The Australian Government’s Cooperative Research Centre for Enterprise Distributed Technology between 1999 and 2006. The project aimed to explore how information technology can be used for preservation of indigenous knowledge. The outcome of the project was not simply theoretical, but rather practical in that the project developed a few software tools to assist indigenous people’s access and use of their digital resources. Some examples of technology for indigenous knowledge management are presented on the web-site.
Ky.

Aboriginal Canada Portal – Education

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Aboriginal Canada Portal is a Government of Canada website focussing on all aspects of Aboriginal life in Canada.  The education section includes various resources.  Students are able to find information on financial assistance, teachers can access Aboriginal education resources, and parents can find Aboriginal schools from all across Canada.