Alaska Native Knowledge Network

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This week’s reference to the Alaska Native Knowledge Network site introduced me to some incredibly interesting curriculum. This particular link takes you to a glossary of terms from A-Z with lesson plans for children to learn all kinds of relevant cultural information and the corresponding names/terms in the Indigenous languages. The subjects and lessons vary from mathematical concepts and terms essential for survival to edible plant names in both languages. The greatest thing is that all of the curricula is adaptable and could be used at a local level. I intend to incorporate the idea of edible/medicinal plants and their names with my earth science 11 group. It will be my goal to introduce the local Aboriginal groups and how and why they used the plants as the first peoples here, but also to demonstrate how that information is useful to all of us today.
The glossary also has links on: gun safety, animal skinning, weather predicting, survival skills. It is pretty awesome!

SAY Magazine: For and about Native Youth

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http://www.saymag.com/canada/4-this.php

SAY Magazine claims to be the largest national magazine for and about Native youth. They state that there is a need for a magazine for Native youth because the aboriginal population in Canada is projected to increase three times faster than the non-Aboriginal population and Aboriginal youth will represent a much larger share of the youth population over the next decade. They will also account for an increasing share of entrants into the workforce. There is a section on technology on the SAY Magazine website. It presents a number of aboriginal individuals who speak about technology and how it has impacted their lives. Kirk Mann is a member of Peguis First Nation. He also works for Status Solutions. He mentions that technology is important for him in helping out in his community. Brian Bull is another aboriginal individual. He is from the Nez Perce Nation. While there are many other mediums out there, Bull remains dedicated to broadcast journalism because it most closely follows the time-honored custom of oral tradition. He also states that technology is helping many tribes of preserve their history through digital recordings and high-resolutiont scans. Lastly, Scott Grossman is a speaker coordinator from Native Nations Events. He talks about the importance and benefits of technology use in the process of producing conferences. They are able to speak to tribal leaders as well as government officials. If one subsribes to this magazine, access to many more articles can be obtained. This magazine is very useful for those who are conducting research on Aboriginal youth networks and exploring the more topics surrounding Aboriginal youth today.

Squamish Nation Network

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As a North Vancouverite, I thought it would be interesting and beneficial to do some digging into the rich First Nations cultural history in my own backyard.  The Squamish Nation is amalgamation of many bands (I just learned this!).  The reason for their amalgamation in the early 1920s is eloquently explained in a great media production found on the Squamish Nation Network website.  I found the use of media on their website to be outstanding, particularly the informative and interesting 15 minute video I’ve provided the link to.  It’s a great example of First Nations People using media themselves to tell their own story.  I hope you’ll take the time not only to watch the video, but to explore the website and learn more about my neighbours, the Squamish Nation!

 

Technology and Globalisation for Indigenous Youth

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http://www.unesco.org/ccivs/New-SiteCCSVI/institutions/jpc-youth/youth-open-forum/Section_for_Youth/Resources_and_tools/Other_documents_on_youth/OXFAM_INTERNATIONAL_YOUTH_PARLIAMENT/Chapter3_Indigenous_Youth.pdf

This article, written by Jasmine Bruce, discusses the submissions made to the International Youth Parliament’s Youth Commission into Globalisation (IYP Commission) from Indigenous young people and organizations working with Indigenous youth around the world. It focuses on the impact that globalisation has on upon the rights of people rather than a specific issue. On page 87, the role technology in globalisation for Indigenous youth is discussed. It states that “globalisation has both driven and been driven by developments in communication technologies, yet access to these technologies is far from equitable”. Many Indigenous people do not necessarily reap the benefits of developments in technology. When Indigenous young people gain access to technology, the challenge is to give culturally-valid meaning to the use of new technologies. Unless Indigenous people are involved with implementing the integration of technology into their communities, the technology may work against other aspects of their indigenous cultures. The article states that like other aspects of globalisation, technological advancements represent a double-edged sword for Indigenous youth. The technology also opens opportunities for Indigenous youth in the technology and knowledge-based industries and fosters youth Indigenous employment. They can also use technology to raise awareness about Indigenous rights and to create global youth networks. This article is very useful for anyone who is doing research on the impact of technology on Indigenous youth. It presents technology as a positive and negative influence on Indigenous youth globally.

Wii Chiiwaakanak Learning Centre – Manitoba

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http://www.aclmb.ca/FamilyInformation/Aboriginal_University.pdf

This document was found in the “Community Living Manitoba” website. It talks about he opening of the Wii Chiiwaakanak Learning Centre (University of Winnepeg) and how this will help bridge the digital divide and help Aboriginal students and community members with the opportunity to explore their past and navigate their future. This Wii Chiiwaakanak project will serve over 800 Aboriginak students at the University of Winnepeg. It will provide them the technology and resources to fully engage with their rich heritage and today’s realities. The centre’s largest funder is the RBC Financial Group in support of The RBC Community Learning Commons. Computer-based learning, mentoring, and urban distance education for Aboriginal children and adult learners is the prime focus of The RBC Community Learning Commons. They will help bridge the digital divide by providing access to and instructional support to computer technology for everyone in the local community. They will also help to nurture the next generation of computer confident literate learners. This document is useful and interesting for those who are doing research about Canadian organizations that have taken action to help Aboriginal communities close the digital divide gap.

Intertribal Times

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http://www.intertribaltimes.com/

Intertribal Times is a website comprised of Native and Aboriginal headlines and editorial stories. One can view headlines from 4 different countries: Canada, United States, New Zealand, and Australia. Once one clicks on a headline, the website instantly forwards to the source of the article such as news websites and radio organizations. There also appears to be a discussion forum for people to share their opinions. The threads that I saw seem quite extensive as I am aware that there are so many headlines to discuss. The headlines are very up-to-date and include sources that I would deem reliabe. For Canada, the sources are CBC, the Globe and Mail, and other local newspapers. There is also an editorial section that is organized in chronological order. This website would be very useful for anyone wanting to research the latest news relating to Native and Aborginal communities in any of the 4 countries mentioned above. To comment on articles on Intertribal Times, one must create an account and sign in.

AFN Virtual Summit on Indigenous Institutions of Higher Learning

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AFN Virtual Summit on Indigenous Institutions of Higher Learning documents the virtual summit that was held March, 2011, to discuss the issues relevant to First Nations Institutions of higher learning. It was hosted by the First Nations University of Canada in Regina. The report includes many statements from students and educators. It is frequently noted that there is often a general disconnect with the mainstream curriculum and methods and location of delivery. There are, in mainstream institutions, historical barriers, social barriers and financial barriers to attendance and success as is outlined in the report that is quoted, prepared by Katenies Research and Management Services: The Business Case for First Nations Post-Secondary Education, prepared for the Assembly of First Nations, May 28, 2007, pp. 10-11.
In the article, Jesse Robson (page 11) reminds us that there is a general misunderstanding that First Nations students are not paying for their education. He points out that most of the students have student loans and that this is “the furthest thing from a free ride.” (page 11) Blair Stonechild on (page 11) points to the importance of having a “healthy identity,” something that can be challenging for many of the students dealing with the legacy of Residential Schools. Attending an IIHL goes a long way to healing that wound. Shauneen Pete (page 13) states, “we are family, literally ….and that we teach in an intergenerational manner,” that is more in line with her values. She appreciates the support of her elders within this educational system.
Many of the students indicated that they need funding and support for computers for transportation. Overall commitment to stable funding to support programmes continues to be an issue as is stated in the section on “What do IIHL’s need to strengthen their role in the Post-Secondary Education system in Canada?” (page 14) Of course, that’s a challenge in the face of general fiscal restraint from all levels of government. However, it is clear that the students benefit from learning in an environment that supports both the their academic needs as well as their cultural needs as First Nations people in Canada.

Module 4- Mi’kmaq Resource Centre

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http://www.cbu.ca/mrc

Hosted by Cape Breton University, this site provides a wealth of information for both Aboriginal and non-Aboriginals by serving as a repository of historical and up to date data.  Some resources I found useful are the presentation of Mi’kmaq history, the time-line of important Mi’kmaq events, a list of related websites, and a collection of essays dealing with the Mi’kmaq culture.

One essay I found very interesting and insightful was written by Dr. Marie Battiste (1998) is entitled, “Enabling the Autumn Seed: Toward a Decolonized approach to Aboriginal knowledge, language, and education.”

Eagle Village

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The Eagle Village website is an excellent resource for including authentic First Nations content in the classroom. As is outlined in the Enhancement Agreement in my school district, including language studies of the local indigenous language goes a long way to providing opportunities for cultural understanding. The site is focussed on the Algonkian people, especially the Anishnabe from the Eagle Village on the shores of Lake Kipawa in Quebec. There are lists of books that would be useful and other resources in terms of language activities, games etc. Locally, First Voices is used to promote the Hul’q’umi’num language and culture. While this site is primarily for the use of members, there is a great amount of information that is useful to anyone teaching social studies curriculum. This seems to be an excellent example of a remote band using technology to enhance their own community and to share their culture with the world at large. On both sites, actual voice recording help teach the indigenous vocabulary to learners. With advances in technology both in terms of ease of use and availability will certainly go a long way to helping preserve language and culture. However, we must bear in mind that connectivity is far from universal within Canada and within each village. We still have a way to go to ensure that everyone has the same opportunities.

The Girl Who Silenced the World

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Somewhere in my readings over the past weeks I came across the mention of an impassioned speech given by a young girl, David Suzuki’s daughter, Severn to the U.N. At the age of just 13, Severn articulated all that is wrong with the way that we exploit, commodify, and destroy our ecological resources. Even if you’ve seen it before I think it is worth seeing again, as it offers such a great reminder of all that we have, all that others don’t, and the need to share our knowledge to restore the world in which we live and the land which we rely on. It is an excellent additional to this module’s readings on ecological traditions and ways of knowing. In the words of Severn Suzuki: “If you don’t know how to fix it, please stop breaking it!”