Category Archives: Module 2

Resources on How to Establish an Online Presence

The First Nations Technology Council is a initiative that supports First Nation Communities in British Columbia to use technology “in achieving goals in areas such as: language and culture, education, health, economic development, governance, land and marine stewardship and more” (First Nations Technology Council, 2013). The website is design as a community resource that brings provides a platform for each unique First Nations Community in BC to develop a presence online that represents their cultural identity.

This website provides evidence of the initiatives First Nations in BC are taking in using technology to clearly establish their own identity online, while connecting the past with the future on their own terms. Also, this website clearly provides a central justification in my project how First Nations in BC are using the internet to clearly define their sense of place in the 21^st century.
Project Raven is an initiative to provide computer training to First Nations communities across BC. Also, the First Nations portal site provides a rich set of resources for using technology to establish a presence online.

Webstie; First Nations Technology council http://www.fnbc.info/fntc

Nisga’a In the 21st Century

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The Nisga’a Lisims Government website clearly provides an unique insight into how they represent their cultural identity online. Although the home page, seems to be problematic as there is a YouTube video that blocks out the information, seemingly on purpose. However, the website provides a rich set of resources about Nisga’a culture, blended with resources ranging from legal aid to education information. The broad range of links within the site clearly demonstrates how a website can be used to provide a grounding of common identity within a community.

The examination of the menu bar with its various options creates a wide range of exploration. The cultural link set out the various beliefs unique to the Nisga’a, a link to languages, traditional law, and connects with their cultural today. This represents a moving forward to preserving and enriching Nisga’a culture. Furthermore, by using the social services link, it takes to a wide range of resources including k-12 and post-secondary education. In the post-secondary education, it provides information and links to educational opportunities, courses and funding. This clearly demonstrates how the Nisga’a are using this website to anchor their community to a prosperous future.

How the Nisga’a represents their sense of place through their website is central to my final project. Furthermore, by defining sense of place, my project will examine how the Nisga’a has blended the experiences of the past and the Internet to preserve and move their cultural forward in the 21st century. The link scholarships connects directly to a website with rich resources for post secondary education. The learning link within K-12 education site provides a rich set of resources for language and writing.

Sources:Nisga’a Lisims Government

http://www.nisgaanation.ca/

Researching Alternative HS Credit Programs – Mod 2 – Post 4

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The foundation of my project is to offer credit for learning. Not just regular “traditional learning” that can be done in any institution by any educator. Instead, I ‘m researching what options Alberta and BC already have to provide alternative courses and programs that are individualized enough for FNMI students that I learning in which credit can be acquired. I need to “uncover” the curriculum that best meets the needs of these students in the hopes that this will encourage them to consider other more traditional options.

In Alberta, there are CTS courses. There are a wide variety of credit courses that can be offered to learners based on outcomes that they are already meeting and exceeding. CTS courses can be found here: https://education.alberta.ca/teachers/program/cts.aspx

in BC, it is not as easy. In BC, there are two options: BAA Courses and Independent Directed Studies.

BAA courses were created by an educator, then passed through the school district board in order to meet the needs of the learners if the educators felt that the current curriculum did not meet the learners needs. Once approved, any school district in BC can use the course. These can be found here:
http://www.bced.gov.bc.ca/datacollections/course_registry_web_search/search-result.php

Alternatively, IDS offers an individualized approach to credit for learning. Link: http://www2.gov.bc.ca/gov/topic.page?id=A83BFC1275564C8E85146617D30BF2FE

Of the options, CTS courses, although already in a framework, provide a simpler method of credit for learning for the average educator.

To attain credit: The courses needs to be approved by a certified teacher through a certified school. That’s the next step….

Verena 🙂

Weblog of Websites for Module # 2

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In this weblog, I decided to explore environmental issues relating to Indigenous people in Canada and management of these matters.

Website # 1: http://niche-canada.org/node/10509

This link is part of the Network in Canadian history and Environment website. It provides information on the history of the relationship between aboriginal health problems and environmental issues in Canada. It also discusses the impacts of colonialism, natural resource extraction and Indigenous-government relations. In addition to text-based information, the website provides an audio clip of a roundtable discussion by a panel of researchers, who examine these subjects in detail.

Website # 2: https://sites.google.com/site/atfeonline/

The Akwesasne Task Force on the Environment is a community-based Mohwak group that analyzes and manages ecological concerns, and aims to protect environmental resources. The website for this group provides information on the organization, the cultural history of Akwesasne, environmental contamination of Akweesasne and Mohwah and Iroquoian traditions. On this website, I found a link to the following useful website for the Environment Division of the Saint Regis Mohwak Tribe, which provides valuable information regarding the environment that is pertinent to their community: http://www.srmtenv.org/index.php.

Website # 3: http://www.fnhc.ca/index.php

This webpage provides information from the First Nations Health Council. The following is a valuable link that describes traditional medicine, particularly using environmental resources for traditional health practices and the resulting importance of preserving the environment: http://www.fnhc.ca/index.php/health_actions/traditional_medicine/. Another section of the website that is especially useful is the section on environmental wellbeing, which can be found through the following link: http://www.fnhc.ca/index.php/initiatives/community_health/environmental_health/. This section of the website briefly describes the significance of ecological health to the welfare of Indigenous people. In addition to those two links, the website provides electronic copies of the Spirit Magazine, which has articles that are relevant to the environment and Indigeneity.

Website # 4: http://www.fnen.org

This is the website for the First Nations Environmental Network, which is a Canada-wide non-profit organization comprised of Indigenous members. Its objective is to protect the environment and resolve ecological issues, in order to maintain and preserve Indigenous cultural traditions. Although the website has not been recently updated, the organization’s protocol, goals and vision have valuable information. They reflect traditional beliefs and practices, and provide insight into Indigenous cultural; for instance, their protocol dictates that members respect their animal relations and the offerings they provide, such as that the buffalo gives respect.

Website # 5: http://www.afn.ca/index.php/en

The Assembly of First Nations website provides current news regarding environmental issues that relate to Indigenous people, including videos, announcements and information bulletins. The Environmental Stewardship Unit is of significance and can be found at the following website: http://www.afn.ca/index.php/en/policy-areas/environmental-stewardship. This section of the website describes Indigenous connections to the environment, with details on Aboriginal culture, environmental policies and ecological problems provided through the links for earth, air, water and fire on that webpage.

Grassroots Resources ~ Aboriginal Initiatives

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Module #2 – Post #3

In an attempt to better understand educational resource available online by Aboriginal people, for Aboriginal people, I have been searching for programming, projects and networking sites targeting Aboriginal communities. Week #6 Reading got me thinking…

I wanted to look for specific characteristics within these resources, such as:

exclusivity vs. inclusivity – specifically reflecting on our discussion from week #6 regarding cultural boundaries and cultural preservation
type of media and the accessibility, skill requirements and targets (ie. oral, text based, visual, interactive etc…)
Way culture is incorporated into the media, or delivery of resources/services
How the objectives seek to integrate culture or not at all
Sources of funding, partnerships or Advisory bodies (Aboriginal vs. non-aboriginal and the kind of hierarchy that is present within that structure)

Learning Communities Project: Alberta Region (learning-communities.ca)

The objective of this project is to bring access and awareness of learning opportunities to Aboriginal communities both rural and urban in Alberta, to improve access, opportunities and overall success for Aboriginal people. The Project works with stakeholders including tribal bands, councils, and institutions such as e-learning Alberta. The Project attempts to use existing resources, but act as a liaison to connect people to resources and services. Something that stood out was that they attempted to utilize a community-grown framework, which sounds grassroots and community initiated, however there was not further elaboration on this concept. In addition, the learning opportunities were not specific to Aborginal people, for example, there were learning opportunities tabs, and some included industry sectors (oil and gas, the trades, human services etc. and a single table that read “Aboriginal Program and Services.” Nothing that noted how Aboriginal programs are of value, the importance of transferring cultural traditions, customs or knowledge. I guess I assumed there would be more information targeted towards Aboriginal communities and ways that members are contributing or able to participate using their skills and knowledge.

I also noticed that the site was 100% text-based, with many external links and limited details; this website fit well within the Western mold and any person could access it and find educational resources.

I wanted to explore this for one of my weblogs because our discussion this week really made me think about the kinds of boundaries exist within the www. In addition, how important it is to be clear with the mandate and mission of organizations and projects. There is nothing wrong with fostering dialogue and awareness to specific communities of people, acknowledging differences and collaboration.

Module 2- Post 5: Teaching and Learning for a Sustainable Future

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Teaching and Learning for a Sustainable Future

http://www.unesco.org/education/tlsf/index.html

This is by far the most interesting website I have encountered in this part of my journey into the world of education of indigenous people. It is essentially an online multimedia teacher education program by UNESCO that provides professional development for student teachers, teachers, curriculum developers, education policy makers, and authors of educational materials. It is made up of 27 professional development modules, organized in four thematic sections. Of special interest to this blog is the module Indigenous knowledge & sustainability that covers topics such as:

The wisdom of the elders;
Why is indigenous knowledge important?;
Living by indigenous knowledge;
Indigenous and formal education;
Enhancing the curriculum through indigenous knowledge.

These make this module an invaluable resource for any teacher that is new to indigenous education but what is more important is that it shows how the web can be leveraged for professional development of educatiors. Which is a concept that those involved in the education of indigenous people can exploit for their own needs.

Module 2- Post 4: Cultural Responsiveness and School Education: With particular focus on Australia’s First Peoples.

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Cultural Responsiveness and School Education: With particular focus on Australia’s First Peoples.

http://ccde.menzies.edu.au/sites/default/files/Literature review Cultural Responsiveness and School Education March 2012 FINAL.pdf

One discovery that I made from doing this blog is the amount of work done by the Australians with respect to the education of their indigenous people from which any educator with an interest in indigenous education can learn a lot from. This document is testimony to this being a review of over forty(40) pieces of literature it gives valuable insights into what cultural responsiveness education is and how it can be accomplished thus arming the educator with the knowledge to better cater for the needs of indigenous people in their system.

Connecting Weblog to Research

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I have been very interested in the leadership, development and use of technology for the purposes of improving rights and access to basic needs for Aboriginal people. There are many initiatives, groups, icons that we can turn to as sources of activism; looking at the bigger picture, change within Canada amongst everyday citizens is slow-going. Capacity building amongst Aboriginal and non-Aboriginal peoples is required to fight the stereotypes, the resentment and the complacency that has continued to foster inequality for Canadian citizens (specifically Aboriginal people).

In creating my weblogs, I reviewed materials looking at leadership, reservations, how the hierarchical western system has impacted Aboriginal communities, education platforms available online targeted to Aboriginal people, use of media in activism etc. Consistent themes that appear throughout this literature include:

· Government funding based on a pre-determined agenda

· Quick-fix solutions rather than focus on sustainability

· Value of Aboriginal culture; integrating those values into policy, governance and economic development

· Continued socio-economic struggles, lack of educational and employment opportunities

· Perception of Aboriginal people by non-Aboriginal people

I started to reflect on my own behaviors and perception of Aboriginal people. I have been around Aboriginal people my whole life, I use to be homeschooled where one day a week I would go to the Reserve and be taught traditional handicrafts… I thought myself aware and enlightened in a way. However, upon reflection I began to recall things that I had said or considerations I have made, “I have nothing against Aboriginal people, but….” – this is referencing some illegal fishing practices that continue to take place on a reserve North of my town. Regardless of the scenario… I recognized by ignorance and my role in supporting stereotypes like many Canadians. Not only that, I fostered my next door neighbors ignorance and reckless racism.

In an attempt to tie in my thoughts, interests and research, I would like to investigate the ways in which Aboriginal culture can be infused into contemporary governance in a way that acknowledges value of Aboriginal culture, informs and educates Canadians and fosters collaboration and solidarity between all people. Information Technology plays a significant role in the way that people communicate and interact, receive news, engage in their workplace, education and community. With the support of information technology, it is possible to reach large groups of people, it is more efficient to convey large amounts of information and for people to see for themselves how others live, learn and participate. With this in mind, I would like to examine the role that IT can play in creating collaborations between Aboriginal and non-Aboriginal people for the purpose of improving livelihoods (on many levels) and changing perspectives.

In addition I would like to engage citizens to be critical of themselves, looking at whether they are tolerant of other people, and what that looks like, or whether they are able to take themselves one step further, to pluralism and what that would look like.

Resources

Valberg, Ashley. 2012. Aboriginal Representation in Canada: Reforming Parliament or Creating a Third Order of Government. The Agora: Political Science Undergraduate Journal. Vol 2. No. 2.

Smith, Loretta. 2006. Mending Fences: Increasing Aboriginal Representation in Canada. 78^th Annual Meeting of the Canadian Political Science Association, York University. Access via: www.cpsa-acsp.ca/papers-2006/Smith,%20Loretta.pdf‎

Eck, Dianna. L. 2006. What is Pluralism. The Pluralism Project, Harvard University. Accessed via: http://www.pluralism.org/pages/pluralism/what_is_pluralism

Eck, Dianna. L. 2006. From Diversity to Pluralism. On Common Ground: World Religions in America (1997, Revised in 2006). Accessed via:
http://www.pluralism.org/pages/pluralism/essays/from_diversity_to_pluralism

Module 2- Post 3: Closing the Gap in Education? Improving Outcomes in Southern World Societies

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Closing the Gap in Education? Improving Outcomes in Southern World Societies

http://books.publishing.monash.edu/apps/bookworm/view/Closing+the+Gap+in+Education%3F/55/xhtml/title.html

This online book that is published by Monash University served as gentle reminder of the power of the internet and the objectives of this blog within the context or this course. The book is the result of a 2009 conference of the same name. It was the third international conference in a series of partnerships between the Monash Institute for the Study of Global Movements (MISGM) and Monash South Africa. It looked at the pressing challenges facing education systems – Australia, South Africa and New Zealand. These countries have considerable underlying similarities, including colonial settlement histories, multicultural societies, and separate dualistic pockets of poverty and affluence. This provides a wealth of information for educator and stakeholders who are looking for solutions for the problems associated with the education of indigenous people. Below are the links that I preferred but the entire book can be a useful resource.

Section 1:The scope and substance of marginalisation in education

Section 2:The structure and entrenchment of disadvantage

Section 3: The challenges facing Indigenous education

Section 4: Enhancing social justice and equity

Starting the “Digital Part” of Research Mod 2 – Post 3

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For the 4E Camp, my responsibility is to create the digital framework for the learners. I have to create a “blog template” so they know what their blog could look like, as well as provide resources so student have scaffolded online support. I have to have enough information to support students, but not too much to overwhelm them. I also have to be culturally sensitive.

I spent a long time researching how to create a wordpress blog. Not just a free one, but a lesson that expaains the step by step process of designing a worpress blog from the domain name – A “from the beginning” type lesson and explanation. After spending too much time looking for a lesson, I found this amazing youtube video by Trevor Moore:

I spent hours watching the video, pausing, then making my blog. I truly took flipped open learning to a new level for me.

This is what my blog looks like today: 4E Blog

Indigenous connections…..

I have already had the feedback that I need to make it less “pan Indigenous” based on the image of the Inukchuk playing. I will work to rethink images and design – from an indigenous point of view.

V:)