Category Archives: Module 3

Language Nests

Module #3, Post #3

http://www.ece.gov.nt.ca/early-childhood-and-school-services/early-childhood/language-nests

This website link is from the Northwest Territoritories Education, Cutlure and Employment website. I came across it looking for more information about the language nest immersion approach used in New Zealand. This page gives a nice explanation as to what a language nest is and how they have been operating the NWT.

This website also gives information of official languages, healthy children initiatives, income security, etc.

Module 3- Post 4: Taino facts

The Taino are yet another indigenous people that has resurrected themselves from extinction in the westernized  history book of the Caribbean . The Taino facts is a good starting point for those interested in learning more about these people. As noted on the site it is “An extension of the United Confederation of Taino People’s premier online news service the “Voice of the Taino People Online”, this educational initiative is dedicated to increasing the visibility of Indigenous Peoples from throughout the Caribbean region and the Diaspora in the Spirit of Our Ancestors”. It provides information on United Confederation of Taino People’s,the culture of the Taino people and the issues they face . In addition it provide links to other Taino site as shown below which makes a great resource for the subject.

This a another great example of how indigenous people are leveraging  web technology to recover their identity.

Module 3- Post 3: Indigenous Caribbean Center Information on Indigenous Peoples of the Caribbean

The more I discover about indigenous people of the Caribbean the more embarrassed I am. For I when I began this course I never fathomed they existed in such great numbers on the islands. I was aware of their presence on the South American mainland but Caribbean history at school taught me that they were extinct on the Caribbean island.  However thankfully they have leveraged the web to debunk this historical myth as is seen on Indigenous Caribbean Center web site. This blog is organized to provide easy access any with interest on the topic. The links of note are:

  1. Pages that list sites that are BY or ABOUT Indigenous Peoples of the Caribbean, organized by country
  2. Articles from the journal: Issues in Indigenous Caribbean Studies
  3. INDIGENOUS CARIBBEAN NETWORK (a social network site) 

It was interesting to note that the journal was registered with the National Library of Australia, under the original title of Issues in Caribbean Amerindian Studies. Which reinforced the point that indigenous communities the world over are threaded together by issues created by colonization.

ICT: Improving Social Capital for Aboriginal People?

Module #3 – Post #4

In an attempt to further define my final assignment, which is so difficult… I have tried to research journals and articles that focus on aboriginal or cultural identity as it is affected or impacted by the introduction of Information Technology. Both Post #4 and #5 address this topic.

Selouani, Sid-Ahmed. & Hmam, Habib. 2007. Social Impact of Broadband Internet: A Case Study in the Shippagan Area, a Rural Zone in Atlantic Canada. Journal of Information, Information Technology and Organizations. Vol. 2 Accessed via:

http://www.informingscience.org/jiito/articles/JIITOv2p079-094Selouani74.pdf

This article seeks to provide evidence of social transformation caused by broadband connectivity within a rural area of Atlantic Canada. What I found so interesting about the outcomes of this article were that there were several examples of new uses and activities that broadband induced, however there was little to no change in attitudes, behavior and relationships.

Positive changes that occurred include increased access to information (newspapers etc), opportunities to shop and make payments online, e-learning, downloads, use of email/webcam to name a few.

Concerns with increased access and incorporation of broadband into everyday life included confidentiality, amount of time spent using technology, and negative materials available to young people to name a few.

On a whole, residents from the rural community concluded that increased access to broadband did not negatively influence the social relations of people in these rural areas.

 

Module #3 – Post #5

Mignone, Javier. & Henley, Heather. 2009. Impact of Information and Communication Technology on Social Capital in Aboriginal Communities in Canada. Journal of Information, Information Technology, and Communication. Vol. 4 Accessed via:

http://umanitoba.ca/faculties/human_ecology/departments/fss/media/5.pdf

This article looks at Information and Communication Technology (ICT) as it impacts the social capital of First Nations, Inuit and Metis communities. There is a great focus on defining and exploring what exactly social capital is and why it is relevant.

“Social capital characterizes a community based on the degree that its resources are socially invested, that it presents an ethos of trust, norms of reciprocity, collective action, and participation, and that it possesses inclusive, flexible and diverse networks.”  (Mignone & Henley. 2009. pp. 129).

There has been research that suggests that ICT decreases social capital by shifting people’s focus from relationships and community engagement to tech-based entertainment. While other research highlights the increase in social capital that is fostered by ICT in improving communication and social networks between people, specifically those who are separated by great distance.

This article incorporates case studies from different communities across Canada that have Aboriginal owned ICT networks and how they have managed to implement and sustain them, which in itself is interesting.

I wanted to include this article, because I wanted to give everyone the opportunity to consider social capital in terms of the role of ICT in Aboriginal communities, however also wanted you to consider impacts and issues that fall outside of social capital; the concept of social capital seems too simple and does not encompass all interactions, connects and the embeddedness that technology influences.

Entrpreneurship

Module 3 post #5

There are many examples of successful Aboriginal Entrepreneurs and the link below will take you to a news release titled: Minister Duncan Announces Support for Online Training for Aboriginal Entrepreneurs.

http://search.proquest.com.ezproxy.library.ubc.ca/docview/857937606

The news release mentions how increasing Aboriginal entrepreneurship is a key goal of the Government’s Federal Framework for Aboriginal Economic Development. The article discusses how close to $250,000 was invested by Indian and Northern Affairs Canada to the GoForth Institute to “help the organization modify its successful online entrepreneurial education program to make it relevant to an Aboriginal audience.” GoForth is now providing online small business and entrepreneurship training to over 35,000 Aboriginal business students.

Regards,

Greg Campbell

Largest employer of indigenous people in Canada

Module 3 Post # 4

When looking at employment and training opportunities for remote First Nation communities which would allow adults to stay in their communities and earn excellent wages I came across this Vancouver Sun article titled:   B.C. miners, First Nations learn to get along Sharing the land and wealth is possible when both sides work to understand each other’s concerns and desires

http://www.vancouversun.com/news/miners+First+Nations+learn+along/8262989/story.html#ixzz2WgLbzb1s

The article discuses how the mining industry is the largest employer of indigenous people in Canada. One example provided is New Afton mine, which is located outside of Kamloops where 20% of the workforce is Aboriginal and earnings roughly $85,000.

In addition to their New Afton project the article discusses how New Gold is developing their Blackwater Gold  property on B.C.’s Nechako Plateau. The president Bob Gallagher is quoted stating:

“Our biggest concern about building a mine up in north-central B.C. is ‘Where are we going to get the skilled people?’ and the First Nation’ biggest concern is ‘Where are our people going to work?’ So it’s a natural. Start early, work hard at it and get people trained up,” Gallagher said.

Looks like there are lots of similar opportunities to this as many First Nation Communities are located in resource rich parts of the province.

Cheers,

Greg Campbell

First Nation’s participate in the mineral and exploration boom

Module 3 Post #3

I came across this website titled First Nations in British Columbia http://fnbc.info/our-cultures . There is a wealth of information on the website from:

–          Our People

–          Our Culture

–          Leadership & Governance

–          Economic Development

–          Natural Resources

–          Community and Development

–          Spot light on Community

From this site I found a link to an article written by the Globe http://fnbc.info/how-b-school-helping-aboriginal-startups that discusses how first nation communities in BC are positioned to participate in the mineral and exploration boom. The below quote from Lewington (2013) outlines this opportunity.

“a stunning list of economic development projects worth more than $60-billion are on the books in northwestern British Columbia, a region that covers about one-third of the province. The region is also home to more than 20 First Nation communities, potential allies with industry and government that lies ahead.”

Regards,

Greg Campbell

Martin Aboriginal Education Initiative (MAEI)

Module #3, Post #2

http://www.maei-ieam.ca/

After checking out the Free the Children Aboriginal Programming site, I was lead to this site, which I felt needed to have its own post due to the amount of information it contains!

The Martin Aboriginal Education Initiative (MAEI) is a charitable organization that supports education for Aboriginal students in Canada. Under their Current Initiatives button, there are links to

I was surprised and happy to see that there were so many programs and opportunities offered for our aboriginal students. I just wonder how many students know of these resources and are using them.

 

Free the Children Aboriginal Programming

Module # 3, post #1

http://www.freethechildren.com/domestic-programming/school-and-educational-programming/aboriginal-programming/

This week’s readings and discussions really made me think about what is being done to celebrate indigenous/aboriginal culture in our society and schools. As a leadership teacher at the high school where I work, I remembered from attending We Day 2012 that Free the Children has started a new concept called We Stand Together. So, I decided to head back to their website and see what kinds of programming that they had for aboriginal education.

Free the Children is known for its global initiatives and helping out in “third-world” countries. However, they also do support and promote local programs. According to their site, “with the support of Martin Aboriginal Education Initiative, Free The Children is delivering programming that will educate non-Aboriginal Canadian youth and help make Aboriginal issues a priority in Canada.”

Some of the programs that they provide are:

I think that these campaigns and programs are great ways to raise awareness and create positive atmosphere in our schools with tomorrow’s leaders. I think if I had not had so much going on this year, I would have worked with my aboriginal support teachers to make these campaigns/programs a reality. Something to consider when I go back to work!

Module 3- Post 2: The Indigenous People of the Caribbean

As I continue my ETEC:521 journey with renewed purpose I had to drop by http://www.culturalsurvival.org again with a different agenda this time as I am gathering information on indigenous people of the Caribbean. The first page on this quest was Reviving Caribs: Recognition, Patronage and Ceremonial Indigeneity in Trinidad and Tobago –. Wher I learned that aboriginals in my country “were never defeated in any war, nor were treaties ever signed, nor did they become extinct. Their numbers were drastically minimized, their lands usurped, their labor bought and sold, and they were intensely assimilated into Hispanic, Catholic and even urban society”. Because of this assimilation they are facing numerous problems as they try to reclaim their heritage. This is the plight of the indigenous people of Cuba as I found out in my next stop on the site at The Indigenous People of the Caribbean.This page is a review of a book of the same name. From this it can be gathered that even if the book is not perfect it does give valuable information on indigenous people of the Caribbean. To me the most important discovery here is that there are many indigenous communities that are struggling for recognition because of the errors that were written in history about them and the attitudes that resulted from this. Puerto Rico, Cuba and the Dominican Republic all have such indigenous people. The last stop of this log was at Our Land, Our Life, Our Culture: The Indigenous Movement In Guyana. Unlike the other countries mentioned here Guyana has recognised indigenous population. Here I found out that there are nine distinct Indigenous peoples in Guyana- Lokono (Arawak), Akawaio (Kapon), Arecuna (Pemon), Macusi, Warrau, Wapisiana, Wai Wai, Patamona and Kalina (Carib) – comprising 60-80,000 persons, approximately 8-10 percent of the total population. These all united recently to “redefine prevailing political, legal, economic and cultural relations with the state and thereby to transcend four centuries of colonial domination and institutionalized racism that remain firmly entrenched in Guyanese law, policy and practice”. It can therefor serve as an example of what other groups who are in a similar position can do to protect themselves from the present threat of colonisation.