A Journey into Time Immemorial

Module #4, Post #1

http://www.sfu.museum/time/en/enter/

Upon clicking on the “FLASH – High Bandwidth” (or HTML version – but the flash is better as it’s much more interactive and everything is embedded) you are led to the coolest virtual museum I have ever found. Once you are in the virtual museum you can scroll your mouse over the people, the items, the buildings, etc. and it brings up information boxes about them. This website also has mini interviews throughout talking about the various items. It really gives you slight glimpse of what aboriginal life was like – an insight to their culture.  I think that this website is definite gold mine and think that it greatly contributes to the research of indigenous cultures and gives an idea for viewers as to what their community was like.

Links:

http://www.sfu.museum/time/en/educatorresources/

http://www.sfu.museum/time/en/games/

http://www.sfu.museum/time/en/videos/

 

Weblog of Websites for Module # 4

Similar to the weblog for Module 3, this entry focuses on Ojibway First Nations peoples and their connections to the natural environment. It presents situations for various Ojibway communities in Canada and the United States, which I can use in my paper for examples and case studies.

Website # 1: https://www.youtube.com/watch?v=dMghd-EEd1U&list=PL1F62E598A14A0EE6

This video shows an interview with an elder, Joe Chosa, who is a cultural historian from Lac du Flambeau band of Ojibway First Nations in Wisconsin. In this film, Joe speaks about respect. He indicates that if young Indigenous people respect their environment, they will improve their quality of life and begin to respect other individuals. He also tells of his interaction with a group of Indigenous youth who thanked the Creator when harvesting rice from the landscape, which reflects their respect for the land. After discussing the importance of respect for the environment, he explains some words in Ojibway. This video provides a valuable example of an Ojibway elder’s perspective on environmental stewardship and respect.

Website # 2: http://www.lacduflambeauchamber.com/culture.htm

Continuing with the Lac du Flambeau Ojibway, this website presents a description of the band. It includes their history, fishing and harvesting practices, and key cultural events. It also provides a link to the following website, which presents information about the Lac du Flambeau Ojibway: http://www.ldftribe.com. Through this link, there are numerous webpages on environmental issues concerning natural resources and land management procedures. This link provides helpful information on Ojibway fisheries, reserve land quality and environmental management procedures.

Website # 3: http://www.magnetawanfirstnation.com

The website for the Magnetawa First Nation community presents a variety of information relevant to its local peoples, including current news, announcements and job openings. The following section of the website about history and culture is of interest for environmental matters: http://www.magnetawanfirstnation.com/index.php?option=com_content&view=article&id=1&Itemid=4. This webpage provides an overview of Ojibway culture, their clan organization, structure and traditions. The descriptions contain information relating to the peoples’ environmental connections, including their use of animal symbols and their management of Ojibway land. The following link on the website provides information on land agreements, specifically the Robinson Huron Treaty, which is valuable context for Ojibway connections to the environment: http://www.magnetawanfirstnation.com/index.php?option=com_content&view=article&id=9&Itemid=16.

Website # 4: http://www.nmai.si.edu/Environment/ojibwe/GetStarted.aspx

This webpage presents a variety of information on the Ojibway peoples, particularly those from Leech Lake, Minnesota. It focuses on their relationship with the environment, including their use of natural resources, current land issues, environmental knowledge and resource protection methods. The website presents information in a variety of formats, including maps, images, texts and questionnaires. It also provides videos with Ojibway community members who discuss environmental matters, which are particularly useful for demonstrating their relationship with the environment.

Website # 5: http://www.sandybayfirstnation.com/index.html

The website for the Sandy Bay Ojibway First Nation provides valuable communications and resources for its residents. The description of the history of Sandy Bay is significant for environmental matters. This section can be found through the following link: http://www.sandybayfirstnation.com/History_of_Sandy_Bay.html. This webpage describes essential issues regarding reserve land jurisdiction, particularly with respect to problems with natural disasters and land quality. It also explains Sandy Bay Ojibway land practices, such as hunting and farming.

Weblog 4 post 1 Apartheid in Canada TREMBLAY

Compared to my other posts this will be an extremely short blog post, but I think it’s possibly the best (if possibly the least impartial) resource that I’ve shared and honestly I’m not sure if it’s been shared before so apologies for that if it has. When looking for information on contemporary reserves while attempting to solidify the links the between the colonial process and mindset of exploitation to the neo-liberal economic doctrine, I came across this documentary on youtube. It compares the situation on Canada’s reserves with that of South Africa during Apartheid. Here are all 11 links:

Part 1:

https://www.youtube.com/watch?v=ourc-wchVhI

Part 2:

https://www.youtube.com/watch?v=qMzq0Od9q3c

Part 3:

https://www.youtube.com/watch?v=mmHnYgTJCdQ

Part 4:

https://www.youtube.com/watch?v=XbyM6sVc79k

Part 5:

https://www.youtube.com/watch?v=7FakBG1b5kM

Part 6:

https://www.youtube.com/watch?v=m_ixa0Dwvlo

Part 7:

https://www.youtube.com/watch?v=Ejck_MehevQ

Part 8:

https://www.youtube.com/watch?v=2z3-qJSulTY

Part 9:

https://www.youtube.com/watch?v=XL8CUfcWv6A

Part 10:

https://www.youtube.com/watch?v=5OUwUycTJ4M

Part 11:

https://www.youtube.com/watch?v=kz1guL0rFOc

Hope this helps some of you out. It certainly did me.

Reflecting & Broadening Scope

Module #4 Weblog #3

Usher, Peter. J. 2003. Environment, race and nation reconsidered: reflections on Aboriginal land claims in Canada. Wiley Lectures. The Canadian Geographer. Vol 47 No 4. Pp. 365-382.

This resource is written from the Geographer’s perspective, in regards to land claims, land title and rights, as well as how the course of development and settlement changed the Aboriginal communities. Usher speaks to common forms of livelihood in modern times in response to Western market economies. He says that the

“model points to one strong reason that people stay in placed that by conventional economic measures do not have much going for them. In this kind of economy, you do not have to go to the grocery store to put food on the table, you do not pay a mortgage, and the kinship-based social support network ensure that everyone’s basic needs are covered by the exchange of food, labour, equipment and personal care” (Usher, Peter, J. 2003. Pp. 372).

What I found to be interesting about this article is Usher’s description of the ways in which settlers would move into areas inhabited by Aboriginal communities, find valuable resources or areas of land and monopolize its value by regulating it, requiring licensing and treating it as though access for Aboriginals was a privilege, rather then a right. Usher provides case study examples where settlers interfered and altered watercourses which in turn impacted valuable lands, spawning grounds, habitats and water resources.  Another example provided was the ‘caribou crisis’ that gave validation for hunting restrictions, increased regulations and spurred sedentarisation and supervision over Inuit and Dene peoples who formerly lived alongside caribou herds for their sources of food, clothing and tools. “Governments saw these measures as critical requirements for both the modernization of the people and the conservation of caribou herds. Thus caribou management became an integral part of a broad program of social engineering” (Usher, Peter, J. 2003. Pp. 372).

I wanted to include this article in the Weblog this week, just to be able to experience a different perspective, I found that being written from a geographer’s perspective, it broadens our understanding of how large the impact was of settlement and colonization and we can compare historical colonization to colonization around the globe today. I think of worldwide projects like the Three Gorges Dam (China) flooding and altering waterways for the lands people in the area, or Serpent River First Nation located in Northern Ontario that is located at the bottom of their Watershed which just so happens to be where tailings drain from the old Elliot Lake Uranium Mines. Just saying…

 

Module #4 Weblog #4

I wanted to include a few resources, including the Pan Arctic Inuit Logistics Corporation, just because it is an example of many initiatives that have taken place in the sub-Arctic and Arctic Regions of Canada to incorporate land claims beneficiaries into local business initiatives and in receiving the benefits of those industries.

Qikiqtaaluk Medical is another example of an Inuit owned company, who partners with a Quebec-based company, Sirius Wilderness Medicine to expand specialties and services under the umbrella of Inuit-owned, operated and benefited.

It is becoming very common for contracts to be awarded to companies (specifically in the North) that hire and engage with local land claims beneficiaries rather than hiring people from the south – the attempt is to give business to local people, keep money in the community and increase opportunities.

I just wanted to include a couple of examples, as this is the reality in my workplace and I thought that you we should question what the benefits and challenges are with this model?

Also see: Nunavut Tunngavik Inc. regarding gaining beneficiary status.

 

Module #4 Weblog #5

Looking at all of my Weblogs and tracking my interests as I progressed through this course has been an interesting and very reflective process. I feel like I have made great strides in understanding and acknowledging the complex challenges faced by Aboriginal people today; this I not to say I understand, or can relate or comprehend as if I lived an Aboriginal experience myself. It means that I think in the past, it was easy to always associate with information that is channeled through mainstream media, common stereotypes or my own local community, when in fact Aboriginal communities exist internationally, with unique experiences, histories and struggles that do not need my pity, sympathy or apathy. Rather, there is a need for awareness, acknowledgement and support for the value of Aboriginal people within our communities, for inclusion of their culture and respect for their historical rights.

I am not sure if you have heard of Shannen Koostachin from Attiwapiskat First Nation, in Ontario, but she started the largest movement by children for children in regards to Education for Aboriginal children in Canada. Unfortunately she passed away in 2010 at the age of 15 in a car accident, she went to school in the South as she was unable to access quality education within her own community and it was in her commute home to visit that she was killed.

Anyway, I would like to leave you with some links to her story and her fight to bring both aboriginal and non-aboriginal people together to fight for educational rights and access for all.

 

Tying In: Health Wellness, Land Claims

Module #4 Weblog #1

Chan, Laurie. 2005. Health and Environment Issues with Canada’s Aboriginal communities. Centre for Indigenous Peoples’ Nutrition and Environment, McGill University. Access via:

http://www.fnehin.ca/uploads/docs/Health-Enviro-Canada-AboriginalCommunities-Chan2005.pdf

In understanding health and wellness within Aboriginal communities, environmental issues and connectivity is a recurring theme. As Chan outlines in his document, Health and Environment Issues with Canada’s Aboriginal Communities,

“activities such as hunting, fishing, and gathering of wild resources are important to  strengthening and maintaining the social fabric among individuals, families and generations within a community… harvesting and using traditional/country food provide a number of benefits such as physical fitness, community well-being an the dissemination of cultural knowledge such as survival skills and lessons in food preparation.”

What were once community based processes in hunting and gathering food, preparing it, creating things such as clothing, tools etc, has slowly diminished. Culture centered on community, experiential-based learning and skilled trades/crafts where communities are now based on the market economy, commodities and individual success. I want to point out the significance of this point, that, as Chan calls it, the social fabric of Aboriginal community and culture is deteriorating due to a loss in tradition and values that they identify with and associate to and much of which is blamed for high suicide rates in Aboriginal communities (Chan, Laurie. 2005. pp. 4).

This article is very scientific in that it examines point source pollution, chemicals and industry associated to various communities within Canada that are impacted by contaminated environments, water, soils, animals, fish and air. Industry in the south has great impacts of the concentration and flow of pollutants in the North, thus showing us how far our reach is. The author also connects certain pollutants to diseases and illnesses most common in Aboriginal communities and provides comparisons between non-Aboriginal health incidents and Aboriginal health incidents. For example, there is a gap of 6.1 years in life expectancy for First Nations people in comparison with First Nations people in Canada in 2001, or First Nations and Inuit are 3 times more likely to get heart disease than the rest of the Canadian population (Chan, Laurie. 2005. pp. 3).

 

Module #4 Weblog #2

Collins, L. (2010). Protecting Aboriginal Environments: A Tort Law Approach. Critical Torts. Accessed via:

http://www.commonlaw.uottawa.ca/index.php?option=com_docman&task=doc_download&gid=2614

In understanding the role of the environment and land within Aboriginal culture, we need not forget that a significant role of colonization was to acquire and commoditize valuable land and convert it to a common law system. The article, Protecting Aboriginal Environments: A Tort Law Approach provides an analysis of the way in which Aboriginal groups have engaged in land rights/ treaty disputes in the past and an avenue that may produce greater results. Collins proposing that accessing the Tort Law approach, it allows for

“an Aboriginal group that explicitly opposes a particular environmental decision in the course of consultation can later proceed to tort litigation without fear that the consultation process will undermine its claim…” (Collins, Lynda. 2010. pp. 70)

whereas through constitutional law

“Aboriginal peoples are required to participate in the consultation process if they wish subsequently to allege an infringement of their Aboriginal rights or title, and further that where adequate consultation is conducted, the Crown need not obtain the agreement of the Aboriginal people before proceeding. Thus under section 35 approach, it may be possible for an Aboriginal group to be consulted, to adamantly oppose the proposed conduct, and yet to find that its subsequent section 35 claim fails on the grounds that adequate consultation has occurred” (Collins, Lynda. 2010. pp. 69).

Section 35 is referring to the Constitution Act, 1982. I wanted to include this article, because it speaks to bureaucracy and systemic nature of colonial powers as they exist today in enforcing their supremacy. Having Aboriginal communities navigate these bureaucracies in an attempt to reclaim and preserve their land and culture is an oppressive task within itself. When reading this article, I find myself lost in the system and the lingo, however am continually interested in discovering more about it, as it seems like a system of great cyclical injustices.

Just to quickly define Tort Law, which I had to explore myself, Tort Law simply refers to a civil wrong which results in wrong going done to someone else, causing them to suffer some kind of loss. What is unique about Tort Law is that it may simply be a result of negligence rather than criminal actions and less amount of proof is required (as opposed to proof beyond reasonable doubt). Definition sourced online through a Google search and consultation with various sites.

Module 4- Post 1: The indigenous portal website

As the end of my ETEC 521 journey draws near and I am hammering away at my final paper the indigenous portal website is among those that I am looking to draw inspiration from. Here in a story entitled American Indian students find refuge in cultural curriculum I learned how tribal colleges came into being in the United States of America and the role that the government played in this. It started with the Tribally Controlled Community College Assistance Act  that was signed by President Jimmy Carter in 1978 and authorized federal assistance to American Indian colleges. Next came the designated as land-grant institutions in 1994, giving them the opportunity to apply for millions of dollars in grant money. As a result of these there are 37 tribal colleges in the United States that are created and chartered by American Indian people with the specific purpose of offering higher education based in American Indian culture. We can definitely learn from this in the Caribbean.

Mod 4 – Post #1 – Dry Rack Fishing

Dry rack fishery on the Fraser River shut down earlier than expected.

http://www.theprogress.com/news/215600991.html

I came across this article in the Chilliwack news this morning. Several Sto:lo First Nations dry rack fishers took part in an ancient tradition last week. Sockeye salmon are caught either in set nets or dip nets, for food, social, and ceremonial purposes.Unfortunately, the fishery was finished early because the sockeye run size was downgraded by the Fraser River Panel on July 12. Ernie Victor speaks about the best time to perform dry rack fishing and that tends to be earlier on in the run when the first fish tend to be smaller and thinner and there is less of a threat from the bees (still hibernating). Here are some highlights from the article:

“From an indigenous person’s standpoint, when you have something that’s so sacred, like traditional dry rack fishing, you think it just shouldn’t be so hard.” The process is “way more bureaucratic” than it needs to be, with scientific testing and modelling dictating the fishery openings that are allowed. “Of course if you have a million dollar venture like the commercial fleet when they get an opening, it all runs smoothly. It’s green light, go.” Even as some Sto:lo fishers were preparing their fish camps early last week, some said they spotted undercover DFO enforcement officers with binoculars watching their movements, as well as some posing as fisher buyers, presumably in an effort to get the fishers to sell them sockeye, which is illegal.“We’re talking about a group of families trying to keep their culture alive. They don’t need any additional barriers or obstacles.”

This newspaper article not only shows the difficulties that Indigenous peoples face while trying to maintain their traditional ecological values among the dominant culture. Victor asserts that First Nations peoples are not against conservation in any way, but they are frustrated that they cannot listen to Mother Nature [without having the dominant culture intervene]. As I read more and more about conservation practices and First Nations traditions, it saddens me that the dominant culture tries to step in and make the “big” decisions as well as secretly pose as fish buyers to try to break the Indigenous practices. I often hear about the debates and problems with First Nations and the dominant culture around fisheries and this is an issue I will continue to investigate more.

Alicia

Ready, Willing & Able

Module 4 Post #5

Cora J. Voyageur 2001 papers written in the Journal of Distance Education titled: Ready, Willing, And Able: Prospects For Distance Learning In Canada’s First Nations Community, outlines how online learning shows great promise for many remote First Nation Communities. Voyageur’s (2001) research found that many First Nation communities had the required technology and the community members wanted to engage in online learning.

I have learnt during this course and during my research for my final paper that Aboriginal people have an immense connection to family, culture, environment and their community and so having to leave their communities to participate in post secondary schooling is very difficult for them. The below quote from Voyageur (2001) highlights the potential for online learning:

“the educational attainment levels of First Nations people in Canada lags behind that of mainstream society. Because many reserves are in rural or remote areas, attending postsecondary institutions has meant leaving the community. However, advances in information technologies and distance education program delivery mean that First Nations people can obtain postsecondary educational credentials without having to leave their home communities.”

Voyageur, C. (2001). Ready, Willing, And Able: Prospects For Distance Learning In Canada’s First Nations Community. The Journal of Distance Education, VOL. 16, No. 1, 102-112. Retrieved from: http://www.jofde.ca/index.php/jde/article/view/174/131

Cheers,

Greg Campbell

Measuring Success In First Nations, Inuit And Métis Learning

Module 4 Post #4

The below article, Measuring Success In First Nations, Inuit And Métis Learning, by Paul Cappon (2008) provides some startling facts and some insight into Aboriginal learning.

Cappon (2008) describes how there are many barriers that are affecting First Nations, Inuit And Métis Learning including but not limited to:

–          In 2001 4 out of 10 Aboriginal children under 15 lived in low income families

–          Nearly ¼ of Aboriginal children lived in substandard housing

–          Suicides rates from Aboriginal youths are 5-7 times higher than national averages

Cappon (2008) also mentions that in “2006 almost 48 percent of Aboriginals were under the age of 24” and in the next 15 years an estimated 300,000 Aboriginal youths will enter the work force.

Cappon (2008), further highlights some of the key attributes to of Aboriginal views on learning including:

–          It is holistic

–          It is life long

–          It is experimental

–          It is rooted in Aboriginal languages and cultures

–          It is spiritually oriented

–          It is a communal activity

–          It integrates Aboriginal and Western knowledge.

To learn more about this topic please see:

Cappon, P. ( 2008). Measuring Success In First Nations, Inuit And Métis Learning. Policy Options. Retrieved from: http://www.ccl-cca.ca/NR/rdonlyres/0D0A5FA7-1191-43D9-A46D-F13D7C9BECAB/0/Cappon_PolicyOptions.pdf

Cheers,

Greg Campbell

web-delivered learning with aboriginal students

Module 4 Post #3

In their paper titled:  The effectiveness of web-delivered learning with aboriginal students: Findings from a study in coastal Labrador http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/545/268,

Philpott, Sharpe & Neville (2009) present their findings from their research study that looked at e-learning for Aboriginal students in five coastal communities in Labrador, Canada. The “study provided evidence of the importance, usefulness and learning benefits of web-delivered instruction as a viable alternative to face-to-face instruction for aboriginal students in rural, isolated contexts. ” I found the study very informative and the data they collected overwhelmingly pointed to the need and the importance for e-learning in the remote First Nation Communities. This study should be read by anyone who is thinking about or researching the benefits of e-learning for remote First Nation communities.

Philpott, Sharpe & Neville (2009). The effectiveness of web-delivered learning with aboriginal students: Findings from a study in coastal Labrador. Retrieved from: http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/545/268

Cheers,

Greg Campbell