http://eec.edc.org/cwis_docs/NEWS_ARTICLES_JOURNALS/marshall_james.pdf

JAMES D. Educational Philosophy and Theory, Vol. 32, No. 1, 2000

This site may not be appropriate for module #4 – however, I did think it was interesting and wanted to post the information.

This article examines the introduction of technology within the Maori people within the New Zealand curriculum framework. It highlights the nature of technology and the issues in implementing this paradigm within a Western idealized education system when dealing with the aboriginal people of New Zealand. The author highlights that there has been little to no  research done on the impact or nature of technology on aboriginal people or the resulting influence on the people and their culture.

http://www.ldb.org/indheal.htm

Lori A. Colomeda & Eberhard R. Wenzel

This site examines the indigenous cultures and the impact that the present day has on traditional lands and ways of life. It examines present day life on indigenous health and health issues. It compares indigenous education to the Western linear education system that is presently taught. Cultural contexts and values need to be taken into account when examining indigenous health and education.

http://www.esf.edu/nativepeoples/weaving.pdf

May 2002 issue of Bioscience

“Traditional ecological knowledge can be a source of new biological insights and potential models for conservation biology and sustainable development.”

This article calls for traditional ecological knowledge to be incorporated into curriculum to encourage participation from aboriginal people and increase collaborative relationships. It helps to recognize the contribution of traditional ecological knowledge on today’s society and educational system.

http://www.scidev.net/en/policy-briefs/raising-awareness-of-indigenous-knowledge-in-scien.html

“Over recent years, a greater awareness of indigenous knowledge has increasingly been linked to global sustainability.” This article highlights indigenous knowledge amongst science and technology education and recognizes indigenous knowledge within a scientific context. It highlights the impact of Western education on indigenous knowledge, and lobbies for a collaborative educational relationship.

http://www.ienearth.org/cits.html

“A network of Indigenous Peoples empowering Indigenous Nations and communities towards sustainable livelihoods, demanding environmental justice and maintaining the Sacred Fire of our traditions.” This site promotes education and awareness and mobilizes individual’s consciousness surrounding environmental issues. It has international support and recognition as it rallies behind environment and global issues.

Written in the McGill Journal of Education, Fall 2002 by Jeff Orr, John Jerome Paul, Sharon Paul

http://findarticles.com/p/articles/mi_qa3965/is_200210/ai_n9087613/pg_5/?tag=content;col1

This article discusses how three educators from a Mi’kmaw background in Nova Scotia are trying to decolonize the European school system by bringing awareness and indigeonous knowledge to the students.  Decolonization through Aboriginal ‘cultural practical knowledge’ which is dessiminated through the school system is the focus of this story. These women are attempting to highlight aboriginal knowledge and bring attention to the decolonizaton movement.

“Many educators agree that [the] honoring of Aboriginal cultural knowledge is one of the most significant ways schools can be more responsive to Aboriginal students’ needs”

http://www.unhcr.org/refworld/pdfid/469cbf970.pdf

By Michael A. Bengwayan  for the Minority Rights Group International (MRG).

This book examines the threat that indigenous people in Asia face on a daily basis – loss of land, resources and reserves. Another threat is to their collective knowledge. Multinational companies are commercializing their cultural practices and images for resale and the tourism industry. This document discusses the protection of indigenous rights at the UN/international level. This article identifies the gaps between international discussions and the local/regional level issues. It highlights the struggles of Asian people in protecting their intellectual property rights. It provides clear case examples from all over Asia.

Authors: Stephen A. Hansen and Justin W. VanFleet for the  American Association for the Advancement of Science (AAAS) Science and Human Rights Program

http://shr.aaas.org/tek/handbook/handbook.pdf

This book examines the definition of intellectual property rights and traditional knowledge. It reviews the protection rights of knowledge holders and delves into registries, patents, informed consent and case examples. This book provides a good guideline for any researcher who is about to undertake studies amongst aboriginal peoples.

http://www.ifad.org/english/indigenous/pub/documents/Indigeknowledge.pdf

This paper reviews how indigenous knowledge can be used to document imperative information, like botanical records, without loosing community ownership of the knowledge.“In 2003-2004, an ethnobotanical documentation project was conducted in the Subanencommunity in Lakewood, Zamboanga del Sur, western Mindanao in the Philippines”. The indigenous peoples recognized that their knowledge was at risk for being lost. This paper describes how delicate information was handled with cultural sensitivity. There was a multi-disciplinary approach which included the local indigenous tribal experts. This paper is a good example of collaboration with the local indigenous peoples.

http://minwaashin.wordpress.com/2010/05/19/the-role-of-art-in-decolonization-and-healing-from-history/

The Aboriginal Women’s Support Centre

The Role of Art in Decolonization and Healing from History

I thought this blog brought about an interesting concept – that of art helping to educate and heal . This little article tells how a dozen aboriginal artists made the trek to Paris to open an art Paris/Ojibwa exhibit. The author tells how the artist “…has deconstructed history in order to bring integrity, honour and healing from what he terms, “the ravenous gaze of pending disappearance.”. The author explains how history has been ‘rewritten’ an an effort to bring about public awareness and recovery. A large part of decolonization is public awareness and personal knowledge – which this exhibit will offer to everyone.

For further picutres on this exhibit please see http://www.minlodge.com/admin/library/ParisOjibwa%20article.pdf