Module 4.

1. Indigenous Perspectives on Globalization: Self-Determination Through Autonomous Media Creation. The site title above is self-explanatory. This is a site which gives information on the challenge experienced by  indigenous communities and the powerful influence of technology. Here is an excerpt;

“Media creation today is more powerful than ever before because of the far-reaching influence of new technologies intricately connected to the forces of globalization. There have been astronomical advances in the area of satellite technology and telecommunications making the world seem smaller by enabling the citizens of the globe to communicate through various media on a level never before known. While these technological advances present new opportunities for Indigenous communities to build platforms for autonomous media representation, the realities of accessing significant telecommunications technology and airtime is the challenge.

http://globalautonomy.ca/global1/summary.jsp?index=RS_Tabobondung_MediaCreation.xml (Retrieved, November 7, 2012)

2.This is a great site. It presents information on traditional knowledge and culture in indigenous communities.

“The Traditional Knowledge Information Portal has been developed in order to promote awareness and enhance access by indigenous and local communities to information on traditional knowledge, innovations and practices relevant for the conservation and sustainable use of biological diversity. (http://www.cbd.int/tk/. Retrieved November 7, 2012)

3. The Aboriginal Media Lab is an excellent example of the use of technology by Aboriginal people.

“Reflecting on the traditional role of storytellers and artists in our communities, the Aboriginal Media Lab merges art, scholarly research and media to contribute to the strength of Aboriginal cultures and to help build inclusive communities, where all individuals are valued and have the resources to live creative, purposeful lives. The Aboriginal Media Lab provides environments to foster innovation in the area of academic research, media exploration and community-development.

The AML promotes understanding of Aboriginal knowledge by encouraging Aboriginal-based ideas, research methodologies and new media tools ensuring we all have a stake in how our knowledge is maintained, reframed, seeded, grown, asserted and shared. Through think-tanks, research projects, new media experiments, media productions, journals and other means of exchange and communications, the Aboriginal Media Lab (AML) seeks to inspire new relationships in the production and analysis of Aboriginal knowledge, history and media”

(http://www.aboriginalmedialab.com/web/. Retrieved November 7, 2012)

4. The site below is a very interesting one. It allows aboriginal communities to save their collected information such as maps of land, diagrams etc.

The acronym LOUIS  means:  Land Occupancy and Use Information System

‘Indigenous communities in Canada have produced thousands of cultural reports and maps over the past 40 years that endeavour to show the ways in which their territories are critical to their survival. All too often, once reports or maps have been used for their immediate purpose they are lost or forgotten and the community never benefits from that research again. If information is lost or difficult to access, the result can be the repetitive and unnecessary gathering of the same information.

LOUIS is a new tool that allows any community to easily bring together all of its cultural research – both text and maps – and archive it in a single, secure format to ensure information is accessible and usable, and nothing is lost”

(http://aproposinfosystems.com/products/louis/ Retrieved November 7, 2012)

5. The site below is another great example of the use of technology by Indigenous people.

“As indigenous peoples around the world face extreme climatic events that threaten their livelihoods and well-being, responses that stem from indigenous knowledge, experiences, wisdom and world views are urgently needed. The Indigenous Peoples’ Bio-cultural Climate Change Assessment Initiative (IPCCA) has emerged as an innovative response, bringing together indigenous knowledge and science in a process which links bio-cultural realities with complex global processes. Use of bio-cultural methods and tools involve communities from around the world in the assessment of climate change and local well-being and the development of evidence-based responses for climate change adaptation. We believe that indigenous adaptation processes must continue nurturing bio-cultural diversity in order to build resilience and better respond and adapt to the changes we face” ( http://ipcca.info/ Retrieved, November 7, 2012)

Module 3

On reading Learning Module 3 and venturing on the www.worldbank.org/afr/ik/what.htm site, I saw where Indigenous Knowledge (IK) is being used in many African countries with positive results. I wanted to know how IK is applied here in North America and what the reactions of Indigenous people are. So I decided to do research on IK here in Canada. Below are some of the sites I found.

1.The site below is the Aboriginal Education Research center which offers a variety of information on the development and achievements on IK in Canada.

“Educational Decolonization is a key activity of the Aboriginal Education Research Centre. Through the development of innovative research projects with diverse partners, AERC is exploring many facets of Aboriginal education as it develops vibrant ethical dialogic processes and results that contribute to increased success for Aboriginal learners” (http://aerc.usask.ca/ Retrieved November 7, 2012).

Below are the objectives and achievements of the AERC.

The Aboriginal Education Research Centre (AERC) at the University of Saskatchewan emerged as a response to the College of Education’s desire to create and coordinate research activity concerning First Nations, Métis and Inuit education. Established as the number one developmental priority in the College of Education’s 2003-2007 Integrated Plan, AERC seeks to achieve the following goals:

•Research and study the needs of Aboriginal student populations, successful pedagogy and practices, and experimental methods to assist in shaping future policy and directions of provincial and band schools;

•Improve the educational capacity of schools to retain and meet the needs of Aboriginal students, while improving the knowledge and sensitivity of other students and school staff to Aboriginal Peoples;

•Develop supportive partnerships with Aboriginal communities, Elders, institutions and organizations;

•Build local and Canadian capacity to value and learn from the knowledge and educational practices of diverse Aboriginal Peoples;

•Mobilize knowledge and practices among educational institutions through dialogues, conferences, publications and electronic resources on Aboriginal education;

•Develop research activities as decolonizing sites to improve Indigenous education across disciplines, across Canada and internationally;

•Dialogue with Aboriginal communities to develop collaborative protocols and practices for ethical research, learning and teaching;

•Support and enrich graduate students and faculty in scholarly interests and research in Aboriginal education;

•Create local, provincial, national and international partnerships with other pre-eminent universities and groups.

AERC offers synergistic activity around Aboriginal education through respectful dialogues with representatives of diverse Aboriginal organizations and communities.  Collaborative partnerships include scholars, students, Elders, and others who wish to address transformative educational theory, policies, practices and praxis. AERC activities are intended to improve education experiences of Aboriginal Peoples, as well as broaden research capacity in the College of Education. (http://www.ccl-cca.ca/ccl/aboutccl/knowledgecentres/AboriginalLearning/AboutUs/index.html. Retrieved November 7, 2012)

2.The site below is organized solely by first Nation people for the enhancement of education among First Nation community.

Below are the objectives of the Consortium:

The First Nations Adult Higher Education Consortium (FNAHEC) is composed of ten Indigenous colleges and institutional members in the provinces of Alberta and Manitoba. FNAHEC is founded on the premise that it is First Nations people’s own infrastructures and mechanisms that will comprehensively address the development needs of constituent First Nations through the promotion and enhancement of respective cultures.

Since the founding of FNAHEC, members have collectively or individually established linkages and partnerships with Aboriginal groups and various other agencies and institutions (both Aboriginal and non-Aboriginal) that focus on Aboriginal learning. FNAHEC has also reached out to establish relationships and affiliations at the international level, for example with the American Indian Higher Education Consortium and with the World Indigenous Nations Higher Education Consortium and its Board of Affirmation (Accreditation).

Members of FNAHEC have been directly involved in education conferences and other major Aboriginal events. For example, FNAHEC hosted the 6th World Indigenous Peoples Conference on Education (WIPCE) in 2002, which was attended by 3,500 people from 26 countries. These various initiatives have contributed to the design and implementation of programs, courses and services to address some of the remaining gaps identified.

Members of FNAHEC have also taken the civic responsibility to offer a wide range of workshops and seminars which address the needs of all learners, including Aboriginal and non-Aboriginal learners. It is important to FNAHEC that the initiatives of the Aboriginal Learning Knowledge Centre mesh with those of FNAHEC as a vehicle for knowledge exchange, when promoting standards of excellence and also when contributing to the effective resolution of Aboriginal learning issues. As such, the Knowledge Centre’s strategic plan reflects the objectives toward which FNAHEC strives. (http://www.ccl-cca.ca/ccl/aboutccl/knowledgecentres/AboriginalLearning/AboutUs/index.html. Retrieved November 7, 2012

http://www.fnahec.org/

3. I found this site from the Government of Canada out lining the differences between  western knowledge and indigenous knowledge. The site also has a very interesting graph showing the factors influencing traditional knowledge and western knowledge.  The site also has various links such as:

■Why Protect Traditional Knowledge?

■How to Protect Traditional Knowledge

■Limitations of the Intellectual Property Rights Regime in Protecting Traditional Knowledge

■International Initiatives to Protect Traditional Knowledge

http://www.parl.gc.ca/content/LOP/ResearchPublications/prb0338-e.htm (Retrieved November 7, 2012)

4. This is another very interesting site from the Heritage department of Canada giving information on Indigenous Knowledge. It also has many links to information on the endeavors of indigenous people in using their traditional knowledge and sharing with the western society. Below is an excerpt from the site:

“However, Indigenous Knowledge is not confined to knowledge of the physical sciences. It is spiritual as well as ecological and embraces ways of knowing that are sometimes characterized as cultural or artistic. Viewing Indigenous Knowledge through categories such as art, science or culture, however, tends to fragment its inherent unity. As Greg Young-Ing describes it, the Traditional Knowledge of Indigenous peoples;

…encompasses a broad range of Indigenous knowledge ranging from: ancient stories, songs and dances; traditional architecture and agricultural; biodiversity related and medicinal, herbal and plant knowledge; ancient motifs, crests and other artistic designs; various artistic mediums, styles, forms and techniques; spiritual and religious institutions and their symbols; and various other forms of Indigenous knowledge” http://www.pch.gc.ca/eng/1288012803946/1288012803948. (Retrieved November 12, 2012).

5. The site below informs visitors to the meaning of Indigenous knowledge. I believe it is from an aboriginal perspective. The site provides excerpts of short films of indigenous people, their religious ceremonies, arts and craft, etc.

http://www3.nfb.ca/enclasse/doclens/visau/index.php?mode=theme&language=english&theme=30664&film=11810&excerpt=612091&submode=about&expmode=1

Module 2

1.This is an interesting site which shows the importance of indigenous knowledge in our society.

Below is an excerpt from the site

“What is Indigenous Knowledge (IK)?

Indigenous Knowledge (IK) is generally understood as knowledge which is unique to a given culture, society or community and which is deeply rooted in cultural traditions, values and belief systems. Indigenous knowledge is a complex system of knowledge which draws on hundreds of years of wisdom and experience. These knowledge systems are dynamic, changing with the addition of new information. Because it is based on experience, each culture, society or community will have a system of knowledge that is distinct from all others. The transmission of this knowledge from generation to generation can be through the use of traditions such as songs, stories, dreams and legends. Ecological methods, crafts, songs, foods, medicines, art, dance and music are all drawn from Indigenous knowledge”

http://socserv.socsci.mcmaster.ca/ihrktn/knowledge.htm. (Retrieved, November 7, 2012)

2.This site is about Indigenous Knowledge exchange. The site gives an overview of the program and the various topics that will be covered in the programs.

http://www.ipy2012montreal.ca/program/indigenous.php

3. This site informs us of the link between Indigenous knowledge and society.

The site entitled; The role of the participatory web for indigenous knowledge, gives information on Indigenous Knowledge and Social media, IK and Technology, etc.

http://www.web2fordev.net/home/1-latest-news/88-the-role-of-the-participatory-web-for-indigenous-knowledge (Retrieved November 7, 2012).

4. In my research I found this very interesting site, owned by 100% aboriginals who are using technology to enhance education in the community among youths, women, and the elders.  Invert media is an interactive web based program. The site has links to short films of a variety of work done by the group especially among the aboriginal youths in the communities. Below is a quote from the site

“Invert Media’s work is based on respect for indigenous knowledge.  Cultural and community sources of knowledge are recognized and meaningfully engaged.  Great care is taken to ensure that Indigenous knowledge frameworks are not watered down or compromised”

http://www.invertmedia.com/about-us.html (Retrieved, November 7, 2012).

5. This is a UNESCO site which shows how technology is used to preserve cultural traditions, languages, etc. The site is entitled Reinforcing the transmission of Mayangna culture, knowledge and language.

http://www.unesco.org/new/en/media-services/single-view/news/reinforcing_the_transmission_of_indigenous_culture_knowledge_and_language/

Aboriginal Youth Learn about Science and Technology at National Science Camp in Nunavut

The site below is from the Government of Canada Aboriginal Affairs and Northern development of Canada. It tells of the experiences of Aboriginal youth’s involvement in a science and technology camp which the organizers hope will “inspire them to consider science and technology as a career. The aspect I like about this camp is that it “blends western science with Inuit traditional knowledge” giving the youths experiences from both cultures.

Since this is a site for Aboriginal affairs, it has links to other sites which will give information on cultural traditions, communities, the economy, etc.

http://www.aadnc-aandc.gc.ca/eng/1312993954643/1312994422679

Digital technology for Indigenous Empowerment

The site below shows one of Ethiopia’s tribal communities, the Morsi, use the camera as an empowerment tool for the people in this indigenous community.

The camera is used to show the world the richness and the struggles of this culture. This a positive attribute of the use of technology.

The site has others links bot of note is the link International Funders for Indigenous People 11^th Conference.

http://www.christensenfund.org/2012/09/05/digital-technology-for-indigenous-empowerment/

The Art of Engaging Indigenous Youth Via Social Media

I especially like the site presented below as it shows and give pointers on how to engage indigenous youths in the use of technology without creating a social divide.

The site also has links to other information relating to indigenous youths.

http://www.youthpolicy.org/health/2012/07/13/the-art-of-engaging-indigenous-youth-via-social-media/

Building Community through Digital Storytelling Program

During my research, I found this site for the Royal Roads University which has a class that uses technology in digital story telling. “Digital Story connects technology and youth to story and Elders through collaborative projects that bridge traditional knowledge with contemporary learning. This unique project provides ideal opportunities for participants to acquire and demonstrate essential skills critical for learning and succeeding in the 21st century”

The site also has links to other programs based on Indigenous relations.

http://www.royalroads.ca/about/aboriginal-relations/building-community-through-digital-storytelling-program

Indigenous Youth Tracking Their Peoples’ Futures

The site below demonstrates how technology is used by the youths in this South American Indigenous community to reclaim ancestral land. “Indigenous youth are now mapping out the future for their people and delineating their past, in part by using GPS technology to document their peoples’ legal cases to reclaim their ancestral lands”
the site also has links to other information on Indigenous communities in South America.

http://www.cwslac.org/indigenous_youth_tracking_their_peoples_futures-L2cX31.html

Indigenous Youths, Technology, and Traditional Culture

This is my first venture in acquiring an in-depth knowledge of indigenous people. I do not have much experience in working with indigenous people; however, as an educator I work with students from different cultural ethnicity. My research therefore will be based on youths and the impact of technology. Given our present globalized world with western ideologies preeminent in our society, I want to know more about indigenous youths, their perspectives on technology, and its impact on their traditional culture; hence my research topic, Indigenous Youths, Technology, and their Traditional Culture.

Technology appears to be very influential in our modern society. This seems to be even more so among our youths, as youths use the internet for games, studying and socialization. Youths also are prone to peer pressure and want to be very much in mode among friends. The emphasis placed on acquiring knowledge on technology is slowly seeping into indigenous communities and the youths are drawn into this ‘new’ development.

While, there can be positivity in using modern technology in maintaining and documenting cultural traditions, the risks of losing the traditional face-to-face communications among indigenous people appears high as indigenous youth are becoming more and more intrigue by technology.

That being said, I would like to explore the impact technology has on indigenous youths and their cultural traditions.

P. Morris

Our school district Cultural Coordinator has shared many resources with me over the years. One of the most recent was the book, Anishnaabe World: A Guide for Building Bridges between Canada and First Nations written by Roger Speilmann. This is an enjoyable and  humorous read. Written in 2009 this survival guide includes chapters such as “Everything You Always Wanted to Know About Treaties (But Were Afraid To Ask)” and “Native Humour and Why Canadians Often Don’t Seem to “Get It””.

Roger and his family lived in Pikogan, an Anishnaabe community in northwest Quebec, for 11 years. All author royalties from this book are donated to the Native Students Association at Laurentian University.

This book has been held by many hands in our school district and gifted from one aboriginal support worker to another and then to me. I am wondering who I will next share it with.

With the country’s and world’s attention on the Attiwapiskatt reserve, do you feel that we are at a tipping point? How can we sustain the attention of our citizens and government to the issues of these struggling communities. Now that the Red Cross has moved in to one of our own communities in absence of flood, fire, earthquake . . . surely this must be a wakeup call? Perhaps we need to support the Red Cross so that the organization can afford to move into other communities. I don’t intend for my support to the red cross to take responsibility off of our government’s shoulders but to shame the government into action.

Those of you who are living outside of North America. Are you receiving much news of this situation? “The government continues to blame the victim.” Shameful! For those of you not living in Canada below are a couple of links.

Peter Mansbridge will have an extended interview airing this weekend on One on One with Shawn Atleo – the national chief of the assembly of first nations.

Eight minutes of the interview is shared on The National – 20:58 – of the broadcast.

http://www.cbc.ca/video/#/News/TV_Shows/The_National/1233408557/ID=2172409833 http://www.cbc.ca/video/#/News/TV_Shows/The_National/1233408557/ID=2172409801

This important book was published in May 2011 as the Alaska Native Knowledge Network prepared a collection of essays derived from articles first published by the Alaska Rural Systemic Initiative’s (AKRSI) newsletter publication Sharing Our Pathways. The primary purpose of AKRSI was to systematically document native ways of knowing, the Indigenous knowledge systems used by Alaska Native people and use this information to develop curricula to be taught in Alaska’s schools. Sharing Our Pathways: Native Perspectives on Education in Alaska was edited by Ray Barnhardt and Angayuqaq Oscar Kawagley. Dr. Barnhardt is Director of the University of Alaska Fairbanks Cultural Studies Department. The late Dr. Kawagley, who passed this April, conceived the notion of using indigenous methodology to teach students in the schools. Kawagley and Barnhardt worked closely together for many years to foster the use of cultural and curriculum resources developed by AKRSI. Sharing Our Pathways is broken into five pathways to education that each represents values held by the Athabascan, Iñupiaq, Tlingit/Haida, Unangan/Alutiiq and Yup’ik/Cup’ik peoples.

In this article, the author Lousie Amways (2007) explores the cultural beliefs, values and practices of indigenous people. She discusses how these systems have contributed to the sustainability of the culture and to their lives in general. Focusing on the needs of the children, she addresses the important role of the school in maintaining cultural values and practices. She further points out the need for support and respect for the people and a safe place in which to continue their cultural practices in a traditional society.  The article outlines the destructive influence of interaction with traditional society and advocates for the strengthening of culture. Her presentation on suggested strategies for the classroom in helping to build strong identity in the children as well as reinforcement activities to strengthen the culture gives insight into the existing challenges of the education system to meet the needs of different learning communities, especially the indigenous people.

http://www.louisesamways.com.au/pdf/CulturalValuesVsPractice.pdf

This organization is the brain child of the College of Education designed to generate research activities in Aboriginal education. Geared mainly towards the people of Saskatchewan, the center focuses on achieving success in the teaching and learning activities of that community. Through collective partnership of different stakeholders in education they aim to build a better united force within the community. Through the Centre’s course offerings and capacity training exercises it is hope that they will transform education and stimulate aspirations among Aboriginal people and let their voices be heard and understood across the wider landscape of society.

The site demonstrates its mandate with the provision of a wealth of resource material, up to date information on happenings in the region, photos, articles, research material and a host of other valuable information including links to various university programs and associations within the region.

http://aerc.usask.ca/decolonization.html#_ftn1