Category — Module 1

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

This site Cultural Survival has as its motto, Partnering with Indigenous Peoples to Defend their Lands, Languages and Cultures. The article presented on this particular link looks at “The internet and the indigenous people”. It was written by Jean Armour Polly who provided details on her contribution in getting The Oneida Indian Nation’s Territory on the Web. Information on the Oneida Indian Nation website and details on the happenings and experiences there paints a picture of hope in technology offering indigenous people the chance to have their voices heard.. The offering of a virtual tour and the opportunity to listen in on stories told in the native tongue were just a few of the things highlighted to show how much of an impact the computer and internet is having on the indigenous people. An excerpts of an interview conducted with native elders adds to the authenticity of the site as well as the accurate representation of the peoples story.

http://www.culturalsurvival.org/ourpublications/csq/article/standing-stones-cyberspace-the-oneida-indian-nations-territory-web

The Interinstitutional Consortium for Indigenous Knowledge (ICIK) , is located in the College of Education at The Pennsylvania State University. ICIK forms part of the global network of more than 20 indigenous knowledge resource centres in different parts of the world. The site facilitates communication and collaboration among communities. A wealth of information particularly oral traditions which form a key part of the indigenous peoples knowledge based have been properly documented and now provide answers to many of the world’s problems The site highlights the usefulness of documentation and recorded history to a globalized economy which offers a platform and launching pad for indigenous knowledge to once again rise to prominence . Globalization triggers large impacts and with sites such as ICIK, it is hoped that the resulting impact from this interaction will be positive. Te site has a rich resource base offering links to many articles and other resources, making this site an essential center of interest.

http://www.ed.psu.edu/icik/

This webpage is a part of the World Council of Churches website and in keeping with their mandate to reach the world and draw Christians together, they are intimately involved with the lives of all people from all walks of life. This article written by Raymundo Rovillos, looks at the issues that prompted change in the education system of the indigenous people. He looks what the attempts of globalization and colonization brought about  in the name of consolidated global power. He reveals evidence of educational inequalities which led to the marginalization of the indigenous people. The United Nations intervention is then highlight as the initiative that sparked hope in the people and encouraged them to regain their cultural origins and rights.

http://www.wcc-coe.org/wcc/what/jpc/echoes-16-02.html

The National Aboriginal Health Organization (NAHO) as the name suggest, focuses on the promotion of health and well-being of indigenous people. It is a non-profit organization geared towards achieving holistic development of indigenous people through individual and group/community support. The aim of the site is for knowledge sharing, thus empowering the people. Complete with links, publication, video, up to date news and other resources users will have a rich and rewarding experience once they have interacted with the cite offerings. Navigation is easy and the information provided offers guidance and help all disadvantaged groups

http://www.naho.ca/about/

The Department of Education, Employment and Workplace Relations (DEEWR) is a vision of the Australian Government. The website echoes the mission of the government to reduce the disadvantages faced by indigenous peoples in terms of schooling and education. By navigating the website, viewers are able to find details information on the many course offerings available, become aware of the different school help programs as well as see the many activities and resources available. Links to forums, news, articles and many other related topics are available.

http://www.deewr.gov.au/Indigenous/Schooling/Pages/default.aspx

First Nations Holistic Lifelong Learning Model

Through discussions with First Nations education professionals, researchers, and community experts, the Aboriginal Learning Knowledge Center, a branch of the Canadian Council on Learning, presents a framework for assessing the success of lifelong learning using a First Nations holistic model. This model honours the First Nations view that learning is an organic and reflective process that emphasizes the cyclical interconnectedness of life and the importance of sustaining it, while acknowledging and incorporating the presence of Western knowledge. It connects opportunities for lifelong learning to individual well-being and collective well-being that is further nurtured by mentors within the community.

The Story of the Masks

Sponsored by the Virtual Museum of Canada, The Story of the Masks is authored by the Kwakwaka’wakw people of the Northwest Coast of British Columbia. Identified collectively as the Kwawkewlths by Indian Affairs and as the Kwakiutl by anthropologists, the Kwakwaka’wakw people are comprised of distinct groups living in different locations, but who speak the Kwa„wala language.

Within this site, the role the masks played in Kwakwaka’wakw society is explored using the collection of masks on exhibit at the U’mista Cultural Center at the Nuyumbalees Museum in Alert Bay, British Columbia. Understanding the legend behind each type of masks and the ceremonies that they were a part of is a central theme that illuminates the significance of the masks to Kwakwaka’wakw communities and the preservation of their identity and heritage. The importance of the masks is reflected in how they are integrated into Potlatch ceremonies, a historical, social, economic, spiritual and educational pillar for Kwakwaka’wakw communities. Although the Canadian government’s attempts to undermine this ceremony, as it was viewed to be in opposition to assimilation policies, led to the Potlatch being outlawed in 1885, the Story of the Masks shares the Kwakwaka’wakw people’s continued story of cultural survival.

Diagram for Ojibwe Curriculum (4 Directions Teaching, 2006)

Elder LillianPitawanakwat shares the sacred teachings of the Medicine Wheel in this article on Ojibwe/Powawatomi teaching. Although her focus is on Ojibwe knowledge, she also points out that across First Nations groups, these teachings are basically the same. Each of the Seven Sacred Directions has seven teachings, which in turn have sub-teachings as well. The Four Cardinal points within the seven directions remind individuals of the need for balance in their lives as well as within themselves. Along with the Seven Stages of Life – from birth to death – we can also find the Seven Grandfather Teachings that provide the gifts of honesty, humility, courage, wisdom, respect, generosity and love.