Category — Connection to Research Topic

Aboriginal Affairs and Northern Development Canada
www.aandc-aadnc.gc.ca

AANDC envisions a future in which indigenous communities are healthy, self-sufficient, and prosperous – ” a Canada where people make their own decisions, manage their own affairs and make strong contributions to the country as a whole.”

This site provides a wealth of resources, including (but not limited to):
– Arts, Culture, and Heritage
– Acts, Agreements, and Land Claims
– Education
– Environment and Natural Resources
– Social Programs

Module 2 Entry #1- Challenges of Preserving Traditional Languages

My interest was peeked due to a documentary (Endangered Speech) I saw about how the Inuktitut language is being lost in the Canadian arctic as older generations pass on. The documentary focused on the different approaches in preserving the language, between Greenland and Canada and highlighted some challenges of preserving any cultural traditions where there are variations and differences of opinion.

Because Inuktitut was a spoken language, there have been challenges preserving the language. Several written versions have been recorded, but there is variation due to the extent of the distances from Alaska to Greenland, the various dialects, and in some instances the written text were done by missionaries of European descent.

In Greenland, they have been very successful in preserving the Greenlandic (Inuktitut) language by taking some difficult steps. They decisively acted to standardize the text to enable a greater number of print materials to be produced to help teach the young people. By standardizing the writing system they only learn one alphabet. Even though there are many dialects, there is only one official written dialect.  The “youth are Confident in identity and secure in their culture thanks to the foresight of the previous generation”.

In Canada, it has been much the opposite. There are fewer and fewer Inuktitut speakers and they have been unable to come to a compromise to select one writing system. The Elders are resistant to change and concerned about losing their dialects, or choosing one writing system.

To view the documentary:

http://www.cbc.ca/archives/categories/society/education/an-inuit-education-honouring-a-past-creating-a-future/to-save-a-language.html

Module 2 Entry #2- Using Technology to Preserve Traditional Languages

FirstVoices

FirstVoices is a web based tool and service that enable First Nations communities to preserve and promote their languages. “FirstVoices is a suite of web-based tools and services designed to support Aboriginal people engaged in language archiving, language teaching & culture revitalization.

FirstVoices archives over 60 First Nations languages, and there is a “Language Tutor” that allows students to record their own voice and compare it to the examples.

I became aware of the project several years ago, when working in technology assisted learning unit of our department of education. It presented difficulty in our schools as fonts and keyboards were problematic in terms of being able to write the languages of Northern Yukon First Nations languages due to extensive use of diacritics (or accents above and below a letter that gives it a different sound).

What is most interesting is the fact that it touches on the debate to share their language, or keep it within the First Nations’ community so that only descendants have access to learning the language.

“Some language archives at FirstVoices are publicly accessible, while others are password protected at the request of the language community.”

Introduction video: http://vimeo.com/10041997

Module 2 Entry #3- Preservation of Traditional Knowledge to Protect its Sovereignty

The Traditional Knowledge Digital Library www.tkdl.res.in

A database of traditional knowledge (medicinal practices, traditional foods, etc.) in India that gives legitimacy and protection to traditional information that otherwise might be scooped up and patented by profiteering groups outside of India. By developing accessible archives of traditional practices, India is better equipped to defend their ancient use of these traditions and knowledge. Because much of this traditional knowledge was passed down orally from generation to generation, it was very difficult to prove its origins.

“Documentation of this existing knowledge, available in public domain, on various traditional systems of medicine has become imperative to safeguard the sovereignty of this traditional knowledge and to protect it from being misappropriated in the form of patents on non-original innovations, and which has been a matter of national concern. India fought successfully for the revocation of turmeric and basmati patents granted by United States Patent and Trademark Office (USPTO) and neem patent granted by European Patent Office (EPO).”

Module 2 Entry #4- Traditional Knowledge: Collection, Preservation, Protection and Access

 SlideShare presentation by Dr. H.K. Kaul- Director, DELNET, New Delhi

Module 2 Entry #5- United Nations University- Traditional Knowledge Initiative

http://www.unutki.org/

“aims to promote and strengthen research on traditional knowledge (TK) of indigenous and local communities conducted from a global perspective, grounded in local experience.”

Institute seeks to contribute to:

• change mindsets and paradigms about the role of TK in our society and in key sectors such as academia, government and business;
• increasing the recognition and importance of TK;
• developing the application of TK in a broad range of contexts (e.g. ecosystem management and biotechnology);
• developing strategies for the preservation and maintenance of TK; and facilitating the development of the capacity of indigenous communities to conserve and apply their knowledge in an increasingly globalized economy.

Weblog#2: Entry #5

Check out the video at the bottom of this site. In collaboration with the written text of the webpage, the video seems to pictorially tell a story of how the city of Victoria, BC and it’s surrounding 9 Coast Salish FN Bands have created a uniquely Northwest FN, British/European, and Asian community. Interestingly, there is no dialogue or voiceover. Be forewarned, the video was produced in partnership between the Province of BC, Tourism Victoria and the Victoria Conference Centre. As a result, everything is presented with a slight air of picturesque, romantic perfection, which I guess is important if you want people to visit. Needless to say, none of the unsavory aspects of Victoria made the video 😉

Weblog #2: Entry #4

In my attempt to refine my understanding of how different FN communities define culture I happened upon this Federal 2004 report by the Strategic Research and Analysis Directorate Indian and Northern Affairs Canada which aimed to do 4 things:

1. [Identify] prosperous First Nations communities which could serve as role models and sources of best practices for less developed communities.
2. [Identify] those communities whose particularly serious socio-economic difficulties demand immediate attention.
3. [Create a] system of scores can be used in myriad other research projects to expeditiously and cost-effectively assess the determinants and correlates of wellbeing in First Nations communities.
4. [Examine] wellbeing in First Nations communities relative to other Canadian communities.

At first I was surprised by the fact that such a report existed but then I quickly bought into the need to establish present benchmarks upon which future research could be compared and referenced. Recognizing that this 2004 report was based on 2001 data, it seemed logical to me to expect subsequent reports deriving from the 2006 and 2011 censuses. I would estimate that completed reports would be published in 2009 and 2014 respectively as per the 3-year research and publishing window of the 2001 census and 2004 report. I have not been successful in finding any such reports. As a result, the following questions have emerged in my mind:

1. Did Strategic Research and Analysis Directorate Indian and Northern Affairs change it’s name?
2. Was the Directorate quietly removed in a post 2004 Federal Budget and thus ceases to exist?
3. Did the Directorate determine that such research was not longer needed or important?
4. Did the census stop asking questions that produced relevant data?

Part of me hopes that questions a. is the reason why I have not found any subsequent reports. Sadly, if any of the remaining questions are the reason for the lack of follow up reports, then we may be doing our society and collective culture a disservice.

Module #2

Site#5

I have included this book as I have found the authors perspective on global cultural diversity unsurpassed. Author Wade Davis an ethnographer and self described story-teller has travelled widely and shares his experiences of vastly different cultures from a global perspective. He has made his home base in central BC and has gained a respectful reputation among the Tahltan First Nations peoples as he has contributed to the opposition of development in the ‘Sacred Headwaters’ of the Stikine, Nass and Skeena rivers. Davis argues that globalization does not create harmony and integration among all groups. Instead he says, in many places it has wiped away languages, cultures and “visionary wisdom” (p.201)

Davis, W.  (2009) Wayfinders Why Ancient Wisdom Matters in the Modern World. Toronto, Ontario: House of Anansi Press.

Module #2

Site #4

The BC Ministry of education offers a rich resource for aboriginal education of youth. Found at this site, http://www.bced.gov.bc.ca/abed/documents.htm, it includes a First Nations map of BC as well as a First Nations Language map. The site has native content lesson plans for grades 7,8 and 9 in language arts, science and socials math and P.E. and a resource guide for integrating aboriginal content from K-10. Finally, the site includes a framework for questioning resources for indigenous people’s in a respectful manner.

Module #2

Site #3

http://squamishlanguage.com/

The Squamish Nation community has created this website as a revitalization of the Squamish language. Its purpose is to document, share and promote Squamish language. It includes relevant resources for any student in North Vancouver who is studying the First People in their community.

Module 2

Site#2

In the spirit of placed based knowledge, I am gathering resources from my own geographic community. This website http://www.squamish.net/aboutus/ offers a clear, user-friendly reference about the Squamish Nation. It includes the history, direction and structure of leadership of the Nation. The website also describes the treaty negotiation timeline and its educational services and affiliations. The structure of the Squamish Nation leadership; hereditary and elected, is also covered.

Module #2

Source #1

“OUR WORDS OUR WAYS Teaching First Nations, Inuit and Metis Learners” is an Alberta based comprehensive education package for elementary learners. The document can be found at https://education.alberta.ca/media/307199/words.pdf .The program links cooperative learning and community, with sharing of traditional values. It includes a helpful section on things to consider when selecting of aboriginal content for your class. Infused throughout the document are stories, which act as illustrations and examples of concepts taught and “shared wisdom” of traditional teaching that underlines the concepts.

Weblog #2: Entry #3

The Esquimalt Nation is presently building a Community Centre, which will be on the corner of Admiral’s Road and Thomas Way (see map below). The community plan is based on ‘Natural Laws’ which inform the ‘Cycle of Life’. A quick overview of these laws are linked on the site for those, like myself, who are unfamiliar. Of particular interest to me, as it relates to my research topic, is how will this community center enhance and support all of the surrounding communities. My impression is that this site will be intended for us by all and not just the FN communities but press on such details have not yet been released.