Author Archives: Maxim Fishman

Module 4 – Post 5 – Decolonizing Research

“Research” is probably one of the dirtiest words in the indigenous world’s
vocabulary

This great quote is used in this very enlightening essay on research methodologies being used when examining Indigenous issues. Written from a New Zealand perspective, this short book review, the author attempts to help us remove our conventional sense of how to view and frame any academic investigation of indigenous issues. One of the central ideas mentioned is that there is a great need for more research done by indigenous peoples who can provide great insight into the area being examine. Failing that, it is important that researchers look upon their subject without a western lens but rather with a more open minded approach to their thinking. A very provocative read.

http://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/spj17/17_pages214_217.pdf

Module 4 – Post 4 – Distance Education

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As more and more interest appears in the those wishing to study aboriginal issues, the question arises as to what is the most effective way in communicating this knowledge. The online course or distance education model is becoming increasingly more popular and it is evident that the there must exist a way to bring these two areas together. This article represents a survey of distance education courses that focus on First Nations issues and how the curriculum is developed and delivered. Its very interesting to consider that challenges in this educational model and the distinct challenges in communicating the ideas and cultural sensitives that are essential to this subject.

http://www.culturalsurvival.org/publications/cultural-survival-quarterly/united-states/indigenous-distance-education

Module 4 – Post 3 – Technology as a tool

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Technology can be used for various purposes, but it is always inspiring to see it used for social good. The Surui people of Brazil have been waging a long struggle against logging interests that threaten to deprive them of their lands and habitat. However, despite being decimated by disease, they have not sat idly by. In cooperation with Google Earth Outreach, the Surui use this advanced tool to survey their territory electronically to see if any illegal logging operation is encroaching on their lands. Should this be the case, the authorities are called in to remove the problem. This video highlights how effective their use of the technology has been.

https://www.youtube.com/watch?v=xmlekZ–OWE

Module 4 – Post 2 – Bio-regional Education

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Ron Scollon’s Axe Handle Academy Paper brought to the forefront the importance of individuals learning about their environment and being aware of the details that comprise it. This interview with Larry Merculieff is a vivid example of how knowing your bio-region can bringing you closer to understanding yourself. This knowledge extends not only from geography, but the very plants and animals, their behaviors can bring upon an individual a profound sense of awareness. This interview is one of a series focusing on the thoughts of various community leaders and their view on knowledge and what it means in a First Nations context.

https://www.youtube.com/watch?v=NUI6tUCtY28

Module 4 – Post 1 – Disaster Recover: Traditional Knowledge Systems

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While researching the role of incorporating traditional knowledge into educational curriculum, I came across a fascinating article from the United Nations Office of Disaster Management on how traditional knowledge can actually save lives in cases of natural disasters. Certain peoples retain knowledge of their environment which can have a direct effect on the their survival when calamity strikes. The stories and legends that Indigenous cultures possess can have major impact if their message is listened to and not ignored. Its interesting to consider what other wisdom exists around us that we should be considering.

http://www.unisdr.org/archive/21236

Module 3 – Post 5 – Traditional vs Scientific Knowledge

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The question of what is traditional knowledge and how does it interface with scientific knowledge is a very intriguing question. In understanding these issues better it is necessary to try to put aside assumptions that you all harbor and attempt to look at the issues involved with a an unbiased focus. This fascinating lecture/discussion by Elaine Abraham (Tlingit Elder) and Gordon Orians (U. of Washington) go a long way in trying to explain and bring these ideas together.

https://www.youtube.com/watch?v=jgfH77HvaHQ

This discussion focuses on ecological management in the Pacific Northwest and in doing so shows the similarities and differences between both methods of looking at the natural world.

Module 3 – Post 4 – Language and Interface

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One question that may have come to minds of those examining technology and Indigenous education is the language barrier. Do the tools that are used to facilitate contemporary online interaction restricted in their ability to interface with traditional languages?

http://www.cs.waikato.ac.nz/~tetaka/PDF/IndigELearn.pdf

This very interesting paper from New Zealand documents the adaptation of interfaces towards Maori language. This paper outlines some of the fundamental challenges that need to be overcome in any such adaptation. Some basic ideas that are assumed to be ‘universal’ in fact do not have a role within traditional indigenous cultures and needed to be considered in any redesigned technology interface.

Module 3 – Post 3 – Transforming the Teacher

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As we examine the roll of traditional knowledge, the role of the elder/teacher plays a special significance. Such an individual represents a connection not only with knowledge but with history, the land, culture, and the future. Can non-Indigenous people learn from this understanding?

https://www.youtube.com/watch?v=bMfBeotD8gc

In this TEDTalks, Chris Gamer explores the way Indigenous knowledge (Australian) can be used to redefine what we consider success in education. The educator becomes something more than only a teacher.

Module 3 – Post 2 – A Game of Languages

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This very intriguing online tool allows young children to explore the Indigenous languages of North America through a series of activities.

http://www.firstvoiceskids.com/

There are a very large amount of languages that can be explored and user’s are able to hear and interact with a variety of objects, numbers, and phrases. A very good resource for anyone who wishes to expose children to a more playful way of learning these ancient languages through a variety of interactive means.

Module 3 – Post 1 – Woven Together

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Traditional knowledge has always had a strong oral and interpersonal component. As I work in the interactive field, I am always searching for good examples of knowledge that has been transcribed into a more interactive format. This online course on the basket creation traditions and language of the Pacific North West is an interesting attempt at bringing together traditional knowledge with online interaction:

http://nmai.si.edu/education/woventogether/

This is a US based tool, funded by the Smithsonian. Its an interesting way to scratch the surface of some traditional knowledge and language.