Category Archives: Module 1

Module 1 – Post 5 – The Altai and the Land

A vivid examination of the importance of the local Indigenous connection with the land can be seen in the following video:

http://vimeo.com/7111821

The focus in the video is of the Altai people in central Russian and how they are seeking to rebuild their connection with their knowledge and customs that have suffered due systematic neglect and Russian colonization. This short documentary focuses on the environmental knowledge of the Altai, yet one of the most striking aspects of this piece is that it shows how differing types of knowledge is transmitted between members of the community as well as the profound connection that the speakers have to the place they live in. What is inspiring about this video is that it also represents a restoration of traditional knowledge and practice.

This film, sponsored by United Nations Diversity Project is a very effective reference tool in understanding the universal challenges confronting First Nations peoples globally and their struggle to reclaim their ancient heritage and traditions.

Module 1 – Post 4 – Approaches to Healing

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On the journey to understanding the idea of Indigenous knowledge and how it pertains to interaction with technology, I repeatedly came across the term of ‘Traditional Knowledge’. In order to understand this term better, I found a fascinating paper from the International Indigenous Policy Journal that examined Traditional Knowledge, Spirituality, and Lands. It can be accessed here:

http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1042&context=iipj

What’s very interesting about the article is that it explores the means through which knowledge is transmitted throughout Indigenous communities with a strong emphasis on health care. Due to the severe disparities in health care outcomes between Aboriginal and non-aboriginal peoples, the means through which to improve this lies in understanding the proper role and historical context of traditional healing in Indigenous society. This information could be useful as a foundation for the development of curriculum regarding Indigenous health care issues and their possible solutions.

Module 1 – Post 2 – The Trail of Tears

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While driving home from work the other day, listening to CBC Radio, I heard a heartbreaking story about the “Trail of Tears”

The “Trail of Tears” refers to the forced removal of the independent Cherokee Nation from their established homeland in Northern Georgia. Despite being known as one of the 5 Civilized Tribes, the Cherokee were cheated out of their lands and forced to relocate a thousand miles to the west beyond the Mississippi. This forced exodus of the Cherokee, during the winter of 1838, had a deadly toll, with as many as 4,000 deaths.

What really struck me was that even though the Cherokee had tried to assimilate into the new culture – they lived in frame houses in the city, produced a bilingual newspaper, farmed, and wore European finery – they were still not considered to be sovereign citizens under the Indian Removal Act of 1930 by the government of President Andrew Jackson.

The link to the CBC story is here: Trail of Tears

Module 1 – Post 3 – Google Earth and Indigenous Communities

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In our Hare reading, emphasis is placed on the ‘local’ in Indigenous knowledge. However for many of us, who are not of this background, it may be difficult to understand the importance of what “place” actually represents. This prevents us from a more complete understanding of the Indigenous perspective. In aid of this and by utilizing online technology available, a group from Georgia(USA) is using Google Earth and multimedia to demonstrate the geography of the Cherokee. You can view the project here:

https://www.youtube.com/watch?v=z6IJrxz–AA&list=PLWw80tqUZ5J8tXKFdM6vvTYMK9ibmCQ9Y

This project focuses on revealing the very importance of the landscape itself as central to the Cherokee culture. What’s interesting about this is how useful a publicly available tool such as Google Earth is in providing content to what the relationship that and Indigenous community would have to the land and actual locations. Using a tool such as this, one can show, for example, sacred places, deposits of medicinal herbs, as well as animal migration routes. For those among us who live in larger cities, such a guide is invaluable in providing context.

(note: I am not a fan on the banjo music they play in the clip and have tried hard to not listen to it while appreciating the rest of their work.)

Module 1 – Post 2 – The Importance of “Place”

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One very interesting subject to consider is that of Indigenous science in education and how it differs from more Western educational perspectives. This paper on the role of ‘Place’ in the treatment of Indigenous science is an effective document that outlines the challenges and effective strategies in developing curriculum on this subject.

http://aerc.usask.ca/downloads/Learning%20Indigenous%20Science%20From%20Place.pdf

This information contained within allows one to consider the variety of issues regarding Indigenous science and how it affects perspective. The article seeks to dispel some of the myths surrounding what Indigenous science is and how it differs from Western scientific practice. A very good primer for anyone who wants to understand the basics of this fascinating area of study.

Although the focus of this article is on Saskatchewan First Nations and Métis Communities, it has tremendous relevance to any comprehensive understanding of the Indigenous perspective.

Module 1 – Post #3 – Elder Stories

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As we have progressed through Module 1, my attention has been drawn numerous times to the idea of film and rich media as vehicles for the sharing of indigenous knowledge and storytelling.

www.ourelderstories.com is the home site for Voices in the Wind Productions, by Dr. Judy Iseke (Canada Research Chair in Indigenous Knowledge and Research). Dr. Iseke’s work “…includes challenging appropriation and misrepresentation of Indigenous knowledges in mainstream art and media as well as sharing Indigenous pedagogies in educating communities and aiding in sustaining Indigenous cultures.” The site offers downloadable files for Dr. Iseke’s five short films, a number of her journal articles, and Cree and Michif language links.

Each of Dr. Iseke’s films tells a story of its own. One of the films, “Understanding What Life is About”,offers concrete messages about the use of storytelling in Indigenous communities.

I hope to delve further into the strengths and weaknesses of sharing traditional culture through digital media. However, right now, for me, these works stand as examples of how effectively a message can be communicated when simple words,sounds and images are combined.

Module 1 – Post 1 – Elearning and Aboriginal Healthcare

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As I have a strong professional interest in eLearning design, my curiosity regarding existing eLearning courses that interface with traditional Indigenous knowledge, led me to an interesting resource for healthcare workers in Australia.

http://toolboxes.flexiblelearning.net.au/demosites/series12/12_03/content/01_home/page1.htm

This course was very interesting as it serves as a educational resource that provides a more informed educational foundation for individuals who wish to understand the current state of Aboriginal health care. This strong emphasis on the historical context allows the learner to develop sympathetic and effective strategies in identifying and resolving healthcare concerns while understanding the root causes of challenges facing Aboriginal peoples. Overall, the course is very informative, well organized, and is easy to navigate,

Module 1 – Post 1 – Metis Culture and Heritage Resource Centre

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The Metis Culture and Heritage Resource Centre’s mandate is, “To honor the richness of Metis culture and history through preservation, restoration, education and sharing.”

The website provides a great deal of resources including:

Information on the history of the Metis People
Research and Genalogy Services
Access to maps and other historical documents
Online Michif language lessons

the site is easy to navigate and includes links to many other Metis based resources. It is a great place to start your Metis research.

Access it here: http://www.metisresourcecentre.mb.ca/

Module 1 – Post #2 – “Modern” Education vs. Indigenous Knowledge

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Dr. Lee Brown’s video got me thinking about how Indigenous approaches to knowledge and learning could be of great benefit to our planet. As Indigenous knowledge has been sacrificed for the more abstract approaches of “formal” educational systems, our natural environment has paid a price. How can we honour and support a more indigenous style of education for all young learners in the interest of their futures?

Indigenous Knowledge and Sustainability is one module of a UNESCO supported education programme called Teaching and Learning for a Sustainable Future. The module supports a number of learning objectives including an understanding of the role of ‘modern’ education in undermining indigenous knowledge and ways of teaching and learning. It links out to a number of other sites and resources such as the UN Declaration on the Rights of Indigenous Peoples.

The module materials include a variety of engaging learning activities, templates and resources, including a helpful table comparing Indigenous Education and Formal Education. Case studies are provided to illustrate the integration of indigenous knowledge into classroom teaching.

This module echoes many of the arguments emerging from our Module 1 readings and provides additional food for thought re: thinking “locally” when identifying learning goals.

Module 1 – Post #1 – Getting Started

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As I was getting started in this course, I struggled a bit in deciding where and how to begin my research. However, after reviewing Ginsburg’s article, with its examples of First Nations communities adopting film and broadcasting technologies, I became curious about how indigenous communities have adopted more recent types of technology to support and sustain their knowledge, culture and values. I began looking for resources specific to indigenous approaches to digital education and soon discovered First Nations Pedagogy Online.

As stated on the site, First Nations Pedagogy Online “…provides best practices and support for online learning initiatives that are intended for aboriginal students, elders, educators, curriculum developers, and educational leaders.” The site provides great context for anyone trying to better understand Aboriginal culture and education. It also offers links to excellent resources for learning about online pedagogy in general. The Community provides a forum for sharing best practice and ideas, while the “Circle Talk” blog provides current news and perspectives on a range of relevant issues.

I anticipate returning to this site many times throughout the course as I reflect on our discussions and work to define the focus of my research.