Category Archives: Module 4

Module #4-3: First Nations Logos and Mascots

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On November 16, CTV News reported in “Staff at Saskatchewan university calls for end of First Nations logos, mascots” that the department of educational foundations of the University of Saskatchewan’s College of Education had issued a statement calling for the use of Indigenous peoples as mascots, logos, and slogans to cease.

The resolution, which was posted to a Facebook page, stated that the Department of Educational Foundations does not support the use of Indigenous peoples depicted as school mascots, in logos, slogans, or team names and the idea that such logos and mascots are positive representations of Indigenous peoples is false and constitutes century-old racism.

This type of controversy comes up in the media from time to time. In the article “Native names, logos have long tradition in sports” CTV News also presented the potential racist inferences of logos and mascots used by companies or sports teams. Honestly speaking, I am not sure if using these logos can always be designated racist and offensive to Indigenous peoples. That is something they should weigh in on. Sometimes such issues must be discussed among activists and the people concerned, who are sometimes left out of the loop on the discussion.

Module #4-2: First Nations University of Canada

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The First Nations University of Canada (FNUniv) is a university in Saskatchewan. FNUniv, formerly Saskatchewan Indian Federated College until 2003, is open to students of all cultures and nationalities—not only restricted to First Nations descendants. According to the figures on their website, they have 750 registered FNUniv students and 4,000 students from other schools taking their courses in fall 2013. I was very interested in seeing the quota of Indigenous to non-Indigenous students at FNUniv but I could not find it.

The school’s vision is “to enhance the quality of life, and to preserve, protect and interpret the history, language, culture and artistic heritage of First Nations people.” They designed special programs in partnership with Aboriginal communities in order to meet the human resource needs of Aboriginal communities in areas such as health, education, and the environment.

FNUniv offers academic programming through the Department of Professional Programs (Indigenous Education, Indian Social Work, Business and Public Administration, Health Sciences and Nursing) and the Department of Interdisciplinary Programs as well (Indigenous Studies, Indian Fine Arts, Indian Communication Arts, Indigenous Languages, Literatures, and Linguistics, etc.).

They also provide a unique opportunity to study in an environment that supports First Nations cultures, languages, and values. The students can participate in and learn through ceremonies with elders as well as through classroom-based experience. I think that FNUniv is a unique institution not only because they specialize in Indigenous knowledge but because they also know how to take advantage of the elders by letting them play a crucial role in propagating their culture.

Module #4-1: Board of Studies in NSW, Australia

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I have been searching through online materials about Indigenous education. One website I came across is for the Board of Studies in New South Wales in Australia, which has an Aboriginal Education section. Their website has many examples and resources of school-developed teaching and learning projects collaboratively developed by teachers, Aboriginal education workers, and local community members.

The website consists of different sections, such as languages, art, and support materials for primary and secondary education. The language section offers practical advice and lessons from various Aboriginal language programs developed in NSW since 2004, including examples of units of work, practical advice, and the experiences of schools and communities running these programs. The art section shows an Indigenous artists’ gallery of artworks, along with a Teacher’s Handbook that supports the teaching of the Visual Arts, a bibliography, and PowerPoint slide shows of Aboriginal artists’ works. In the support material section they provide examples of teaching, learning and assessment resources that demonstrate ways in which the Aboriginal and Indigenous cross-curriculum content. The website provides examples of processes that teachers might use to develop contextual classroom teaching units, which connect learning outcomes with the needs of students.

This website seems like a good resource for Indigenous education, especially for primary and secondary teachers and students. Teachers, schools, and communities can use the materials as a guide for their educational engagement to improve the educational outcomes of Indigenous students.

Entry 20: Nunavut Sivuniksavut: Our Land Our Future

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The Nunavut Sivuniksavutnavut  (NS) is a 8 month college program in Ottawa, Ontario.  “In combination with traditional and cultural teachings, the NS program provides students with an opportunity to learn about Inuit history, organizations, land claims and other issues relevant to their future careers in Nunavut.”

Nunavut youth get a chance to live in an urban setting, experiencing life away from their home, yet still learning the Inuit lifestyle and culture.  As one student proclaims, “the different courses that we study here at NS are Computers, Inuktitut, Inter-government Relations, Land Claims, English, Contemporary issues and lots of other different interesting courses”  The student learn skills that will enable them to live successfully in the South, while being ambassadors for the Inuit culture. It is ironic that the students are learning the Inuit way of life in Ottawa.

Watch a video online about the NS.   https://www.youtube.com/watch?v=64WPCgytad0

Module 4 Post 3: E-Learning Access Opportunities For Aboriginals

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This study (E-learning Access, Opportunities, and Challenges for Aboriginal Adult Learners Located in Rural Communities) done in 2012 examined the potential for expanding educational e-learning access to rural Aboriginal communities. It examined 2 key things 1) the learning needs of Aboriginal adult learners from selected First Nations communities in rural Alberta. 2) the potential for increasing access to e-learning education through open dialogue with FN leaders, FN adult learners, and Aboriginal and non-Aboriginal adult educators. Four key themes emerged from the data: 1) Building Capacity: Onsite Education, 2) Success Factors: Needs and Perspectives, 3) Relationships and Learning: The Human Factor, and 4) Technology: Bridges and Barriers.

At the end of the study, it was concluded that the focus for all participants was on supports needed for Aboriginal adult learners to suceed in adult education programs.  The need for human interaction, on-site support, encouragement, hands on learning, and interactions with other learners was of the utmost importance, far eclipsing the modes of delivery. Relationships, whether it be face-to-face or online delivery was deemed the critical factor impacting Aboriginal adult learner success.

Web Source: http://www.collegequarterly.ca/2012-vol15-num02-spring/kawalilak-wells.html

Module 4 Post 2: Assembly of First Nations Youth Summit

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Last week (week of Nov 18, 2013) more than 300 First Nations youth across Canada gathered for the Assembly of First Nations Youth Summit, a summit held every five years and presents a five-year action plan to the AFN. This years focus was on leadership and empowering youth to have a voice.

According to this article from Star Pheonix Saskatoon News, the average age for FN in Saskatchewan is 20, compared to the median age of 40 (and rising) for Canada.

These young ‘warriors’ are described as ever more armed with education, social media and political awareness, and are geared towards protecting their people and fighting for their betterment.  Although this article doesn’t identify how success is ascribed to these youth, it provides an encouraging signal that youth are active for change and a hope for the future.

Source: http://www.thestarphoenix.com/news/Youth+engagement+promising+First+Nations/9199131/story.html

Module 4 Post 2

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This is another video, this one with Deputy Grand Council Chief Glen Hare, of Anishinabek Nation. This is part of a 5 video series and discusses the loss of culture and language, and steps being taken towards regaining some of what was lost. The project is called “Honouring Our Children, Families, and Communities Affected by Indian Residential Schools”.

Module 4 Post 1

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Looking for some alternatives to online written work, I found some video (lots of video, actually) from the different Truth and Reconciliation commissions (this one from Hobbeme).

Where I’m looking particularly at the loss of culture through the use of residential schools, some interviews will provide some good, first-hand information.

http://www.cbc.ca/player/News/Canada/Edmonton/ID/2398281934/

Module 4 – Post 5 – Decolonizing Research

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“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