Category Archives: Module 4

Module 4 Weblog – Post #1 – Traditional Languages – New Media

The Our World website shares the results of a series of film making workshops that have been carried out in numerous First Nations communities in BC and Yukon. The project was originally a National Film Board initiative, but more recently has been supported by an organization known as Bite Size Media.

The stories found on this site are all examples of First Nations collaborating with elders to learn more about their language and culture. Most of the videos are narrated in a traditional language, and in some cases, share traditional stories, songs and dances. However, many of the pieces also share very poignant perspectives on the loss of culture and the film makers’ struggles to define their own identities. The site is organized according to the places in which the film making workshops have taken place. As such it provides a sense of the unique nature of each people and its youth as well as how these media pieces were received by the communities in which they were created.

One of the most notable things that I found about this site was the range of approaches and techniques chosen by the young people who created these digital stories. The videos are visually very diverse and have clear and distinct voices. Nonetheless, I found, they all result in a very similar and significant impact on the viewer.

Module 4: Post 4 – Teaching Students About Australian Aboriginals Rights and the Stolen Generations

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The Australian Government has a wealth of unit and lesson plans available to teachers to utilize when teaching students about Australian Aboriginals Rights and the Stolen Generations. These plans directly relate to curriculum strands and learning outcomes of various Australian states.

The units cover topics such as: the Stolen Generations, Sally Morgan, Aboriginal values, beliefs and relationships with others and the environment, Indigenous issues on local and national levels, and self-governance. Units largely are created for English, Social Studies/History and the arts disciplines.

One unit that I found particularly interesting began with students taking a field trip to the city of Ballarat. The main goal of the day, which involved visiting museums and learning about the impact of Europeans on Aborigines, was for students to evaluate the accuracy of recorded history. I find this an interesting/progressive topic for students. I appreciate curriculum that asks students to question the essence of the discipline.

Module 4.4. Inuit Knowledge Centre

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Inuit Tapiriit Kanatami (ITK) is an Inuit organization in Canada, “representing four Inuit regions – Nunatsiavut (Labrador), Nunavik (northern Quebec), Nunavut, and the Inuvialuit Settlement Region in the Northwest Territories.”

The “Inuit Qaujisarvingat: Inuit Knowledge Centre at ITK” focuses on Arctic and Inuit knowledge through a variety of projects that:

– provide information about Inuit culture in order to increase awareness and knowledge;

– promote understanding of different aspects of climate change in Inuit regions, as well as its impact on Inuit society;

– organize Inuit health statistics and make them available for Inuit different organizations in order to support Inuit research; and

– share Inuit perspectives on a variety of Arctic issues: lifestyle, environment, wildlife, patriotism, safety, sovereignty, etc.

The website http://www.inuitknowledge.ca/ also provides an online library that contains research papers, reports, literature reviews and Inuit studies.

Module 4.3. Inuit Gallery of Vancouver

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Established in 1979, and located in Gastown Vancouver, the Inuit Gallery of Vancouver specializes in exhibiting Canadian Indigenous art of both senior and contemporary Inuit and Northwest coast artists (mostly sculptures in stone and bone, graphics, masks and other ceremonial objects, and jewelry).

The exhibition archives of the gallery presenting art exhibitions from February 2011 to date can be found on http://www.inuit.com/.

Module 4.2. Inuit Youth in a Changing World

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Inuit Youth in a Changing World

Condon Richard G.

CSQ Issue: 12.2 (Summer 1988) Hydroelectric Dams and Indigenous Peoples

In his article, “Inuit Youth in a Changing World”, Condon Richard G. examines the social, cultural and economic changes that have faced Inuit youth, namely the Copper Inuit of the Holman region in the Canadian Arctic over the past generation, especially pertaining to the shift from a nomadic to a more sedentary lifestyle. The author’s opening sentence emphasizes the “host of challenges and dilemmas” that face Inuit youth in a rapidly changing world, however, the body of his article gives almost equal weight to the possible advantages that said change has entailed. Of these advantages, the author particularly sheds light on the economic and educational. On the other hand, the author indicates that “many young people lack sufficient employment opportunities, are inadequately prepared for advanced high schooling and are unwilling or unable to relocate to larger northern communities where jobs are more available.” The author then carries on to trace said adjustment dilemmas, at least in part, to high rates of alcohol and drug abuse, suicide and juvenile delinquency, which, according to the author, “are characteristics of Inuit teenagers and young adults throughout the North.” I dare to say, the author has misread the misfortune of Inuit youth, and has placed the proverbial carriage before the horse. What the author nonchalantly describes as “characteristics of Inuit teenagers” in a matter-of-fact kind of way is, in my opinion, the elephant in the room. Such behavioral problems are not, as the author implies, the reason why Inuit youth find trouble adjusting in a rapidly changing world, but the effect of it. The author totally understates the potentially debilitating effect of a waning family and indigenous community ethos, and the endangerment of a rich and vibrant indigenous culture. The scholar’s disregard for the sense of alienation and socio-cultural disorientation cannot simply be redeemed by his subsequent overview of the Inuit’s social history, recent demographic, economic and cultural changes. At the end, the author concludes that more research is needed to better understand the implications of change on Inuit youth. However, I feel that no amount of research, data-collection and statistics can make up for a lack of a deep understanding and appreciation of Inuit culture and the extent of loss associated with its endangerment.

Source: http://www.culturalsurvival.org/publications/cultural-survival-quarterly/canada/inuit-youth-changing-world

Module 4.1. An interactive map of Canada’s native peoples

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The Interactive map of Canada found on http://www.thecanadianencyclopedia.com/customcode/Media.cfm?Params=A3native-people.swf provides data on Canada’s different Native groups in a very informative yet succinct presentation. The map designates Canada’s parts not according to administrative provinces and territories, as one would initially expect, but according to natural regions and First Nations’ habitats. Each region is first described geographically and environmentally, before proceeding on to state facts relating to its indigenous people – a more organic, indigenous-people-centered approach to study, which implies the indigenous peoples’ elemental and profound relation to the land they have inhabited for centuries, and in many cases millennia.

Module 4: Post 3 – Teaching Students About Residential Schools

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My focus thus far has been in educating myself about Canadian residential schools as well as Australia’s policy of assimilation of Aboriginal peoples. I am now interested in learning more about current curricula available to teach students about residential schools and government policies of assimilation.

The Nishnawbe Aski Nation (NAN) has created a comprehensive Residential Schools Curriculum for grades 9 – 12. They have an impressive website that is rich in information, resources and lesson plans. What I particularly like about this curriculum is that residential schools are examined in many countries across the world: USA, Australia, China/Mongolia and New Zealand. Lesson plans cover topics such as: traditional knowledge systems, residential/boarding schools around the world, survivors’ stories, Prime Minister of Canada’s apology, healing, intergenerational impacts and so on. This website/curriculum is an excellent resource for any secondary teachers wishing to teach students about residential schools.

Previously, I have discussed the website Where are the Children on this blog. It bears mentioning again with a more specific focus on its resources and teachers guide. Each resource is written for a specific age group, grades 9/10, grades 11/12 and lifelong learners, and contains age appropriate information divided into similar chapters (Government policy, implementation, outcomes, impacts, revitalization). The accompanying Teachers Guide identifies learning objectives and alludes to unit and lesson plans but does not provide information on where those lesson and unit plans are. Although frustrating to not be able to access the unit/lesson plans, the textbooks provided on the website as well as the website itself are a valuable teaching resource for secondary teachers.

Although there is not an extensive amount of curricula/resources available currently, it appears that what is available will enable teachers to effectively teach students about residential schools. It is also promising that there seems to be a push to develop more curricula/resources about residential schools.

Module 4:Post 2 – The Hawthorn Report (1966)

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In 1964 the Canadian Government commissioned UBC Professor Harry B. Hawthorn to complete a study on the current state of Indigenous peoples in Canada. Hawthorn and his team of researchers considered areas such as: economic, socio-economic, political, educational and administrative realms of Indigenous peoples. Hawthorn’s report, A Survey of the Contemporary Indians of Canada Economic, Political, Educational Needs and Policies,(Parts 1 and 2) was published in 1966.

Hawthorn largely concluded that Indigenous peoples in Canada were not treated fairly and were generally at a disadvantage. In particular, Hawthorn noted the impact the residential school system had on creating the poor conditions of Indigenous peoples. He recommended an improvement to Indigenous peoples’ rights and the end of forced residential schools.

From the findings of the Hawthorn report, the Canadian government began to make changes to the Indian Act and the Department of Indian Affairs.

Module 4: Post 1 – Report on Industrial Schools for Indians and Half-Breeds (1879)

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Canada’s first Prime Minister, Sir John A. Macdonald commissioned Nicholas Flood Davin to explore the industrial schools for Indigenous children in the US. Davin did so and wrote his 1879 report: Report on Industrial Schools for Indians and Half-Breeds.

Davin’s report speaks favourably of the US Industrial school system noting its success in assimilating Indigenous children into American society. In the report, Davin notes that the US experienced similar concerns as Canada with Indigenous men: “Little can be done with him. He can be taught to do a little at farming, and at stock-raising, and to dress in a more civilized manner, but that is all.” (pg. 2) Davin seems to go on to suggest that the creation of industrial schools allows the government to have greater success at assimilating Indigenous children into the dominant society.

The report strongly supports boarding schools over day schools, noting that in the case of day schools: “the influence of the wigwam was stronger than the influence of the school” (pg.2).

There is also extensive information on the creation and establishment of an industrial school system in Canada. Davin notes costs associated with the creation and management of the schools and recommends that the government partners with various Christian groups in the running of the schools.

Davin’s report ultimately led to the creation of the residential schools system in Canada.

It is quite remarkable reading this report as I am struck by the author’s feelings of the inferiority of Indigenous peoples, something I am not used to seeing/reading. Also, it is interesting to see a document that was integral in the creation of the residential school system.

Module 4. Post 5 – “Bla Bla”

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Interactive media is pushing the boundaries of contemporary film.

A few weeks ago, we were encouraged to visit several websites promoting indigenous culture. When visiting the “Unikkausivut – Sharing our Stories” webpage of the National Film Board of Canada, I noticed an “Interactive” link at the top and found myself engaging in an experience known as “Bla Bla”.

I dare you to try it. It is so strangely compelling. I couldn’t help being drawn into the animation and had to explore by clicking just to see what would happen next.

This is game theory in its purest form. No instructions. Just subtle clues and the knowledge that the user will become impatient and will try “something”. And when you do try something, you can’t help trying something again.

When art or knowledge is presented in such a way, the audience is compelled to continue to “play” and engage in “experiential learning” which I believe is one of the central tenets to First Nations culture – the belief that that which is worth learning can be accomplished through situational experience.

Mel Burgess