Category Archives: Module 4

Module 4 – Post 3 – Awchimo

Awchimo is a website designed to teach children more about Metis heritage, culture, history, and the Metis language, Michif.  In addition to the categories mentioned, the site is organized into click-able links including colouring, games, stories and recipes that are embedded in a fun, colourful picture.  The site is easy to navigate and has many appealing activities for children, however the material presented does seem to be too complex for younger readers.  The site provides a good amount of useful information for anyone wanting to have their children learn more about Metis culture in a fun and engaging environment.

Awchimo is located here: http://www.awchimo.ca/index.html

Module 4 – Post 5 – First Nations Pedagogy Online

First Nations Pedagogy Online

http://firstnationspedagogy.ca/storytelling.html

This site was important for me on a personal basis.

Part of the reason for taking this course is to gain more knowledge and understanding of First Nations issues, traditions, etc. As we near the end of our studies, I now realize I did not understand the importance of storytelling in First Nations culture.

The course, obviously, has changed that and this site has some excellent video examples. A few to note are:

  • Teaching Storytelling in the Classroom
  • Elder Stories of Buffalo Hunting
  • Raven and the First Mean

Module 4 – Post 4 – Native Canadian Centre

Native Canadian Centre of Toronto

https://www.facebook.com/nativecentre

Just happened across this one day on facebook. A well developed page for this group out of Toronto. If you’re on facebook, like them today!

http://www.ncct.on.ca/

They also have a website. From the website:

The Native Canadian Centre of Toronto is an Aboriginal community cultural centre. The Centre offers multiple programs including cultural education which I found very interesting as this centre is based in Toronto, urban area. Culture can be kept alive anywhere.

Here is a listing of available programs.

Aboriginal Education Outreach Program

The Aboriginal Education Outreach Program (AEOP) is an interactive project that has been set up to promote and foster a greater understanding of Native People in North America and their distinct cultures.

Aboriginal Circle of Life Services Program (ACOLS)

The Aboriginal Circle of Life Services Program is designed to provide a supportive environment for Aboriginal people residing in the Greater Toronto Area through the delivery of client centred services enabling them to live independently in their homes.

Cultural Program

The Cultural Program here at the Native Canadian Centre plays an important role in educating and providing services for the members of the centre.

Dodem Kanonhsa

DODEM KANONHSA’ Elder’s Cultural Facility is a learning and sharing facility which fosters greater acceptance, understanding and harmony between members of First Nations and Non-Aboriginal People.

Communications & Referral Office

The Native Canadian Centre of Toronto provides Information and Referral Services (C&R) that connect people in the community with service providers, information and/or linkage with other Aboriginal or Non-Aboriginal agencies.

Martial Arts Program

The Native Canadian Centre of Toronto is pleased to offer Okichitaw classes to members of the NCCT.

Toronto Native Community History Program and Bus Tour

The Toronto Native Community History Project (TNCHP) was founded in 1995 and our current work revolves around three key components: Popular Education, Resource Centre and Youth Involvement. We also offer tours of Toronto from the Aboriginal perspective.

Youth Program

We are currently seeking energetic youth from the Native and non-Native community to become involved in our activities. These activities include volleyball, basketball, hockey, and all kinds of other activities.

Module 4 – Post 3 – Aboriginals on the Web

Aboriginal Territories in Cyberspace

http://www.abtec.org

From the site

Aboriginal Territories in Cyberspace is a network of academics, artists and technologists whose goal is to define and share conceptual and practical tools that will allow us to create new, Aboriginally-determined territories within the web-pages, online games, and virtual environments that we call cyberspace. Our multi-faceted effort will include a storytelling series, an ongoing gamesnight, a modding workshop, Machinima, and performance art.

The main objective is to implement methods so Aboriginal people can use new media technologies to complement their cultures. As is stated, “even on the Internet, Native people need a self-determined place to call home.”

Module 4 – Post 2 – Living Traditions Living Lands

Traditional Ecological Knowledge

https://www.youtube.com/watch?v=d2LsHHSDiWg

An excellent YouTube video on Traditional Ecological Knowledge (TEK). TEK promotes an Indigenous approach to environmental stewardship. It is the teachings of Elders as taught to them by their ancestors that is TEK. European settlers dictated how land was to be treated after their arrival. The TEK movement is to move towards a more ecologically friendly method of land usage.

Module 4 – Post 1 – Anchoring Education for Indigenous Youth

Anchoring Education for Indigenous Youth in Context of Time-tested Customs Better than Assimilating Them into Mainstream System, Permanent Forum Told

http://www.un.org/News/Press/docs/2013/hr5132.doc.htm

From May 2013 from the Economic and Social Council of the United Nations, a proposal is made to Establish World Cultural Heritage Day to give indigenous people  a chance to ‘Showcase their Culture’.

Some interesting statements from this article:

Government representatives focused on indigenous peoples’ basic right to culture, education and health, described the ways in which they were responding to those calls by being attuned to the cultural sensitivities and variant contextual complexities of the often remote communities.  The delegate of Guyana, for one, said that, as part of an effort to uphold cultural identities, discussions were ongoing about how to incorporate indigenous languages into school curriculums.

“Education is a national priority, especially for remote areas,” she declared, adding that that some 30,000 indigenous children received school uniforms and transportation to enable their attendance at school, and a growing number of secondary schools were being established in remote regions, as were programs enabling children to attend classes elsewhere if necessary.

The Namibian Government heavily subsidized schools in indigenous communities, said its representative.  It covered school-related costs, such as transport, toiletries and books, and sponsored back-to-school campaigns for dropouts.  It had installed mobile schools and school-feeding programmes to aid children from nomadic communities, and it had set up training programmes and developmental projects to give women and girls the skills to start businesses.  It supported initiatives in needlework, tailoring, beekeeping, coffin making and aquaculture.

A second panel discussion focused on culture, which was one of the six mandated areas of the Forum.  Panelists described culture as a “driver” of development and creator of jobs.  Women were perceived as “custodians of culture”, passing traditional knowledge from one generation to another, including through story reading and songs.  One panelist proposed that the United Nations establish a world cultural heritage day to allow indigenous people to “showcase our culture”.

Module 4 Post 1: Reboot at First Nations University

If you want to earn a university degree from a Canadian institution that integrates First Nations culture and ways of knowing into every class, rather than cordoning it off into one or two departments, First Nations University of Canada isn’t just your best option — it’s your only one.

Located on three campuses in Regina, Saskatoon, and Prince Albert and operating on a smaller scale in several First Nations communities across Saskatchewan, First Nations University (FNUC) offers many of the courses you’d find at any comprehensive university: social work, business, fine arts, education, and of course, indigenous studies. But rather than tacking on some facts about first peoples, its courses are designed from the ground up for indigenous ways of knowing and learning.

“We focus on incorporating indigenous languages, cultures, history and worldview into our curriculum, as well as into the day to day activities at our university,” FNUC’s acting president, Juliano Tupone, told The Tyee Solutions Society

Source:

http://www.thetyee.ca/News/2013/11/21/First-Nations-University/

Module #4 – Post #5: The Role of the Arts in Decolonization

Last month I wrote a post on the Urban Thunderbirds/Ravens in a Material World exhibit at the Art Gallery of Greater Victoria. The exhibit, which continues until January 12, 2014, features work by four contemporary indigenous artists from the Northwest, and as the title of the exhibit indicates, many of the works exhibited wrestle with notions of Aboriginal identity in a modern context. One of the events sponsored by the gallery as part of the exhibit that I did not discuss was a panel discussion with three artists (one of whom helped to curate the exhibit), about the factors that influence their work. Xenaleken: First Nations Artist Forum, took place at the gallery on November 9, and discussion centred on the topic of decolonization and the arts.

A search through the Web would indicate that the topic of this particular forum did not emerge out of isolation. The concept of decolonization – and specifically the role of the arts as part of this discourse – seems to have picked up a great deal of traction in the past few years. In 2011, The Ottawa Art Gallery curated an exhibit titled “Decolonize Me,” featuring six Aboriginal artists “whose works challenge, interrogate and reveal Canada’s long history of colonization in daring and innovative ways.” The artists in the exhibit hoped to shed light on how colonization came to affect both Aboriginal and settler identity and how this discourse continues to shape how both continue to view themselves and each other.

In 2012, FUSE magazine began a series of issues focusing on the States of Postcoloniality, with many of the articles focusing on the theoretical and aesthetic principles that informed decolonial thought and art. The series was published in collaboration with e_fagia, an organization of artists and writers based in Toronto, that sponsored the Symposium on Decolonial Aesthetics from the Americas in Toronto this past October. As the title of the symposium suggests, artists and works were featured from North, Central and South America. The diversity of works, approaches and perspectives provided a unique opportunity to consider the plurality of decolonial thought and discourse as represented in the arts. This concept is something that I presume the journal Decolonization: Indigeneity, Education & Society hopes to develop in an upcoming issue, which is currently accepting submissions for papers (the deadline is December 6, 2014). The questions that the journal hopes its contributors will consider provide insight into how the dialogue surrounding decolonization and the role of the arts might unfold:

– What are the connections and relationships between art, activism, resurgence, and resistance?

– What is the role of cultural production in decolonization? (**and/or How might art contribute to the revitalization of Indigenous nationhood?)

– How can art be used to disrupt normative orders and political status quo?

– How is Indigenous artistic creation connected to history, land, and community? How might art be seen as decolonization, particularly in light of the challenges brought forth by Tuck & Yang (2012) around decolonization and its incommensurable meaning/goals?

– How might art and aesthetics, born out of particular locations, Indigenous communities and nations, enable practices of solidarity and alliance to be forged in creative ways?

– What are the intersections between gender and decolonial or Indigenous art and aesthetics?

– How does art create, speak to, and emerge from alternative spaces that contest global capitalism, colonial violence, and imperial expansion?

– How is art used to challenge, unmake, or reconstruct borders?

– How can artistic production contribute to Indigenous and decolonial futures?

– In what ways does art occupy or create contested spaces of ambivalence, between aesthetic production and politically contentious creativity?

Module 4 – Post 2 – The Metis Raconteur

Susan Greig is a health care professional and storyteller who lives in the lower mainland of BC.  Through her blog, “The Metis Raconteur” Susan shares her Metis heritage and culture with others.  From the blog:

“Traditional Métis storytellers related family and community history, stories, lessons and customs around camp fires, or while going about daily activities such as sewing, harvesting berries, or hunting and fishing. Following in my ancestors footsteps I have been writing and telling stories since the fourth grade and my most cherished memories of storytelling are the narratives I would weave for my children at bed time each night.  Blogging is also storytelling and this is where I plan to chronicle more of my family story and to share items and news about Métis culture, particularly anything to do with writing or the arts.”

While most of “The Metis Raconteur” site is dedicated to Metis current events and happenings, links are also provided to Metis associations from across Canada, other Metis bloggers, as well Susan’s paintings and published books.  The site is visually appealing, easy to navigate, and provides god insight into Metis culture.  I recommend browsing through when you have a chance – it’s worth a read.

The blog can be found here: http://metisraconteur.com/

Module 4. Post 1 – “IQ and Gaming”

In order to reduce redundancy, I will refer you to my e-Portfolio where I posted a reflection relating to the Inuit Qaujimajatuqangit Adventure website, specifically describing my experience(s) playing their interactive “movie”.

Inuit shaman by Piona Keyuakjuk, 2006, Pangnirtung (Nunavut)

As I move towards building the final project, this “Adventure” website has given me new perspectives to build upon.

Mel Burgess