Module 4- post 1 -Cross-cultural differences

We are heading towards the end of our modules. In Module 4 the focus is on the significance of knowing one’s culture before approaching other cultures as this process is necessary in building an objective picture of the other cultures. One of the sources that I would love to share with you here is a measuring tool of cultural differences among countries. The site is based on researches done by Geert Hofstede, a famous professor in social psychology. I find his tool is interesting in understanding a lot of cultural subtle differences. He hasn’t talked about the aboriginal people as such but he has talked about people in general. I am sure some of his ideas can be analyzed to serve our purpose in some corners in our course.

After opening the site, read the instructions and then choose any country.

http://geert-hofstede.com/countries.html

Hussain

Module #4 – Post #2: Beat Nation

Beat Nation is a website that serves as a hub for several young, indigenous artists from across North America. The work of the artists featured on the site is extremely diverse – from music to graffiti, to video and photography to graphic design, poetry and multimedia. What unifies these artists’ works, if that can be said, is hip hop culture. The site’s producers, and many of the artists themselves, express a deep connection to hip hop culture, especially in terms of its origins within an oral, disenfranchised segment of the population, and the themes of resistance, survival and hope that are common in hip hop related works.

The works featured on the site certainly deviate from purely traditional forms of aboriginal art, primarily in their appropriation of materials, images, style – and most of all technology – that have non-Native origins. However, as Glenn Alteen, the produce of Beat Nation argues, “these artists are not turning away from the traditions as much as searching for new ways into them.” Indeed, as you peruse the various artists (categorized into music, visual/multimedia, prose/poetry), a strong sense of pride in Indigenous culture and tradition is quite evident, as is the struggle to establish a sense of contemporary Indigenous voice and identity.

As with the First Peoples’ Arts Map, Beat Nation provides a unique opportunity for Aboriginal artists from across the country and continent to connect with others with common artistic goals and to showcase their work to a large audience. The popularity of hip hop outside of Indigenous circles makes this particular movement and body of work even more appealing to those who might not otherwise take an interest in Indigenous issues.

 

Module #4 – Post #1: First Peoples’ Cultural Foundation

The ‘About’ page on the First Peoples’ Cultural Foundation website provides a succinct description of their organization and mandate:

The First Peoples’ Cultural Foundation is a not-for-profit charitable public organization that generates support and funding for Aboriginal and First Nations artists, First Nations communities, First Nations cultural organizations, and First Nations educational organizations. We support grassroots efforts to revitalize the Indigenous arts, languages and cultures unique to British Columbia, Canada.

In turn, the foundation has funded millions of dollars into BC First Nations arts and culture, providing the much needed resources to help revitalize and sustain indigenous culture in the province. This includes funding for projects in language revitalization and multi-generational cultural initiatives, in addition to funding grants for individual artists and organizations.

One of the site’s features that I found useful was the First Peoples Art Map, an interactive map that pinpoints the locations of contemporary First Nations artists, organizations and events across the province. Each pin provides a hyperlink to a biography and website for each artist or organization, as well as images and other related information. I feel that this particular tool allows indigenous artists in particular an opportunity to effectively network and showcase their work in a way that connects the artist to the wider arts community.

Module 3, post #5 – Grand River Rafting Company

My final project will be a teacher guide for educators in Ontario who are teaching indigenous studies.  A great way to appeal to students and make learning hands-on is through field trips. The Grand River Rafting Company, located 1 hour west of Toronto, offers a variety of customized field trips on native studies. The company has developed several field trips designed to honour indigenous history and culture.

Field trip topics can focus on Iroquois history and famous people, interactive dancing, edible medicinal hiking and the art of making arrowheads. The company will also organize tours of the last residential school in Southern Ontario, a Mohawk chapel, the home of famous poet named Pauline Johnson, a local Six Nations Reservation and a local Iroquois restaurant.

The field trips are guided by local indigenous people, and will therefore provide students with a real-life account of indigenous life. The tours highlight many of the most defining aspects of indigenous culture: nature, natural medicine, craftsmanship, drumming and dance. A field trip with the Grand River Rafting Company would be highly beneficial for students of all ages.

http://www.grandriverrafting.ca/native-studies-curriculum-ontario-trips-0

Entry 12 : Native Public Media

Native Public Media  reports that  “radio is a lifeline for emergencies, tribal languages, health and economics news, and electoral participation across the Indian Country.”   This site which promotes the radio station, with the “only on-air Native language programming helping to keep tribal languages and cultures alive and strong. ”  I believe this is an interesting idea, in a time when many push social  visual media (TV) as a way of maintaining aboriginal languages.  

Radio does allow the listener to concentrate on the words in order to grasp the meaning. Therefore in may very well be a more effective method of retaining a language.  However it is important to rememeber that ther is more to a cultural language than merely sounds.  The non-verbal aspects of language may  be missed through radio. Blogs and other events in the US serve to fortify the Native Public Media’s mission to:  “promote healthy, engaged and independent Native Communities through media access, control and ownership.” 

Feel free to visit or listen.

link:   http://www.nativepublicmedia.org

Entry 15: Aboriginal youth and Social Media

This article, by Tyson Christensen, appears on the November 5-19, 2013 edition of The Source ; Forum of Diversity.   The author discusses Aboriginal youth activism, and the rise of youth fighting for aboriginal rights, mentioning such movements as Idle No More . Christensen credits,  “one critical factor driving this new engagement is the increasing use of social media, which has allowed experienced First Nations leaders to connect and interact with youth in new ways.”

He goes on to explain that “online spaces provide a forum for First Nations youth to join together and become a collective voice on matters that are important to them.”  Through online media and social networking, people have a way to speak out and become heard.

link:  http://thelasource.com/en/2013/01/21/aboriginal-youth-unite-through-social-media/

Entry 14: Aboriginal Youth and Technology

On June 19, 2013, Camosen College announced that 2 of its instructors were invited to present their research (case study) on Aboriginal youth and technology.  The paper, entitled Digital Storytelling: A Case Stduy of Aboriginal Youth Engaging in Technology,

examines their ANCESTOR (Aboriginal Computer Education through Storytelling) project that introduces Aboriginal youth to careers in technology, an area that has very few Aboriginal professionals.

The authors utilised a 3D program which enabled Aboriginals to create their own stories in an environment which “parallels the Indigenious world view…[Moreover]  the project …addresses the problem of cultural kiteracy lost to the younger generation.”

link:  http://camosun.ca/news/press-releases/2013/june/aboriginal-youth-technology.html

Module 3:5 – Minority Rights International

Minority Rights Group International is a human rights organization whose motto is “working to secure the rights of minorities and indigenous peoples”. Its annual flagship publication is the State of the World’s Minorities and Indigenous Peoples – the 2013 report was released in late September, and focuses on the health inequities faced by most minority and indigenous groups worldwide.

The organization also produces the World Directory of Minorities and Indigenous Peoples, which has summary descriptions of the minority and indigenous groups found in all regions of the world. Canada’s entries for First Nations and Inuit are quite lengthy and describe the historical context of colonization as well as current land title issues, etc.

Module 3:4 – Participatory Methods

The Participatory Methods website from the Participation, Power and Social Change team at the University of Sussex’s Institute for Development Studies “provides resources to generate ideas and action for inclusive development and social change.” In Module 3, we looked at the topic of indigenous knowledge for development , and how important it is to give real power to local people over decisions that will affect their lives and communities and homes. In development studies, “participation” is the widely used  term that covers the idea of locally based decisions and collaboration. This website is a great introduction to all these “participatory” terms and has links to key resources. It has a particularly interesting section on the importance of defining what we mean by the development buzzword “participation” – and how the term can be applied to methods to mask manipulation as well as those that facilitate real citizen control and transformation.

This website defines participatory research as such:

“In participatory research power is handed over from the researcher to research participants, often local people. They have control over the research agenda, the process and actions. They also analyse and reflect on the information generated in the research process. Empowerment of communities, to bring out local realities and to inform policy and practice are possible purposes of participatory research.”

 

Module 3:3 – Promise of Place

Promise of Place: Enriching Lives Through Place-Based Education is quite a large website with many resources about place-based education, including a PDF manual called Learning to Make Choices for the Future: Connecting Public Lands, Schools, and Communities through Place-based Learning and Civic Engagement.  The manual claims that the trend of place-based education is a response to the alarming “growth of a youth culture that has turned away dramatically from nature and the outdoors.” It defines many terms related to place-based education such as service learning, environmental education,  project-based learning, experiential education, etc., which was useful for me. The website also has many examples of and links to place-based learning curriculum (mainly American) such as the Rural School and Community Trust  http://www.ruraledu.org/ and the Alaska Native Knowledge Network http://www.ankn.uaf.edu/publications/index.html