Module 4:4 – “Well, I heard it on the radio and I saw it on the television”

Leave a reply

“Well, I heard it on the radio and I saw it on the television: …

A free PDF of this 1993 essay by Marcia Langton is available on the archived website of Australian Film Commission. It is a discussion of the issues about Aboriginal representation and self-representation, in film and television particularly.

Since it is “unrealistic” to expect that others will stop portraying Aboriginal people in film and television, Langton says that it is important that Aboriginal people “control the means of production and make our own self-representations” wherever possible.  She  writes: “Freedom in the world of film and the arts can only thrive if there is also a strong critique, and in relation to Aboriginal matters, if the critique is anti-colonialist.”

 

Module 4:3 – Blinding the Duck

Leave a reply

http://www.duckdigital.net/FOD/FOD0781.html

Blinding the Duck is an online essay by an Australian academic, Simon Pockley, that “explores some of the complex issues arising from the use of digital images of Aboriginal people and material in The Flight of Ducks (a participatory online documentary built around a collection of objects from a camel expedition into Central Australia in 1933).”

The Flight of the Ducks was the author’s online PhD “documentary”. Images from the expedition, such as those of people who have since died, are displayed online, and have provoked shock and anger amongst Aboriginal people in Australia. Pockley tells the detailed story of this controversy – how some see the project as evil cultural appropriation, and how the University removed the project from its web servers.

Pockley says “This paper is a description of the methods used in The Flight of Ducks to accommodate Aboriginal cultural sensitivities…. It seeks to work towards the development of a protocol by which Australian historical material with Aboriginal references can be used online without…cultural conflict…”

Module 4, Post#5: First Nation Spirituality

Leave a reply

In 2007, The Atlantic Policy Congress of First Nation Chiefs Secretariat issued a document that outlines the symbolism behind different spiritual traditions of the First Nations People. In simple terms, it explains the meaning behind: naming ceremonies, sunset and sunrise ceremonies, sacred medicines, medicine circles, talking circles, pow-wows, eagles, Elders, dance and so on. This could be a useful learning tool for students looking for definitions that are easy to understand.

The resource is also useful for educators looking to build their background knowledge before beginning a unit on indigenous culture. In our discussions during weeks 10 and 11, we took a look at mainstream teachers who are teaching in Northern remote communities. One of the ideas that came out of this discussion was the fact that many of these teachers feel il-equipped to transmit knowledge of indigenous culture and spirituality. This is also true for those teaching student populations outside the indigenous community. It can be challenging for teachers to impart indigenous spirituality, particularly if they themselves do not feel a strong sense of spirituality or connectedness with the natural environment. Without a teacher who values these concepts, it is difficult to inspire students. It is important that educators are enthusiastic about teaching indigenous studies. Although the afore-mentioned document will likely not bolster teacher’s excitement about the topic, it will provide them with a firm foundation of knowledge and understanding.

Module 4, Post#4: An Indigenous Graphic Novelist

Leave a reply

I have found a fantastic literary resource, best-suited for HS students studying the history and culture of Canada’s First Nations. David Alexander Robertson, a Cree writer, has developed a series of best-selling graphic novels. What is so important about his works is that they focus specifically on educating youth about indigenous history and contemporary issues. David advocates for First Nations People through the education of today’s youth, weaving his message about social change into his written work, as well as during his speaking engagements. Since the series is written from the author’s first-hand experience, we as educators can be sure that the information and emotions that are being described are accurate portrayals. For more information about David A. Robertson, click here. You can also listen to the author speak about his work at the following CBC radio interview.

Robertson’s most well-known series is called 7 Generations. The series’ main character is an Aboriginal youth named Edwin. The series walks readers through 7 past generations as Edwin, who lives in the present, tries to make terms with what his ancestors had to survive in throughout Canada’s history. Wow. As an educator, I can envision myself using this text to evoke discussions on how our past can shape our present and our future. Students can be encouraged to make connections to this idea – have their ancestors experienced prejudice? Have they themselves experienced any form of prejudice in the past? How has this impacted their self-esteem? This discussion will transition nicely into how today’s indigenous youth are impacted by their peoples’ history. Before sharing these graphic novels with your class, it would be best to pre-read the book and consider whether your students are mature enough to handle to heavy topics being explored (alcoholism, abuse, suicide). I would only recommend these texts for students in High School or older.

Module 4, post#3: The Use of Social Media

Leave a reply

The use of technology in the classroom has proven to increase students’ engagement. There are a number of valuable social medias that afford students the opportunity to interact with their classmates about a learning topic and share their information and ideas online. These tools can be valuable during any studies, including a unit on indigenous culture.

In my experience, I have found the following two forms of educational social media to be most beneficial in the classroom: Edmodo and Google Apps for Education.

For those of you unfamiliar with Edmodo, it allows students to share their information with others through a platform that looks similar to Facebook (without the privacy issues). Students can access files that have been linked by teachers and can also share links with the class. If you have assigned a group activity, such as to co-create a digital version of an indigenous story, students can share their work with others via Edmodo. Teachers can track students’ performance on a task and can also collaborate with other teachers around the world, possibly teachers who are members of the First Nation or who have a deeper understanding of the culture than themselves.

Google Apps for Education (GAFE) allows each student to access shared documents or presentations through Google Drive. For example, the teacher could make a unit outline using Google Presentations. Students would then have access to the slides from each lesson, even at home, and they can add information to these presentations throughout the unit. The first slide might include a KWL Chart. As homework, students can add what they already know and what they would like to learn. Students can update this chart throughout the unit, adding what they have learned.

Using technology to teach indigenous studies can help make the topic appealing to today’s tech savvy students. If the goal is to get Junior/Intermediate/High School students interested in indigenous culture, social medias such as Edmodo and GAFE can be building blocks toward reaching that outcome.

 

Module 4, Post#2: Manitoba Teacher Guidebook

Leave a reply

The Manitoba Education and Training staff compiled a list of unit plans for Elementary teachers that are geared at teaching students to value indigenous beliefs and culture.  The guidebook begins by outlining indigenous cultural values such as; respect, caring, honesty and faith. These values coincide well with the character education program of any mainstream school. The value of faith may need to be introduced differently in a mainstream school environment, but it is a concept that can be tied in with hope and finding inner strength.

The guidebook offers three units for each grade from Kindergarten to Grade 4. Each unit touches on indigenous culture while highlighting practical applications for the students and engaging, cross-curricular activities that are meant to get students excited about the culture.

http://www.edu.gov.mb.ca/k12/abedu/abdocs/K-4_resource.pdf

Module 4, Post #1: A True Story

Leave a reply

If you are searching for a novel to use during a unit on indigeneity and a way to introduce the topic of residential schooling, “Fatty Legs: A True Story” by Christy Jordan Fenton is a great choice.

Hook students’ interest in the novel they will read called Fatty Legs: A True Story by watching the following YouTube trailor: https://www.youtube.com/watch?v=jwwRuINStHA

After reading the text, the teacher can ask students to make connections and consider how they would feel if they were taken from their parents and sent to live at a residential school where they were unable to speak their native language.

Students can complete comprehension questions for each chapter at the link below: http://www.annickpress.com/content/lessonplans/Fatty%20Legs%20Lesson%20Plan-1.pdf

There is also an opportunity for students to participate in a Book Talk, using the guidance of this link: http://www.annickpress.com/content/Book-Talks/FattyLegs/

Module 4:2 – Digital Agenda for Europe

Leave a reply

http://ec.europa.eu/digital-agenda/

The Digital Agenda for Europe is a broad program that “aims to reboot Europe’s economy and help Europe’s citizens and businesses to get the most out of digital technologies” and “deliver sustainable economic growth.” Some of the stated future benefits of the Digital Agenda for Europe would be ”increasing investment in ICT, improving eSkills levels in the labour force, enabling public sector innovation, and reforming the framework conditions for the internet economy.” ICT investment? Skilled labour? Internet economy? It all sounds good for business. Who’s driving the agenda? “Public sector innovation”?…meaning what? Online service delivery?

One of the seven goals of the program is “enhancing digital literacy, skills and inclusion” –  addressing the digital divide. The website makes some dodgy claims, such as “Some 30% of Europeans have never used the internet. These people – mostly elderly, unemployed or on low incomes – lack the skills, confidence and means to use digital media and are thus unable to participate in today’s society.”  I’d expect that the 30% of Europeans who don’t use the Internet would be very surprised to find out they are unable to participate in today’s society.

I don’t mean to question the importance of addressing the digital divide, but this website was an eye opener for me.  Tech savvy citizens are good for business and help the government to save money. It’s a good reminder that when assessing initiatives to help indigenous people bridge the digital divide (this is not one of them), pay close attention to who benefits and why.

Module 4 Post 5: ICT in Aboriginal Communities: Increasing Aboriginal Social Capital

Leave a reply

This is a discussion paper on information and communication technology (ICT) as it relates to Aboriginal social capital.  A first draft of this paper was revised to include feedback from project partners (Crossing Boundaries Aboriginal Voice Initiative) and round-table discussions.  A series of five round-table sessions in different regions across Canada with First Nations, Metis and Inuit experts and stakeholders were organized to discuss the content and direction of Aboriginal community ICT networks in Canada.  A one-day national symposium was held in January of 2008 with the participation of 23 key stakeholders, experts and practitioners from Aboriginal organizations and other relevant entities, to discuss the document.  The symposium focused on the issues raised throughout the study and formulated policy and research priority issues.

Taken from this website: http://media.knet.ca/node/5088

I included this video by TEKKRU Media Team as it displays a strong signal by the aboriginal YOUTH community in regard to ICT implementation and their desire to spearhead the future of the digital world for aboriginal communities: watch?v=crdkNNqv0VE

Source:

Mignone J, Henley H, Brown J, O’Neil J, Ross W (2008) Information and Communication Technology in Aboriginal Communities in Canada: Increasing Aboriginal Social Capital. Faculty of Human Ecology. The University of Manitoba. June.

Module 4:1 – “Who’s Not Online & Why”

Leave a reply

Pew Internet “Who’s Not Online and Why”

The Pew Internet & American Life Project published this report in May 2013 based on U.S. data from a survey of adults and Internet use. The study found that 15% of adults do not use the Internet at all, and 9% do not use the Internet at home. There was a 1% gender disparity. Education showed up as the most significant determinant: only 59% of adults with no high school diploma go online, whereas 96% of adults with a college education use the Internet. Though education was the biggest factor, household income was also an issue (low income adults are less likely to go online), as was location (rural adults are less likely to go online).

The people surveyed were identified as White, Black or Hispanic (no category for aboriginal people). Since aboriginal people in the U.S. are more likely than other groups to live in rural areas, and also face high levels of poverty and challenges at reaching higher levels of education, I think we can safely assume that aboriginal adults in the U.S. are more likely not to go online than other adults.