Module 2 Post 1- Residential School Syndrome

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This paper from the BC Medical Journal suggests a ‘residential school syndrome’ is similar to post-traumatic stress disorder.

Much has been written on the atrocities of the Canadian government and the residential schools and many of the horrors that occurred at some of these schools have come to light of late. Residential school syndrome shares similarities with post-traumatic stress disorder in that both include someone who has either witnessed or experienced past trauma and continue to have recurring memories.

The article in the BCMJ can be found here.

Module 3 Post 3 – The Effectiveness of Web-delivered Learning with Aboriginal Students

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This paper outlines the findings of a study that explores perspectives of e-learning1 for senior level aboriginal high school students in five coastal communities in Labrador, Canada.  Here is a sample of some of the concluding remarks:

“This study provides evidence of the importance, usefulness and learning benefits of web-delivered instruction as a viable alternative to face-to-face instruction for aboriginal students in rural, isolated contexts. It also indicates a critical need for communication and planning, within the context of both the individual student’s readiness to avail themselves of e-learning opportunities, as well as the school’s ability to support them in the process… The data demonstrates that web-delivered instruction is a viable alternative to face-to-face instruction and provides students with the opportunity to engage with the provincial peers and access a more diverse curriculum than their neighborhood school can offer.”

While this study does indicate some positive perspectives on e-learning experiences when comparing year end academic results for the web courses compared to provincial averages, it also lists many area’s of improvement and various challenges that came out of the study. I also found it to be rather weak in addressing the Aboriginal context. For instance, the methodological framework for this study could have been used on any remote community, negating aboriginal factors such as Indigenous knowledge, culture, holistic perspectives etc. It does, however, give us some insight on the best-practices of e-learning projects as a tool to improve education for secondary school students in remote communities.

Philpott, D., Sharpe, D., & Neville, R. (2010). The effectiveness of web-delivered learning with aboriginal students: Findings from a study in coastal Labrador. Canadian Journal Of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 35(3). Retrieved from http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/545

Module 3 Post 2 – Redefining How Success is Measured in First Nations, Inuit and Metis Learning

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This report looks at current data and indicators in redefining how success is measured in First Nations, Inuit and Metis Learning. http://www.ccl-cca.ca/pdfs/RedefiningSuccess/Redefining_How_Success_Is_Measured_EN.pdf

Limitations to Current Research and Measurement Approaches that’s covered in this report includes:

  • most research on Aboriginal learning is directed at the learning deficits of Aboriginal people and overlooks positive learning outcomes.
  • current research on Aboriginal learning often does not recognize or address the fact that economic, health and social challenges inhibit Aboriginal people’s opportunities for lifelong learning far more than they inhibit non-Aboriginal Canadians.
  • Current approaches to measuring Aboriginal learning focus on high school and post-secondary education and do not monitor the progress across the full spectrum of life long learning.
  • Measuring Aboriginal learning focus on years of schooling and performance on standardized assessments – the cognitive domain of learning, and not the purpose or nature of holistic learning – engaging the physical, spiritual, mental and emotional dimensions.

In contrast, the report suggests a more holistic approach to measuring Aboriginal learning which includes redefining what is meant by “learning success”, and to develop an appropriate framework for measuring it. The Canadian Council on Learning (CCL) and it’s Aboriginal Learning Knowledge Center at the time this report was published is working in partnership with First Nations, Inuit and Metis learning professionals, community practitioners, researchers and governments to define what is meant by learning success – and to identify the indicators needed to capture a holistic view of lifelong learning that reflects Aboriginal needs and aspirations.

Although there is no holistic framework for measuring progress in lifelong learning for First Nations, Inuit and Metis, redefined measures of learning success should do the following:

  • Identify the partners needed to address data gaps and challenges
  • Foster a dialogue on data gaps and challenges in measuring Aboriginal learning
  • Develop comprehensive information and data strategies to fill the data gaps on Aboriginal learning

CCL will continue to:

  • Improve its understanding of the factors that impract holistic lifelong learning for First Nations, Inuit and Metis
  • Work with these groups to develop and implement a national framework for monitoring and report on Aboriginal learning
  • Work with Aboriginal Peoples and federal, provincial and territorial governments to develop a national information and data strategy
  • Use the Holistic Lifelong Learning Models to foster a dialogue in Aboriginal learning

Source:

Canadian Council on Learning. (2007). Redefining How Success is Measured in First Nations, Inuit and Metis Learning (pp.1-44). Retrieved November 18, 2007, from http://www.ccl-cca/CCL/Reports/RedefiningSuccessInAboriginalLearning/Language=EN

Module 3 Post 1 – Increasing Aboriginal Enrollment and Completion Rates in Post-Secondary Ed

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In 2005, the Ontario Undergraduate Student Alliance (OUSA) developed the following list of aboriginal student programs:

  • Residential School syndrome
  • lack of academic preparation
  • social discrimination
  • high unemployment and poverty
  • cultural differences
  • community and family responsibilities

From the research done by the OUSA, they argued that there needs to be a holistic and collaborative strategy involving all education stakeholders (OUSA, p.5).

The paper “Fostering Aboriginal Leadership: Increasing Enrollment and Completion Rates in Canadian Post-Secondary Institutions” examines building Aboriginal leadership in the education sector and ways to increase the enrollment of Aboriginal people in post-secondary institutions and Aboriginal completion rates in these institutions. It also incorporates theories surrounding Aboriginal education and leadership, provides basic differences between traditional Aboriginal leadership and western leadership, and gives a statistical snapshot of current academic achievement rates.  It also provides evidence on the government’s role in legislation affecting Aboriginal education.

Sources:

King, T. (2008). Fostering Aboriginal Leadership: Increasing Enrollment and Completion Rates in Canadian Post-Secondary Institutions. College Quarterly, 11(1), 1-16.

Ontario Undergraduate Student Alliance. (2005, March). Aboriginal Students in Ontario’s Post Secondary Education System (pp.1-17). Retrieved October 22, 2007, from http://www.ousa.ca/…/ABORIGINAL%20STUDENTS%20POLICY%
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Module 3 – Post 1 Inuit Knowledge and Climate Change

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Reading this weeks readings reminded me of a documentary I had seen a few years back.  It is entitled “Inuit Knowledge and Climate Change”.  The documentary was written, produced, and directed by Zacharias Kunuk, is presented almost entirely in Inuktitut, and features interviews with Mary Simon as well as many Inuit elders.  In the documentary the Inuit present their observations that prove that climate change is happening.  The Inuit elders have hundreds if not thousands of years of traditional oral history that they rely on in order to provide food for their families through hunting and fishing.  Unfortunately, the climate is changing, and hunting and fishing are becoming harder to do.

The Inuit present evidence for the following:

  • later freeze up
  • earlier break up and melt
  • decreased thickness of shelf ice
  • change to weather patterns and prevailing winds
  • change in behaviour of seals and polar bears
  • change in the earth’s tilt, changing star navigation and position of sun on horizon
  • increase in pollution in the north

Also presented are alternate reasons for the decline of the polar bear population (although the Inuit assert that the bears are not in decline) and the seal population.  The Inuit elders feel that the wildlife biologists are to blame for the decline in the animal populations, and that the methods of tracking with helicopters and tagging is causing more harm.  In a few well presented and passionate speeches, the elders present their love for and kinship with the animals and assert that the Inuit are not and could not ever bring harm to the animals.

The Inuit know that climate change is happening, but fell powerless to do anything about it. Their hope is that by presenting this information that more people will sit up and take notice.  The video is approximately 54 minutes long and is well worth a view.

View the video for yourself here.

Module 2.5. Finding Our Talk: A Journey into Indigenous Languages

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Finding Our Talk is a documentary series consisting of 13 episodes that examine the states of  various Indigenous languages in Canada and worldwide. Finding Our Talk 3, which I chose to share, examines Canadian aboriginal languages, as well as Sami, Maya, Quechan, Maori, Arrente and Hawaiian languages. The episode addresses the role of new technologies endangered language revitalization.

The video  can be found on: http://vimeo.com/13656664

Module 2.4. Indigitization: A Toolkit for Digitizing Indigenous Media

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The Indigitization toolkit is a collaborative project between the Irving K. Barber Learning Centre (IKBLC), the First Nations Technology Council (FNTC), and three First Nations communities: Heiltsuk, Ktunaxa, and ‘Namgis. The project was initiated by by MOA (Museum of Anthropology at UBC).

In a nutshell, “Indigitization” aims at creating a  digitizing a collection of audio materials from oral history, in order to assist Indigenous communities in preserving and managing their information. The digitized materials constitute a published toolkit, available for First Nations communities that wish to engage in digitization, and, consequently, for future generations of First Nations.

In the video below, “Xelsilem Rivers, an intern at MOA, discusses with CBC how he is helping to digitize Northwest Coast First Nations languages. Most of these languages only have a handful of fluent speakers left and this archival process is enabling people like Rivers to study what would otherwise go extinct.”

https://www.youtube.com/watch?v=8LG8dWCcIYk

 

 

 

 

Module 2.3. Isumatv: The Network of Inuit and Indigenous Multimedia

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While researching Inuit contemporary art, I came across Isumatv.  Isumatv is a video site that provides a free service for indigenous artists/filmmakers. The main aim of Isuma is to raise awareness on indigenous peoples’ rights and cultures through a multimedia approach. Isuma was founded in 1990. It has an archive of three films, three Unikaatuatiit (Story Tellers) series and numerous documentaries. 

 http://www.isuma.tv/

 

Module 2.2. Cyber-bullying and indigenous youth

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Cyber-safety is a concerning issue for all children; Cyber bullying victims have significantly increased with the widespread and fast adoption of digital technology: Social media (Facebook, Twitter, Flickr, etc.), as well as mobile phones’ messaging features and applications. These features are used by indigenous youth as a means of communication within their communities and with the outside world. According to cyber-bullying statistics, indigenous youth are more likely to victims of cyber-prejudice and harassment. The video below tackles the “fight against cyber-bullying in remote indigenous communities”

http://www.abc.net.au/news/2012-08-17/the-fight-against-cyber-bullying-in-remote/4206910

Module 2 – Post #5 – Through the Eyes of Youth

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In her video interview for ETEC521 Module 2, Amy Parent mentions the deep insights that she felt were captured through the film projects undertaken by youth, at the Centre where she was working, in collaboration with an exceptional organization called Reel Youth.

After some searching, I tracked down three film projects (Residential Truth: Unified Future, Bandaid, and Decolonization) that had been produced with Reel Youth, expressing the thoughts and feelings of First Nations youth regarding residential schools and the concept of decolonization. The longest of these three films conveys how raw the feelings are and how much of the hurt from the residential school system endures in the current generation. This project includes footage of video interviews with young people and their parents, sharing their thoughts and emotions in a frank and very moving way. The two shorter films are both claymation projects, which employ simple and beautiful imagery that evokes just as powerful a reaction as the video interviews.

This site and these film projects served as good reminders to me of the range of ways, (music, image, voice) in which messages can be conveyed when there is an important and compelling story to be told.