Entry19: Songs that tell of the Indigenious struggle

I decide to include these couple of songs since they represeent another form of media that has been used to express the issues of Aboriginal groups.  The first song is remake of Cherokee Reservation, done by Paul Revere and the Raiders.  Watch the youtube video here   and read the lyrics here .   The words of this song ring so true with mny indigenious groups especially during early civilization.

They took the whole Cherokee nation
put us on this reservation
took away our way of life
Tonmahawk and bow and knife
Took away our  native tongue
taught their engish to our young
Even today there is still the fight over schooling and land rights. So the theme of this song is truly timeless.

I follow this song with Cher’s hit, Half-Breed.  This song tells of the struggles of a female Native American with White ancestory.  The first stanza deals with a very common issue in the past and even in present – how are people of ‘not-pure’ lineage treated.  see the full lyrics here.

My father married a pure Cherokee
My mother’s people were ashamed of me 
The indians said I was white by law
The White Man always called me  “Indian Squaw”
I don’t think Cher’s image in this video is a true representation. This is probabely a case of using an image to promote the song and ideas. Definitely some sterotyping being used here.

Through the use of music, important issues of Native Americians are brought to light.  It’s important to remember that Internet technology was not as proficient/common at the time of these songs.  Music was probabely the best medium to spread a message to hundreds or thousands or more people.  furthermore the greater the diversity of medium spreading a message then the greater exposure, and greater support for the movement.

 

Entry 18 : Creative Spirits

 “Creative Spirits acknowledge the Aboriginal and Torres Strait Islander peoples  as the traditional custodians of the land in which we live and work.”  This website offers much information about the Aboriginals of Australia.   This is a very informative site.

Pages include  Aboriginal culture,   Aboriginal resources,  Photography,  Poetry  as well as other features like:

 

http://www.creativespirits.info/aboriginalculture/selfdetermination/

Module 4 Post 4: Assembly of First Nations Rejects Aboriginal Education Reform Plan

In today’s National Post (Nov 25, 2013), Shawn Atleo AFN National Chief outlined five basic “conditions” that are necessary if the plan for Aboriginal educational reform is to be successful, which includes: First Nation control of education; guaranteed federal funding; protection of language and culture; joint “oversight” of the new education system; and “meaningful” consultation with aboriginals.

The aforementioned conditions Shawn stated echo’s core themes covered in this course that aboriginals are constantly battling.  The deep scars from the Residential School era is far from over and appears it will be a continuous issue for many years to come, overshadowing Aboriginals on-going fight for protection and cultural rights. 

A somewhat startling fact I got from this article is that First Nations youth represent the fastest growing segment of the population in Canada yet they have one of the lowest graduation rates.  Specifics of the draft bill was not mentioned, but it highlighted that Aboriginal leaders are worried because the bill contains no information on the level of funding the federal government would provide for First Nations schools, as well as inadequate bill of support in teaching First Nations languages and culture.

Source: http://news.nationalpost.com/2013/11/25/first-nations-oppose-unacceptable-federal-education-reform-plan/

Entry 17: Indigenous Australian’s right to self-determination

This site Avaaz.org- community petitions offers online petitions, in hopes of elliciting change in governments.  “Community Petitions is a new web platform that gives people around the world the power to start and win campaigns at the local, national, and international levels.”   People can create their own petitions and set a goal.  Online users sign the petitions , in privacy.

For this particular petition, the purpose is persuade the government of Australia  “To empower Indigenous Australians to pursue their sovereign right to self determination, given Australia’s history of ‘genocidal acts’ and racist policies and practices.”  The site is trying to reach 500 signatures, using the Internet to increase the exposure of this issue.  Created by Robert L of Australia and posted on March 16, 2013,  this petition explores the idea that any “referendum regarding Indigenous peoples rights should be voted on seperately by Indigenous peoples and not be dominated by the broader polulation.”

link:  https://secure.avaaz.org/en/petition/Aboriginal_and_Torres_Strait_Island_peoples_sovereign_right_to_selfdetermination/

Education for Liberation: One Indigenous Classroom at a Time?

This article describes one adult education class in which First Nations educational philosophies and practices were employed. It is a facilitator’s personal account of a 200-level, web-delivered Indigenous Studies course that examined methods and theory in recording Oral Traditions. First Nations worldviews and ways of teaching and learning are fundamentally different from Western education theories and pedagogies. Rather than viewing Aboriginal learners as deficient (as Western educational institutions often do), this course was developed under the premise that all students will learn and grow, given that an open, safe, supportive and challenging learning environment is provided. It is the Atisokanak, the Elders, and the First Nations protocols and ceremonies explored and employed in this class that made it the unique and rewarding experience it was for its facilitators and learners alike.

Reference:

Friedmann-Conrad, B. (2013). Education for Liberation: One Indigenous Classroom at a Time?. Journal of Integrated Studies, 4(1).

 

Documentary on Aboriginal Issues in the Classroom

Kinàmàgawin: Aboriginal Issues in the Classroom is a documentary film that examines the difficulties experienced when discussing Aboriginal issues in post-secondary classrooms at Carleton University. Twenty-one Aboriginal and non-Aboriginal students, instructors, faculty, and staff across various disciplines reflect upon their most memorable classroom moments when Indigenous issues were discussed. Oftentimes, those discussions became uncomfortable and upsetting, resulting in a classroom climate that was alienating.

Kinàmàgawin provides a space for the university community to voice their experiences and share their stories, and creates greater awareness of the challenges faced at the classroom level. Additionally, it is a useful teaching and training tool to engage universities in a dialogue that moves toward improving these situations. The film confirms the resilience and strength of the Indigenous community at Carleton, and showcases local Aboriginal talent with a soundtrack by A Tribe Called Red.

The trailer can be viewed below:

Kinamagawin Trailer

Entry 16 – the Nunatsiaq News

The Nunatsiaq News   is a newspaper written about the Inuit and the North.  This newspaper is published in Iqaluit, Nunavut, in 2 official languages: English and Inuktitut.   Each paper offers news, sports, classified, etc written about the people of the North. Through this medium, the Inuit can control the information and image presented about themselves.  The Nunatsiaq News is also offered online as a virtual newspaper.

Module 4 Weblog – Posting #5 – Community Storytelling

My final weblog post provides an example of an Indigenous community representing themselves through the use of digital storytelling.

The Georgina Island Storytelling Project is a project of the Chippewas of Georgina Island in Ontario. The site hosts a collection of existing stories and invites the contribution of new stories. The stories cover the history of the community beginning in the 1800s up to the present day. Viewers may search for stories based on a variety of topics such as commerce, island life, health, and governance and administration. The site itself also includes links to information regarding services in the community.

The combination of all of these stories provides a very vivid idea of each contributor’s personal story, and also of their sense of themselves in the larger community.  As a living project, the site also provides guidance and options for those who wish to share their own stories and add to the expressions of the heritage and identity of their people.

Module 4 – Post 5 – Towards Cross-cultural Science and Technology Curriculum

http://www.d.umn.edu/~bmunson/Courses/Educ5560/readings/Aikenhead97-NOS.pdf

Recognizing that Science is a subculture of Western culture, Aikenhead explores the need for First Nations students to cross cultural border in order to participate in scientific learning.  As he puts it in his abstract, the pathway is

  1. Founded on empirical studies in educational anthropology
  2. Directed by the goals of First Nations people themselves.
  3. Illuminated by a reconceptualization of science teaching as cultural transmission
  4. Guided by a cross-cultural STS science and technology curriculum
  5. Grounded in various types of content knowledge 

Module 4 – Post 4 – Three approaches to FN content in the classroom

This great little page describes/uses examples to show the three difference approaches (Add-on, Integration, and Immersion) to First Nations content in the classroom in an easy to understand way.

The Add-on section is certainly the most thorough as it includes a description, a “best to use when” section, a look at the strengths, and the weakness and then a number of examples.  However the examples for both the Integration and Immersion sections make them quite easy to understand.

http://www.canteach.ca/elementary/fnations1.html