Module 1

Like many of us, my elementary school in New Brunswick had a number of aboriginal children in attendance. At the time, my feelings toward my aboriginal classmates were dictated by the actions of the aboriginal students towards myself and others in the class/school, and we were mostly afraid. The aboriginal students didn’t want to be there (I realised later) and it showed.

I have often thought back to those days and I have an interest in finding out more information about school and education systems that were put in place (or attempted) for the aboriginal children in my area. Thus, I am looking at researching into the history of residential schools in Canada.

1. The CBC has an article that is a pretty good starting point for information on the residential school history. This page is from 2008 but contains an archive of links for further information.

http://www.cbc.ca/news/canada/a-history-of-residential-schools-in-canada-1.702280

2. Wikipedia, though certainly not always a reliable source, contains a list of residential schools in Canada.

http://en.wikipedia.org/wiki/List_of_Indian_residential_schools_in_Canada

3. UBC has an indigenous foundation with a wealth of information on residential schools and includes a good list of recommended resources, from books to websites and different organisations.

http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html

4. The Truth and Reconciliation Commission of Canada (TRC) has the following mandate “The Truth and Reconciliation Commission of Canada has a mandate to learn the truth about what happened in the residential schools and to inform all Canadians about what happened in the schools.”

The organisation’s site has a wealth of resources and artefacts that will prove useful in a better understanding of what happened in these schools and the Canadian government’s role in their development and forced attendance.

http://www.trc.ca/websites/trcinstitution/index.php?p=4

5. Just recently media reported findings that over 3,000 aboriginals died in dormitories in residential schools in Canada. The majority of deaths were due to the spread of disease. From the Spanish Flu to the spread of TB, the dorms were apparently a perfect breeding ground for disease.

http://www.cbc.ca/news/canada/at-least-3-000-died-in-residential-schools-research-shows-1.1310894

Module 1 Post 4: Breaking Down Stereotypes

Examining modernized natives who describe the difficultly in relating to traditional and mainstream cultures, and trying to break down stereotypes of how they are portrayed in the media.  One of the researchers in the below video describes:  “It’s interesting how the media exploits native american culture and customs such as pow wows not realizing such events are religious and sacred… that its the only thing that’s relevant to outsiders when we learn that there’s so much more that their culture presents.”

The following video examines the effect of stereotypes on Native American students at a Los Angeles highschool produced in collaboration between USC students and students at Central High.

https://www.youtube.com/watch?v=7OvzvZ0YfJs

In relation to the theme of breaking down stereotypes, I found several videos of stories shared by natives who overcame odds and reached immense success, and they speak out about what they did to overcome.

Jordin Tootoo (NHL Player for the Detroit Redwings)  – shares his personal story of empowerment to a group of Aboriginal highschool grads, overcoming addictions, and suicide. Sponsored by Aboriginal Education Program School District #23. https://www.youtube.com/watch?v=76tEAoVUiXM&list=PL6CCCD79AB796922B

Adam Beach (Canadian Actor) – shares his story rising to success coming out of a life of gangs, drugs, fights, and prison. https://www.youtube.com/watch?v=9oA4aYPlBVA

Paul Okalik (former Premier of Nunavut) – speaks out about his struggles that many of his fellow Inuit natives face. http://queensjournal.ca/story/2005-10-06/features/territory-torn-between-two-worlds/?flavour=mobile

These stories gives us a glimpse of pressing problems in their communities that are plagued by high rates of suicide, unemployment, and significant educational challenges. These leaders give hope and serve as role models for many youth in their communities.

 

Module 1 Post 3 – Aboriginal Outreach Programs

Local and national Aboriginal Outreach Programs such as the Native Canadian Centre of Toronto and the National Aboriginal Outreach Program  are charitable organizations that provide wide range of programs and services based on native cultural traditions and teachings.  These programs share similar visions using community-based approaches to deliver confidence-building programming that is locally and culturally relevant to engage and ensure future prosperity within Aboriginal communities contributing to Canada’s workforce while promoting and celebrating Aboriginal culture.

Module 1 – Post 5: Taiwan’s Indigenous Peoples

Each year my school hosts International Week, during which the school’s international nature is celebrated. Flags from each country represented at the school are hung along the school walkway, special guests come to classes to share their culture, the PTA hosts a whole range of activities (games from around the world, story telling from around the world, dancing from around the world), and the highlight is always the international lunch we share together! Without a doubt, International Week is the highlight of the year for most students, parents and teachers.

It was during International Week in my first year here that I first became aware of Taiwan’s Indigenous Peoples. I was quite surprised on national dress day to see so many Taiwanese students wearing Indigenous dress. It was really interesting to see the Taiwan exhibit put on by parents where the majority of the posters/images were of modern, Chinese Taiwan while the dress worn by the parents and the games offered for students to play were all Indigenous.

As I read more about Taiwan’s Indigenous peoples I am disheartened to learn that they are often viewed as ‘second-class citizens.’ It made me feel that this is a rather archaic/colonialist perspective and one that I had hoped was no longer present in the world. Seeing the ways in which Western countries are working towards improved relationships with and respect for Indigenous cultures, it saddens and concerns me to know that there are countries that are not moving forward and working to improve the rights of Indigenous peoples.

I am curious now as to different countries and the rights of Indigenous peoples and how Indigenous peoples are viewed, but am also a little reluctant to find out more as I fear things may not be moving in a forward, positive direction. Regardless, it is very interesting to consider Indigenous cultures outside of North America as I know so little about these peoples.

Entry 4: Videos on identity

The titles below offer links to two Youtube videos on identity.

The first  video, Recognizing Aboriginal Language & Identity,  is developed by the Human Early Learning Partnership Aboriginal Steering Committee in 2013.  Speakers from various Indegenious groups promote the importance of language, culture and self identity among the youth.  There is a certain respect, honour, pride and identity that comes with knowing who you are and where you come from.

 

The second video, The Threat of a Loss of Cultural Identity, is developed by Discovery Education in 2010.  Dr. David Suzuki narrates a brief documentary on the loss of an Inuit culture . Alienation, suicide, drinking and confusion over identity are all threats to the way of life in Pangnirtung.

 

 

Module 1:2 – Going Places

Going Places: Preparing Inuit high school students for their future in a changing, wider world

This video describes the hopes and challenges of bicultural, bilingual high school education in two Nunavut communities, Clyde River and Pangnirtung. Interviews with students, school administrators, parents and other community members encourage students to stay in school, to have hope for the future. Inuit leadership in the education system recognize the importance of deep connections and relationships with culture and community, yet they also express a desire that their children’s education be “on par with the rest of the world” – an education that will set them up to live anywhere, to succeed wherever they choose, and even to be Prime Minister one day. The challenge for students to maintain a positive outlook in the face of so many suicides of friend and family is discussed.

Naively, I was struck by the use of the word “bicultural” to describe how students are learning about their Inuit culture and the culture of the Canadian South. Upon reflection, I think that I have subsumed Inuit and Aboriginal cultures (in my mind) as part of the wider Canadian culture, when really they are distinct and stand alone.

Entry 3: Culture and Closing the gap

The Australian Governemnet offers programs that  help to foster a “strong cultural identity [which] is fundamental to Indigenous health and social and emotional wellbeing.”  This article highlights the initatives “strengthen Indigenous culture and languages.”

” Closing the Gap, which is a commitment by all Australian governments to work together to improve the lives of Aboriginal and Torres Strait Islander peoples, and in particular, to provide a better future for Aboriginal and Torres Strait Islander children.”

By strengthening the Indegenious culture and language, the government is woking towards reducing the disadvantage of the Indegenious people.  Targeted areas include early childhood, health, schooling, economics, self governance and community.

This article indicates the many positive benefits that are associated with Indegenious people who know and are involved with their language and culture.

http://arts.gov.au/culture-and-closing-the-gap

Entry 2: Technology and Identity

In  Technology & Identity : Is rapidly accelerating technology eroding our sense of who we are?, Barbara Molony  of Santa Clara University reports on a disucssion by three panelists about our identity and culture in relation to our use and dependence on technology. Questions such as,, “Is our identity as a society eroding because we are unclear about the survival of our cultural legacy?,” help clarify the impact of technology on our individual identity and community identity.   The potential of the Internet’s influence on our identities can have both a positive and negative impact.

The globalization of information allows for an openness of ideas, and a feeling of being connected. Yet, the internet can also lead “American ethnic communities to vanish and that online communities often result in a narrowing of focus,” as people are less connected emotionally.  Although the internet can “help us forge old-fashioned connectedness in a seemingly disconnected, modernizing world,”

One panelist, John Staudenmaier  (Professor of History, University of Detroit, Mercy), “felt that we all need “offline time” to find our identity, and suggested we consider fasting from the Internet one night per week.”

http://www.scu.edu/sts/nexus/summer2001/MolonyArticle.cfm

Entry 1: Is technology stealing our identity?

Psychology Today offers an insigthful look at how technology may be ‘ shaping our identities in ways in which most of us aren’t the least bit aware.”  Jim Taylor indicates that present self-identity is altered and shaped by popular culture, making it more difficult to develop and understand who we really are. In other words, technology is creating the new you and me.

http://www.psychologytoday.com/blog/the-power-prime/201107/technology-is-technology-stealing-our-self-identities

Module 1:1 – Anomie

The article “Coyote and Raven put the ‘Digital’ in Technology – Hands Up and Down to Earth” by Peter Cole and Pat O’Riley sent me on many cyber-journeys. One of them was to discover the meaning of “anomie” – a new word for me.

but Coyote we desire things because we lack as my old friend Jacques Lacan (2007) used to say the stuff is filler because we are empty we have a lack of being if you’re lonely or sad or suffering from anomie you buy you consume (Cole & O’Riley, 2012)

According to the OED Online it means:

“Absence of accepted social standards or values; the state or condition of an individual or society lacking such standards.”

According to the Encyclopedia Britannica Online it means:

in societies or individuals, a condition of instability resulting from a breakdown of standards and values or from a lack of purpose or ideals.

The Encyclopedia continues to describe the term:

The term was introduced by the French sociologist Émile Durkheim in his study of suicide. He believed that one type of suicide (anomic) resulted from the breakdown of the social standards necessary for regulating behaviour. When a social system is in a state of anomie, common values and common meanings are no longer understood or accepted, and new values and meanings have not developed. According to Durkheim, such a society produces, in many of its members, psychological states characterized by a sense of futility, lack of purpose, and emotional emptiness and despair. Striving is considered useless, because there is no accepted definition of what is desirable.

Of course, this made me think of the high suicide rates among indigenous people in Canada.  (See Suicide Among Aboriginal People in Canada). So I began to look for more information about Durkheim, who is also new to me (having never studied sociology).

Summaries of Durkheim’s four major treatises are available on the website The Durkheim Pages http://durkheim.uchicago.edu/ where I read about Durkheim’s belief in the importance of society as something that regulates and constrains human behaviour, and…

 “… when society is disturbed by some crisis, its “scale” is altered and its members are “reclassified” accordingly; in the ensuing period of dis-equilibrium, society is temporarily incapable of exercising its regulative function, and the lack of constraints imposed on human aspirations makes happiness impossible. This explains why periods of economic disaster, like those of sudden prosperity, are accompanied by an increase the number of suicides, and also why countries long immersed in poverty have enjoyed a relative immunity to self-inflicted death. Durkheim used the term anomie to describe this temporary condition of social deregulation, and anomic suicide to describe the resulting type of self-inflicted death.”

[From The Durkheim Pages/Suicide which is itself an excerpt from Robert Alun Jones. Emile Durkheim: An Introduction to Four Major Works. Beverly Hills, CA: Sage Publications, Inc., 1986. pp. 82-114.]

Looking for a modern interpretation of Durkheim, I found a chapter in a 2008 book by Diane Harriford and Becky Thompson: “Emile Durkheim and embodiment in the age of the Internet” (in When the Center is on Fire: Passionate Social Theory for Our Times, available as a full text ebook from UBC Library). In this chapter the authors take a new look at the sociologist’s ideas about social norms and social order in the context of the Columbine high school shootings. Although they reject many of his ideas (about women, about primitive societies) they are compelled to take a fresh look about his ideas about social integration and social order, and how the Internet may be contributing to social dis-integration and social dis-order:

The Internet is virtual fantasy and virtual freedom, a space with virtually no rules. After the Columbine murders, however, we found ourselves asking, might this be a new form of anomie—a lack of social control and a condition of normlessness where there is little or no sense of authority or moral guidance. (Harriford & Thompson, 2008, p. 173)

Cole, P., & O’Riley, P. (2012). Coyote and Raven put the “ Digital ” in Technology – Hands Up and Down to Earth. Transnational Curriculum Inquiry, 9(2).

Harriford, D., & Thompson, B. (2008). Emile Durkheim and embodiment in the age of the Internet. In When the Center Is on Fire: Passionate Social Theory for Our Times (pp. 155–177). Austin, TX: University of Texas Press.