Tag Archives: Aboriginal

Who are the Métis peoples?

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One of the central questions in ETEC 521 is: “How do communities balance educating non-Indigenous people, while preserving their culture?”  However, in order to answer this question as it pertains to the Métis peoples, one first needs to have an understanding of who the Métis peoples are.  However, the answer to the question of Métis identity seems to depend on who you ask. “Métis peoples insist that they are part of a distinctive cultural group.  However, Métis identity is frequently misinterpreted by non-Métis to refer simply to Aboriginal-European ancestry” (Ouellet and Hanson, 2008).

The question of Métis identity is an important one for me personally because my family has Métis ancestry.  In terms of my profession, I am interested in both the traditional and contemporary representations of the Métis presented in K-12 education.

My research project will investigate how the Métis are working to preserve and celebrate their culture while at the same time educate non-Indigenous people as to what it means to be Métis.

I will explore the following themes in my project:

Identity: Who are the Métis Peoples?  How do they define themselves?  How are they defined by others? How have these definitions changed over time?  Why does it matter?

Technology: How are the Métis using technology for historical research, cultural expression, cultural preservation, and education?

Possible sources of information include:

Module 1 Post 3 – Aboriginal Outreach Programs

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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.

Mod 1:3 Inside Out – Armidale Australia

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http://blog.ted.com/2012/08/16/a-ted-prize-wish-100000-posters-later/

JR is an artist whose TED wish is coming true. His wish is “that people around the globe have a chance to show the world their true face.” (TED Blog) His wish is literal with communities in more than 100 countries displaying huge posters of faces on walls. The video above is from an Australian Aboriginal group who are creating a wall with their faces on it for their town to enjoy.

Inside Out Project is a website created by JR about his project. Most fascinating is the Explore section of the website which maps every place in the world where Inside Out has been done. Armidale Australia is not the only Indigenous group that has participated in this project. In North Dakota, the Lakota Tribe printed posters of faces which were hung in New York among other places.

In the context of this class, the Inside Out project allowed (and continues to allow) Aboriginal communities to share their identity with the world. The posters are free to anyone who uploads a photograph to Inside Out. The project started out as an illegal art installation in Paris but now all around the world people are using the idea to promote their own communities.

Module #1 – Post #5: Contemporary Inuit and Innu Music

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Music provides a natural outlet for Aboriginal artists to carry-on an important aspect of their oral culture. With advances in recording technology and the ability to share content online, Aboriginal musicians have more opportunities than ever before to share their work with the international community. Similarly, technology has afforded isolated communities the opportunity to experience music of other cultures, which has surely influenced many contemporary Aboriginal artists. I found this to be an interesting notion, placing into question how we might perceive work by Aboriginal artists that transcend aspects of their musical traditions. In other words, what does music produced by Aboriginal (or even non-aboriginal artists) that incorporate elements from other cultures reveal about Aboriginal identity and interaction with a wider world? Should they be criticized for not adhering to tradition, or is there value in seeking ways to bridge cultural divides through art? What significance lies in the appropriation of Aboriginal language and music by Western artists and vice-versa?

I’ve selected a few artists whose work occupies a unique milieu of traditional Aboriginal and Western influences. Specifically, I sought out work by Inuit musicians to see what kind of a presence their work has online. I was pleasantly surprised by the diversity of musical styles that have emerged in the past couple of decades and the interesting cross-pollination of cultural influences evident in the music being produced. In the case of Quebecois musician Chloe Ste. Marie, the influence went the other way, as she decided to record her 2009 album, Nitshisseniten e tshissenitamin, entirely in the Innu language. Follow the links below to sample some of the diverse music produced by a few of today’s top talents:

Susan Aglukark – an Inuk singer who began her career in 1993 and has amassed 6 albums and multiple Juno awards.

Tanya Tagaq – Inuk throat singer who often incorporates Celtic influences; has recorded and toured with Icelandic singer, Bjork.

Lucie Idlout – Inuk singer/songwriter in English, whose work is heavily influenced by modern rock.

Chloe Ste. Marie – Quebecois singer/songwriter who in 2009 recorded Nitshisseniten e tshissenitamin, an album sung entirely in the Innu language.

Connecting Statement – eLearning and Traditional Indigenous Health Literacy

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Due to systemic neglect and forced efforts at assimilation, the disparities between the health status of the indigenous and non-indigenous population are significant with poorer health outcomes for Indigenous peoples. One of the key obstacles in achieving good outcomes in health care is the health literacy of the individual. Indigenous peoples, with their background of residential schools and exposure to racism have had difficulty in utilizing Western models of health literacy. Our Western definition of health literacy is the ability to read, understand, and use healthcare information to make decisions and follow instructions for treatment. The Indigenous learner, health literacy is defined as being aware of one`s own emotional health and in addressing one`s emotional needs one heals the body. A learner who uses this emotional knowledge model is frequently at a disadvantage in a health care system that is not sensitive to this reality due to a lack of educational resources. The goal of this research project is to create an online eLearning course that will educate and engage the user in the most common issues regarding indigenous health care and what be done at a local level to improve them.  This eLearning module will seek to demonstrate unique Indigenous perspectives in the transmission of knowledge regarding emotional health literacy. By using eLearning courseware, this project will serve as a means by which contemporary learning technology can be used as an educational tool for traditional Indigenous practices.

 

Module 1 – Post 5 – The Altai and the Land

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A  vivid examination of the importance of the local Indigenous connection with the land can be seen in the following video:

http://vimeo.com/7111821

The focus in the video is of the Altai people in central Russian and how they are seeking to rebuild their connection with their knowledge and customs that have suffered due systematic neglect and Russian colonization. This short documentary focuses on the environmental knowledge of the Altai, yet one of the most striking aspects of this piece is that it shows how differing types of knowledge is transmitted between members of the community as well as the profound connection that the speakers have to the place they live in. What is inspiring about this video is that it also represents a restoration of traditional knowledge and practice.

This film, sponsored by United Nations Diversity Project is a very effective reference tool in understanding the universal challenges confronting First Nations peoples globally and their struggle to  reclaim their ancient heritage and traditions.

Module 1 – Post 4 – Approaches to Healing

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On the journey to understanding the idea of Indigenous knowledge and how it pertains to interaction with technology, I repeatedly came across the term of ‘Traditional Knowledge’. In order to understand this term better, I found a fascinating paper from the International Indigenous Policy Journal that examined Traditional Knowledge, Spirituality, and Lands. It can be accessed here:

http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1042&context=iipj

What’s very interesting about the article is that it explores the means through which knowledge is transmitted throughout Indigenous communities with a strong emphasis on health care. Due to the severe disparities in health care outcomes between Aboriginal and non-aboriginal peoples, the means through which to improve this lies in understanding the proper role and historical context of traditional healing in Indigenous society. This information could be useful as a foundation for the development of curriculum regarding Indigenous health care issues and their possible solutions.

 

Module 1 – Post 2 – The Trail of Tears

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While driving home from work the other day, listening to CBC Radio, I heard a heartbreaking story about the “Trail of Tears”

The “Trail of Tears” refers to the forced removal of the independent Cherokee Nation from their established homeland in Northern Georgia.  Despite being known as one of the 5 Civilized Tribes, the Cherokee were cheated out of their lands and forced to relocate a thousand miles to the west beyond the Mississippi.  This forced exodus of the Cherokee, during the winter of 1838, had a deadly toll, with as many as 4,000 deaths.

What really struck me was that even though the Cherokee had tried to assimilate into the new culture – they lived in frame houses in the city, produced a bilingual newspaper, farmed, and wore European finery – they were still not considered to be sovereign citizens under the Indian Removal Act of 1930 by the government of President Andrew Jackson.

The link to the CBC story is here: Trail of Tears

 

Module 1 – Post 3 – Google Earth and Indigenous Communities

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In our Hare reading, emphasis is placed on the ‘local’ in Indigenous knowledge. However for many of us, who are not of this background, it may be difficult to understand the importance of what “place” actually represents. This prevents us from a more complete understanding of the Indigenous perspective.  In aid of this and by utilizing online technology available, a group from Georgia(USA) is using Google Earth and multimedia to demonstrate the geography of the Cherokee. You can view the project here:

https://www.youtube.com/watch?v=z6IJrxz–AA&list=PLWw80tqUZ5J8tXKFdM6vvTYMK9ibmCQ9Y

This project focuses on revealing the very importance of the landscape itself as central to the Cherokee culture. What’s interesting about this is how useful a publicly available tool such as Google Earth is in providing content to what the relationship that and Indigenous community would have to the land and actual locations. Using a tool such as this, one can show, for example, sacred places, deposits of medicinal herbs, as well as animal migration routes. For those among us who live in larger cities, such a guide is invaluable in providing context.

(note: I am not a fan on the banjo music they play in the clip and have tried hard to not listen to it while appreciating the rest of their work.)

 

Module 1 – Post 2 – The Importance of “Place”

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One very interesting subject to consider is that of Indigenous science in education and how it differs from more Western educational perspectives. This paper on the role of ‘Place’ in the treatment of Indigenous science is an effective document that outlines the challenges and effective strategies in developing curriculum on this subject.

http://aerc.usask.ca/downloads/Learning%20Indigenous%20Science%20From%20Place.pdf

This information contained within allows one to consider the variety of issues regarding Indigenous science and how it affects perspective. The article seeks to dispel some of the myths surrounding what Indigenous science is and how it differs from Western scientific practice. A very good primer for anyone who wants to understand the basics of this fascinating area of study.

Although the focus of this article is on Saskatchewan First Nations and Métis Communities, it has tremendous relevance to any comprehensive understanding of the Indigenous perspective.