Tag Archives: Education

Statement Connecting Weblog – Ecotourism in BC

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http://www.aboriginalbc.com

“This spectacular province is home to our people who have preserved our way of life.  We are proud of our culture and heritage and most importantly we want to share it with the world.  We want to celebrate the fact that we’re still here.”  (promotional video for Aboriginal Tourism Association of British Columbia).

Ecotourism is a niche market that includes responsible travel to fragile, pristine and usually protected areas.  The goals of ecotourism are to

      • educate the traveler
  • provide funds for conservation
  • directly benefit the economic development and political empowerment of local communities
  • foster respect for different cultures and human rights. (encyclopedia of ecotourism)

While there is a strong tendency to focus on case studies in countries such as Costa Rica, Brazil and Ecuador, I am interested in the growing ecotourism industry here in British Columbia.  I teach a class focused on ecotourism at the highschool level (I’m currently teaching it for the second time) and I include a unit on First Nations ecotourism in BC.   Ecotourism affords First Nations communities a chance to educate visitors in their culture and history, which aids in the breaking down of stereotypes.  It also affords new economic ventures coming from sustainable use of land and natural resources.

However as with all tourism, there are both benefits and threats.  The ETEC 521 course shell points out that there is a need for Indigenous communities to protect vital resources from outside exploitation.   How do communities balance educating non-Indigenous people, while preserving their culture?  What are the other potential threats to culture that an increase in ecotourism would bring?

I would like to start by surveying the variety ecotourism opportunities available in British Columbia and then follow by assessing the potential threats/benefits to First Nations culture.  The Journal of Ecotourism will likely be a valuable resource as it includes articles such as:

Indigenous Ecotourism in Central British Columbia: The Potential for Building Capacity of Tl’azt’en Nations Territories

 Not “Ecotourism”?: Wilderness Tourism in Canada’s Yukon Territory

I have also obtained a copies of the following books:

Indigenous Ecotourism – Sustainable Development and Management

Ecotourism – Management and Assessment

Module 1 – Post 5 – Longhouse programs

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To continue on my theme of education posibilites that exist, I decided to look into some of the longhouse programs that are available in my area.

The closest to my school is the Shxwt’a:selhawtxw Longhouse Program.  Sto:lo has worked closely with the school district with every Grade 4 student in the district taking part in interactive cultural activities.  Other classes have the opportunity to design their own tour from a list of options including; bannock, carving, cedar, bark & wool weaving, fishing, slahal, speakers, story telling and land & resources information.

Grouse Mountain offers the híwus First Nations Cultural Program.  In their feasthouse students receive an authentic cultural experience including legends, songs, dances, crafts and food.

In Mission, the Xa:ytem Longhouse Interpretive Centre is currently closed, and unfortunately I haven’t been able to find out why.  I have been to programs at this particular site before and have found them to be very informative and well run.   This is believed to be the oldest dwelling in BC, dating back 9,000 years and Hatzic Rock is a “transformer site”, the Sto:lo story that 3 chiefs were turned to stone after challenging the Creator. Hopefully they’ll reopen soon!

 

Module 1 – Post 5: ICT’s Reinforcing Indigenous Culture and Knowledge

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The United Nations Educational, Scientific and Cultural Organization (UNESCO) report on ICT’s and Indigenous People (June 2011) outlines various models across the globe that show how Information and Communications Technologies (ICTs) can support indigenous education. Most of this is centered on teacher training in their respective contexts, and providing culturally responsive learning opportunities for children through the use of ICTs.

The report outlines possible solutions to the problem of technology and the erosion of culture, and different methods used to reinforce indigenous traditions through education. It would be interesting to know of research done on the effectiveness of such ICT support models, and their impact on the indigenous communities as a result of change in educational policies.

Mod 1:5 SUNTEP and ITEP

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Saskatchewan Urban Native Teacher Education Program (SUNTEP) and Indian Teacher Education Program (ITEP) are four year bachelor of education degree programs that are designed for First Nations, Metis, and Non-Status Aboriginal students. The programs run along side mainstream education programs at the University of Saskatchewan and in Prince Albert, SK.

The programs provide an opportunity for First Nations and Metis students to become educators. The objectives of ITEP include:

  • Provide an opportunity for First Nations people to become classroom teachers and provide an educational experience which will give individuals more freedom to specialize in specific areas.
  • Increase the number of First Nations teachers in Saskatchewan and other parts of Canada who will meet the social and cultural needs of the Aboriginal community, as well as contribute to school systems where Aboriginal and non-Aboriginal children make up the student population. (ITEP: About Us)

The SUNTEP program has similar objectives although it is geared towards students of Metis ancestry. The programs are responding to the needs of First Nations and Metis students and communities by giving young educators tools to bring back to their communities.

Mod 1:4 Wapos Bay

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Wapos Bay is a children’s television show that is set in a reserve community in Northern Saskatchewan. It features three Cree children who are learning to balance old tradition with modern life. The children are guided by their elders, their extended family and their curiosity for the world. The children learn through experiences and stories about courage, honesty, and other important values. The show is broadcast on APTN, SCN and can be streamed online through WaposBay.com .

Even in Northern communities in Saskatchewan there are many trappings of modern life and families in these communities today are learning how to embrace the new without forgetting the old. Wapos Bay is a television series with a gentle yet effective way of reminding us of the importance of tradition with the use of technology.

Module #1-5: Australia

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According to the Australian Bureau of Statistics, there were 176,057 school students in Australia who had identified as Aboriginal at their time of enrolment in 2012. This represents an increase of 7,254 (4.3%) over the corresponding figure for 2011. These students now make up almost 5% of all school students. This figure is only for primary and secondary schools and does not take into account higher education, but I assume the number of Indigenous students enrolled in higher education should be increasing accordingly. Since indigenous communities are often located in remote areas, distance education will be key to providing a proper level of education and training for them.

In Australia, the Queensland Government formed the Indigenous Lead Centre in 2006 to ensure Indigenous peoples have access to culturally appropriate and relevant courses including distance education, course materials, and training products that enable them to fulfill their professional and personal aspirations. The Indigenous Lead Centre has also developed a variety of user-friendly e-learning resources; Internet technology like this could definitely help support students and job seekers in remote communities. However, infrastructure is the big issue among Indigenous communities and peoples. According to this article published in 2011, only 6% of residents in some remote Indigenous communities in Australia had a computer, while 80% of Australians access the Internet regularly—in some communities, as few as 2% of residents had an Internet connection. In 2011, the Australian Communications Consumer Action Network (ACCAN) started a project called Home Internet for Remote Indigenous Communities to assess the reasons for low internet take-up and use by people living in remote Indigenous communities, determine the needs of remote Indigenous communities with regard to home Internet use, and provide advice through empirical research.

Batchelor Institute of Indigenous Tertiary Education in Northern Territory, an educational institution for the tertiary education of Indigenous people of Australia, opened a new e-Learning and Research Building in 2008. This was a $2.86 million project funded by the Federal Government. Internet technology must be effectively employed to provide quality education and training to Indigenous peoples. Creating Internet access requires stable infrastructure, and an Internet development budget funding is essential to making the project come to life. It is not an easy process!

Module #1-4: First Nations Councils in Canada

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First Nations communities are often marginalized and have poor access to services in areas such as youth, employment, and so on. They also face a number of challenges regarding access to educational technology related to their marginalized social positioning. Therefore, to battle against this issue it is crucial for First Nations people to take advantage of technology, especially the Internet, to get connected to one other and rebuild a sense of community. First Nations councils in Canada aim to improve and better reflect the culture, education, and other needs of the First Nations.

The First Nations Education Council (FNEC) was created in 1985 with the mission to achieve full jurisdiction over education of all First Nations children and their communities in the Nations of Quebec. Their philosophy is that only First Nations people can develop an education system that is based on First Nations values. The FNEC supports, promotes and safeguards the lifelong education and the unique cultural identity of First Nations. FNEC priorities include installing fiber optics in all FNEC-member communities, supporting the funding of vocational training programs, compelling the federal government to adopt a new funding formula for First Nations schools to put an end to their chronic underfunding, and so forth.

In September 2013, in Saskatchewan, the 12 First Nations of the Prince Albert Grand Council (PAGC) announced that each of them plan to develop their own education acts, aiming to better reflect the culture and needs of the First Nations, according to this article. The acts will recognize First Nations culture, language, academic achievement, and First Nations jurisdiction over education—asserting their indigenous right and authority over their children’s education.

Module #1-3: Endangered Languages

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Wendake is the Huron-Wendat reserve located 15 minutes from downtown Quebec City. It is one of the Seven Nations of The Iroquois Confederacy—a historic confederation of First Nations living in and around the Saint Lawrence River valley at the start of the eighteenth century. I have been to this small town once. There are buildings such as the Huron-Wendat Museum, the Traditional Huron site “ONHOÜA CHETEK8E“, several souvenir shops, and many tourists as well. It was fun learning about their history and culture, but the most interesting part of my visit was their language. I saw many signs written in Wyandot—even traffic signs.

Wyandot is one of the Iroquoian languages. This website give some background on the Iroquoian language. Unfortunately, Wyandot essentially died out as a spoken language nearly a century ago; however, there are attempts at revitalization such as the village school in Wendake, which offers adult and children’s classes in the language.

Not only Wyandot, but also many indigenous languages have been struggling to stay alive. According to this article, only 545 Canadians claim Mohawk, which has the largest number of speakers of the Northern Iroquoian languages, as their mother tongue according to 2011 census data. Language and identity are closely connected and intertwined; it is so difficult to imagine losing a part of our identity. Even if the language manages to be somehow revived, it would soon be endangered again if there are not enough people dedicated to protecting it from extinction. Conversation can be recorded and preserved as an archive for future generations, but losing languages and its speakers are very regrettable.

Mod 1:2 Community Schools in SK

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Community Education is a concept that acknowledges that education does not stop at the school. Community Schools in Saskatchewan are schools that have been designated by the provincial government due to the high enrolment of First Nations youth. These schools are not only schools but places where other community organizations come together to support families. Part of their mandate states:

Community Education is a unique education concept that embraces these beliefs:

  • Education is a lifelong process;
  • Everyone in the community – individuals, businesses, public and private agencies – shares responsibility for the mission of educating all members of the community; and
  • Citizens have a right and a responsibility to be involved in determining community needs, identifying community resources, and linking those needs and resources to improve their community. (Community Schools – About us)

One of the questions that we reflected on during Module one was whether educational goals are different in First Nations communities. The goal of our educational system is to create healthy, contributing members of society and I believe that this is universal goal. I think the route to this goal is necessarily different for First Nations youth and we are learning how to acknowledge the differences. Our system isn’t perfect but schools with frameworks in place to support First Nations youth and families are starting the process of healing for First Nations Communities.

Module 1 Post 2 – Firstnations.com

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I found this site really helpful in keeping up to date with First Nations news across the country and globe – http://www.firstnations.com/rss/google-news.php. It provides newsfeeds of FN news from various news sources.

One of the stories I came across http://www.cbc.ca/news/politics/harper-government-on-collision-course-with-first-nations-1.1862819 talks about the ongoing battle between the Assembly of First Nations, and the government of Canada in land disputes and education rights. With education, AFN are fighting for more legislative rights to control education for their own people, and in the wake of annual event in B.C held by the Truth and Reconciliation Commission, they believe the abuse in residential schools would never have happened if “had FN been in control over their own education”. FN is still seeking a “fair and lasting” resolution to the legacy of Indian Residential Schools. Past traumas are still alive and active today, and have profound impact on FN fight for autonomy in their communities.