Tag Archives: etec521

Module 4.4. Inuit Knowledge Centre

Inuit Tapiriit Kanatami (ITK) is an Inuit organization in Canada,  “representing four Inuit regions – Nunatsiavut (Labrador), Nunavik (northern Quebec), Nunavut, and the Inuvialuit Settlement Region in the Northwest Territories.”

The “Inuit Qaujisarvingat: Inuit Knowledge Centre at ITK” focuses on Arctic and Inuit knowledge through a variety of projects that:

–      provide information about Inuit culture in order to increase awareness and knowledge;

–      promote understanding of different aspects of climate change  in Inuit regions, as well as its impact on Inuit society;

–      organize Inuit health statistics and make them available for Inuit different organizations in order to support Inuit research; and

–      share Inuit perspectives on a variety of Arctic issues: lifestyle, environment, wildlife,  patriotism, safety, sovereignty, etc.

The website http://www.inuitknowledge.ca/ also provides an online library that contains research papers, reports, literature reviews and Inuit studies.

 

Module 4.3. Inuit Gallery of Vancouver

Established in 1979, and located in Gastown Vancouver, the Inuit Gallery of Vancouver specializes in exhibiting Canadian Indigenous art of  both senior and contemporary Inuit and Northwest coast artists (mostly sculptures in stone and bone, graphics, masks and other ceremonial objects, and jewelry).

The exhibition archives of the gallery presenting art exhibitions from February 2011 to date can be found on http://www.inuit.com/.

 

Module 4.2. Inuit Youth in a Changing World

Inuit Youth in a Changing World 

Condon Richard G.

CSQ Issue: 12.2 (Summer 1988) Hydroelectric Dams and Indigenous Peoples

In his article, “Inuit Youth in a Changing World”, Condon Richard G. examines the social, cultural and economic changes that have faced Inuit youth, namely the Copper Inuit of the Holman region in the Canadian Arctic over the past generation, especially pertaining to the shift from a nomadic to a more sedentary lifestyle. The author’s opening sentence emphasizes the “host of challenges and dilemmas” that face Inuit youth in a rapidly changing world, however, the body of his article gives almost equal weight to the possible advantages that said change has entailed. Of these advantages, the author particularly sheds light on the economic and educational. On the other hand, the author indicates that “many young people lack sufficient employment opportunities, are inadequately prepared for advanced high schooling and are unwilling or unable to relocate to larger northern communities where jobs are more available.” The author then carries on to trace said adjustment dilemmas, at least in part, to high rates of alcohol and drug abuse, suicide and juvenile delinquency, which, according to the author, “are characteristics of Inuit teenagers and young adults throughout the North.” I dare to say, the author has misread the misfortune of Inuit youth, and has placed the proverbial carriage before the horse. What the author nonchalantly describes as “characteristics of Inuit teenagers” in a matter-of-fact kind of way is, in my opinion, the elephant in the room. Such behavioral problems are not, as the author implies, the reason why Inuit youth find trouble adjusting in a rapidly changing world, but the effect of it. The author totally understates the potentially debilitating effect of a waning family and indigenous community ethos, and the endangerment of a rich and vibrant indigenous culture. The scholar’s disregard for the sense of alienation and socio-cultural disorientation cannot simply be redeemed by his subsequent overview of the Inuit’s social history, recent demographic, economic and cultural changes. At the end, the author concludes that more research is needed to better understand the implications of change on Inuit youth. However, I feel that no amount of research, data-collection and statistics can make up for a lack of a deep understanding and appreciation of Inuit culture and the extent of loss associated with its endangerment.

Source: http://www.culturalsurvival.org/publications/cultural-survival-quarterly/canada/inuit-youth-changing-world

Module 4.1. An interactive map of Canada’s native peoples

The Interactive map of Canada found on http://www.thecanadianencyclopedia.com/customcode/Media.cfm?Params=A3native-people.swf provides data on Canada’s different Native groups in a very informative yet succinct presentation. The map designates Canada’s parts not according to administrative provinces and territories, as one would initially expect, but according to natural regions and First Nations’ habitats. Each region is first described geographically and environmentally, before proceeding on to state facts relating to its indigenous people – a more organic, indigenous-people-centered approach to study, which implies the indigenous peoples’ elemental and profound relation to the land they have inhabited for centuries, and in many cases millennia.

Module 3.2. Video as Cultural Mediation

Faye Ginsburg, in her essay ‘Indigenous media: Faustian contract or global village?’ discusses the importance of videos produced by indigenous people in pursuit of self-determination as an act of resistance with the intention of making their voices heard in the face of cultural domination be Western media.
One should note that American and Australian indigenous people began to make their own videos in the early 1970’s, which became more prevalent by late 1980’s. The films produced typically tackle indigenous cultural and historical themes, promote indigenous art (music, dances, stories), rituals, sports, health, elders’ biographies, and mostly, the contemporary life of those indigenous groups.
Faye Ginsburg proposes “that when other forms are no longer effective, indigenous media offers a possible means – social, cultural, and political – for reproducing and transforming cultural identity among people who have experienced massive political, geographic, and economic disruption.” (p. 94).

The article can be retrieved on: https://files.nyu.edu/fg4/public/pdfs/Ginsburg%20-%20Indigenous%20Media%20Faustian%20Contract.pdf

Below are movie trailers of two Indigenous documentaries, Croker Island Exodus, and Coniston, telling stories of struggle, survival, self-determination, love, and compassion.

https://www.youtube.com/watch?v=CE1eKOMUkxg

https://www.youtube.com/watch?v=Fnp3yZV4ZfI

Module 3.1. Indigenous Knowledge and Intellectual Property Rights

“What Protection Of Traditional Knowledge Means To Indigenous Peoples”, is an Intellectual Property Watch article, which combines two interviews with two indigenous groups attending the Intergovernmental Committee on Intellectual Property and Genetic Resources, Traditional Knowledge and Folklore (IGC).
According to the article, both indigenous groups reported that their knowledge (a part of which they consider sacred), had been published, used, and sometimes misappropriated, without their consent. These indigenous groups are demanding that their knowledge be protected through an agreement on international legal tools that prevent “colonizers” from placing their knowledge in public domain.
“When you receive it, you don’t receive it freely to do whatever you want with it, you have obligations to the land, to whatever it is referring, to the spirits or the ancestors. This is a real problem with the public domain. Tribes have often shared their knowledge in the past but they shared it with people who had similar views and concepts and understood these obligations. But now we are in this world with 7 billion people on the Internet”, says Preston Hardison, policy analyst representing the Tulalip Tribes.
Source:

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

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

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

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

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