Tag Archives: identity

Module #4-4: Indigenous Women

There are always minorities within minority groups, and women often find themselves in that place. They may face double discrimination, not only do they experience discrimination from the surrounding society but also from within their own communities.

The National Indigenous Women’s Resource Center, Inc. (NIWRC) is a Native nonprofit organization in the United States specifically created to  protect Native women from domestic violence. Their board of directors and staff consist of Native women from throughout the United States. They have extensive experience and commitment in providing technical assistance/training and resource information to safeguard Native women and their children.

International Work Group for Indigenous Affairs (IWGIA) is an international, non-governmental human rights organization staffed by specialists and advisers on indigenous affairs. IWGIA supports Indigenous peoples’ struggle for human rights, self-determination, right to territory, control of land and resources, cultural integrity, and the right to development. The IWGIA website presents their view regarding Gender and Indigenous Women as well. According to them, Indigenous women suffer from a range of problems related to the violation of their rights, such as lack of participation in decision-making processes and lack of land rights, lack of access to education, and domestic violence.

Module 4 Weblog – Post #1 – Traditional Languages – New Media

The Our World website shares the results of a series of film making workshops that have been carried out in numerous First Nations communities in BC and Yukon. The project was originally a National Film Board initiative, but more recently has been supported by an organization known as Bite Size Media.

The stories found on this site are all examples of First Nations collaborating with elders to learn more about their language and culture. Most of the videos are narrated in a traditional language, and in some cases, share traditional stories, songs and dances. However, many of the pieces also share very poignant perspectives on the loss of culture and the film makers’ struggles to define their own identities.  The site is organized according to the places in which the film making workshops have taken place. As such it provides a sense of the unique nature of each people and its youth as well as how these media pieces were received by the communities in which they were created.

One of the most notable things that I found about this site was the range of approaches and techniques chosen by the young people who created these digital stories. The videos are visually very diverse and have clear and distinct voices. Nonetheless, I found, they all result in a very similar and significant impact on the viewer.

Module 4 – Post 4 – Best Practices

I found this resource as I was searching for curricular materials for teaching Metis heritage, history and culture.  The “Best Practices -Including First Nation, Métis, and Inuit in the Curriculum” resource was created by the Bruce-Grey Catholic District School Board from Ontario.  The resource is designed to support teachers in a culturally responsive way in teaching First Nations topics.  The resource defines potential problem areas in terms of Key Concepts, Accuracy, Culture, Authenticity, Diversity, Eurocentrism, Pedagogy, Use of Terminology, and Visual Images and gives teachers concrete language they can use to cover these topics in a culturally appropriate and sensitive way.

The resource can be found here: Best Practices

Module #4 – Post #5: The Role of the Arts in Decolonization

Last month I wrote a post on the Urban Thunderbirds/Ravens in a Material World exhibit at the Art Gallery of Greater Victoria. The exhibit, which continues until January 12, 2014, features work by four contemporary indigenous artists from the Northwest, and as the title of the exhibit indicates, many of the works exhibited wrestle with notions of Aboriginal identity in a modern context. One of the events sponsored by the gallery as part of the exhibit that I did not discuss was a panel discussion with three artists (one of whom helped to curate the exhibit), about the factors that influence their work. Xenaleken: First Nations Artist Forum, took place at the gallery on November 9, and discussion centred on the topic of decolonization and the arts.

A search through the Web would indicate that the topic of this particular forum did not emerge out of isolation. The concept of decolonization – and specifically the role of the arts as part of this discourse – seems to have picked up a great deal of traction in the past few years. In 2011, The Ottawa Art Gallery curated an exhibit titled “Decolonize Me,” featuring six Aboriginal artists “whose works challenge, interrogate and reveal Canada’s long history of colonization in daring and innovative ways.” The artists in the exhibit hoped to shed light on how colonization came to affect both Aboriginal and settler identity and how this discourse continues to shape how both continue to view themselves and each other.

In 2012, FUSE magazine began a series of issues focusing on the States of Postcoloniality, with many of the articles focusing on the theoretical and aesthetic principles that informed decolonial thought and art. The series was published in collaboration with e_fagia, an organization of artists and writers based in Toronto, that sponsored the Symposium on Decolonial Aesthetics from the Americas in Toronto this past October. As the title of the symposium suggests, artists and works were featured from North, Central and South America. The diversity of works, approaches and perspectives provided a unique opportunity to consider the plurality of decolonial thought and discourse as represented in the arts. This concept is something that I presume the journal Decolonization: Indigeneity, Education & Society hopes to develop in an upcoming issue, which is currently accepting submissions for papers (the deadline is December 6, 2014). The questions that the journal hopes its contributors will consider provide insight into how the dialogue surrounding decolonization and the role of the arts might unfold:

– What are the connections and relationships between art, activism, resurgence, and resistance?

– What is the role of cultural production in decolonization? (**and/or How might art contribute to the revitalization of Indigenous nationhood?)

– How can art be used to disrupt normative orders and political status quo?

– How is Indigenous artistic creation connected to history, land, and community? How might art be seen as decolonization, particularly in light of the challenges brought forth by Tuck & Yang (2012) around decolonization and its incommensurable meaning/goals?

– How might art and aesthetics, born out of particular locations, Indigenous communities and nations, enable practices of solidarity and alliance to be forged in creative ways?

– What are the intersections between gender and decolonial or Indigenous art and aesthetics?

– How does art create, speak to, and emerge from alternative spaces that contest global capitalism, colonial violence, and imperial expansion?

– How is art used to challenge, unmake, or reconstruct borders?

– How can artistic production contribute to Indigenous and decolonial futures?

– In what ways does art occupy or create contested spaces of ambivalence, between aesthetic production and politically contentious creativity?

Module 4 – Post 2 – The Metis Raconteur

Susan Greig is a health care professional and storyteller who lives in the lower mainland of BC.  Through her blog, “The Metis Raconteur” Susan shares her Metis heritage and culture with others.  From the blog:

“Traditional Métis storytellers related family and community history, stories, lessons and customs around camp fires, or while going about daily activities such as sewing, harvesting berries, or hunting and fishing. Following in my ancestors footsteps I have been writing and telling stories since the fourth grade and my most cherished memories of storytelling are the narratives I would weave for my children at bed time each night.  Blogging is also storytelling and this is where I plan to chronicle more of my family story and to share items and news about Métis culture, particularly anything to do with writing or the arts.”

While most of “The Metis Raconteur” site is dedicated to Metis current events and happenings, links are also provided to Metis associations from across Canada, other Metis bloggers, as well Susan’s paintings and published books.  The site is visually appealing, easy to navigate, and provides god insight into Metis culture.  I recommend browsing through when you have a chance – it’s worth a read.

The blog can be found here: http://metisraconteur.com/

Mod 3:5 Fatty Legs

Fatty Legs: A True Story is a chapter book geared at middle years students. It is about the experience of one girl at a northern residential school. This book has been used by teachers at my school and in my division to introduce the topic of residential schools. The students have all enjoyed the novel and come out with good discussions.

Module 3 Weblog – Post #3 – Digital Expressions of Identity

In one our earliest readings for the course, we learned from Faye Ginsburg of the events leading to the founding of Canada’s Aboriginal Peoples Television Network (APTN).  One of the web sites affiliated with APTN, is Digital Drum. This site calls itself “…..an online gathering place for the young Aboriginal person” (About page, retrieved 03/11/13).

On the site, contributors can post and share digital media as a means of inspiration and expressing identity.  The categories on which contributors can post are numerous and include everything from #IdleNoMore to the arts, food and travel, culture, politics and science and technology. What is interesting about the posts on the site is the mix of links that relate directly to traditional aboriginal culture and those that address a wide range of contemporary issues. Some, but not all posts on the site include commentary. Selfishly, I wish that more of the posts did include commentary in order to provide some insight into what it was about each piece of media that resonated most with the contributor and how the media relates to their personal identity.

Module 3 Weblog – Post #2 – Native Daughters

The role of women in preserving traditional Native American language and customs is outlined in the multimedia article Native Storytellers Connect the Past and Future. This article is found on the website Native Daughters, a project of the University of Nebraska Lincoln.

The site includes contributions by a group of Native American women and young girls described as:

  • Artists
  • Environmentalists
  • Healers
  • Lawgivers
  • Leaders
  • Storytellers, and
  • Warriors

Through video clips and text content, some very interesting perspectives are shared. While similar topics/themes are covered in these pieces to some of the film and video material from Module 3 of this course, there are certainly areas where the perspectives differ, e.g. the idea/definition of warrior. For me, this is an important reminder of how critical context/place/community is to Indigenous knowledge and culture.

Mod 3:2 First Nations Languages Online

I am more and more interested in language preservation. I know there are things going on in Saskatchewan to aid in language preservation but I had no idea that there were opportunities to learn FN languages online.

The website below is the Saskatchewan First Nation Speaking Project. It has free material for teachers on FN languages and it has more than 800 audio files so people can listen and learn online.

http://www.allanadam.com/Saskatchewan%20First%20Nation%20Speaking%20Project%20overview.pdf

Module 3 – Post 5 – âpihtawikosisân

âpihtawikosisân is the website of Chelsea Vowel, “a Métis from the Plains Cree speaking community of Lac Ste. Anne, Alberta.  Chelsea currently lives in Montreal, Quebec. Her passions are: education, Aboriginal law, the Cree language, and roller derby. She holds a BEd, an LLB and teaches indigenous youth.”

The website features blog posts, links to interviews that Chelsea has conducted, and informational links to a wide range of Indigenous topics including: Indigenous Identity and Culture, Aboriginal Law and treaties, Historic and Continuing Injustice, Specific Myths and Misunderstandings, Indigenous Health and Safety, Organisations, and Attawapiskat.   I was originally attracted to her website to view an article entitled, “You’re Metis? So which of your parents is an Indian?” which attempts to dispel some of the myths and misunderstandings around Metis identity.  Chelsea’s website is well written, easy to navigate, and includes a coverage of a wide variety of timely, topical information.

I would recommend this resources for anyone wanting to know more about how Indigenous peoples are (mis)represented in the media.

You can view the website here: http://apihtawikosisan.com/