Tag Archives: indigenous

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 3 – Post 5 – Indigenous Ecotourism Toolbox

Very interesting website assisting Indigenous Peoples in Australia with establishing their ecotourism venture.  One of the things that struck me about this website is that rather than just being text based, much of it has the option of being auditory, both in keeping with the oral traditions of the culture and minimizing the exclusion potential for people who do not have certain levels of reading ability in English.  Visitors  to the site select a region of Australia in which they are interested in establishing an ecotourism venture, and then are guided through a series of steps/case studies that helps them determine what has been successful in the area and possible issues that one might have to deal with.

https://www.dlsweb.rmit.edu.au/toolbox/Indigenous/ecotourismToolbox/#

Module 3 – Post 3 – Review of Is the Sacred for Sale

Grimwood provides a concise overview of the book Is the Sacred for Sale?  the premise of which is that “ecotourism is the greatest single threat to Indigenous Peoples.  Shielded by the doctrines of biodiversity conservation, the ecotourism industry creeps into the deepest recesses of culture and community life” and violates the full spectrum of Indigenous rights, culture and spirituality.”  Because government and industry continue to have control/interest in the development of these tourism initiatives, many are viewed as a way of alienating Indigenous peoples from their land.  Johnston proposes that this can be mitigated by the incorporation of  elders into the areas of governance and sustaining the integrity of sacred knowledge and grounded rituals.

Bryan Grimwood (2009) Is the sacred for sale? Tourism and Indigenous Peoples,  Journal of Ecotourism, 8:2, 217-220, DOI: 10.1080/14724040902786625

Module 3 – Post 2 – Journal of Sustainable tourism

Ecotourism and the Myth of Indigenous Stewardship was published in 2008 in the Journal of Sustainable Tourism and caused a flurry of articles to published in response.  I think that this article will provide some interesting counter balances to what I will be investigating in my final project.  The authors question the claim that indigenous people are indeed more ecologically minded than non-indigenous people by following four main perspectives:

  1. survey of the ecotourism literature to gauge the sentiment behind indigenous peoples as wise stewards
  2. literature review in other fields (eg. Anthropology and conservation science) to provide a more complete understanding of the role that aboriginal people play as ecological stewards
  3. brief overview of the literature on social evolution from the biological standpoint
  4. discussion of the foregoing in the context of ecotourism.

David A. Fennell (2008) Ecotourism and the Myth of Indigenous Stewardship,  Journal of Sustainable Tourism, 16:2, 129-149, DOI: 10.2167/jost736.0

Module 3 – Post 1 – Transformative role of Indigenous Ecotourism

In searching for academic articles for my final project, I came across an articled entitled Indigenous Ecotourism’s Role in Transforming Ecological consciousness, and it is available via the UBC library in the Journal of Ecotourism. With numerous indigenous communities around the world using ecotourism to educate non-indigenous people about indigenous values and ways of life, the article “offers a critical perspective on the capacity of indigenous ecotourism to foster more sustainable lifeways by transforming the ecological consciousness of participants and stakeholders in ecotourism.”

Freya Higgins-Desbiolles (2009) Indigenous ecotourism’s role in transforming ecological consciousness, Journal of Ecotourism, 8:2, 144-160, DOI: 10.1080/14724040802696031

Module 3 – Post 4 – First Nations Music in Canada

First Nations Music in Canada is a publication put out in 1998 by the Ministry of Aboriginal Affairs and Northern Development. It is designed for children aged 8-11 and includes basic information about Aboriginal music in Canada. It discusses instruments used, singing styles, and how music is used traditionally by First Nations people. Contemporary artists such as Buffy Sainte-Marie are also mentioned in relation to the impact of First Nations music on Canadian Culture.  It also includes a quiz and a game as activities for children to do.

 

Module 3 – Post 3 – Aboriginal Multi-Media Society

The Aboriginal Multi-Media Society (AMMSA) is a communications society that facilitates the exchange of information among Aboriginal People. They produce publications in a Newspaper style to most provinces as well as a national publication titled Windspeaker.  This is Canada’s most widely circulated Aboriginal news source. Windpseaker has been published since 1983 and includes news articles, current events, community event listings, job postings as well as a searchable archives section.

Module 2: Post 1 – Where are the Children?

Where are the Children is a website created by Library and Archives Canada to give insight into the residential school experience. The real strength of this site is the wealth of primary resources – both photographs from residential schools as well as video clips from survivors.

Although I do find the explanations of the photographs at times brief, I feel that there is much to be gleaned from looking at the photos. They offer an insight into many aspects of residential schools: leaving home, classroom, school activities, life at the residential school, the children that never returned home, contemporary role models etc. For individuals who have little or no experience/knowledge of residential schools, these photographs provide a beginning look at life at the residential school. The video clips provide insight into what it was like for students at the residential schools.

The site includes other information, such as: a brief history of residential schools, government policy, curriculum, effects on children and families, the end of residential schools and the road to healing. Additionally, the site features a timeline with a map to show the spread of residential schools across Canada, textbooks that were taught as well as a teacher’s guide,

This site is a good starting point for those who are interested in knowing about residential schools in Canada.