Tag Archives: Indigenous Knowledge

Module 4 – Post 1 – Disaster Recover: Traditional Knowledge Systems

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While researching the role of incorporating traditional knowledge into educational curriculum, I came across a fascinating article from the United Nations Office of Disaster Management on how traditional knowledge can actually save lives in cases of natural disasters. Certain peoples retain knowledge of their environment which can have a direct effect on the their survival when calamity strikes. The stories and legends that Indigenous cultures possess can have major impact if their message is listened to and not ignored. Its interesting to consider what other wisdom exists around us that we should be considering.

http://www.unisdr.org/archive/21236

Module 4 – Post 4 – Best Practices

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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 1: Reboot at First Nations University

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If you want to earn a university degree from a Canadian institution that integrates First Nations culture and ways of knowing into every class, rather than cordoning it off into one or two departments, First Nations University of Canada isn’t just your best option — it’s your only one.

Located on three campuses in Regina, Saskatoon, and Prince Albert and operating on a smaller scale in several First Nations communities across Saskatchewan, First Nations University (FNUC) offers many of the courses you’d find at any comprehensive university: social work, business, fine arts, education, and of course, indigenous studies. But rather than tacking on some facts about first peoples, its courses are designed from the ground up for indigenous ways of knowing and learning.

“We focus on incorporating indigenous languages, cultures, history and worldview into our curriculum, as well as into the day to day activities at our university,” FNUC’s acting president, Juliano Tupone, told The Tyee Solutions Society

Source:

http://www.thetyee.ca/News/2013/11/21/First-Nations-University/

Module 3 Weblog – Post #1 – Supporting Decolonization

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While researching for Module 3 and continuing my work on my final research project, I found a relatively new online journal which may support many of the themes and questions emerging from our studies in this course.

Launched in 2012, Decolonization: Indigeneity, Education & Society  is an inter-disciplinary publication which describes itself as a “….. peer-reviewed, online Open Access journal committed to decolonization work within education, as part of a larger project of decolonization in society” (Home page, retrieved 03/11/13). While the Editorial Board of this journal all appear to be associated with the Ontario Institute for Studies in Education (OISE) at the University of Toronto, the Editorial Review Board includes individuals from across the globe, each of whom are in some way connected with Indigenous Studies. Many of the names/voices on this board have already been introduced to us thanks to ETEC521.

The journal has also launched a blog as an active means of creating dialogue with the larger community.

Together the journal and the blog serve not only as a valuable source of perspectives on decolonization; their existence also serves as an active means of challenging and addressing the ongoing effects of colonialism across the world.

Note: Apologies for any duplication — just prior to preparing this post, I noticed that our classmate had just added a post describing the very same site — not surprising given what this journal has to offer!

Module 3 – Post 5 – Traditional vs Scientific Knowledge

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The question of what is traditional knowledge and how does it interface with scientific knowledge is a very intriguing question. In understanding these issues better it is necessary to try to put aside assumptions that you all harbor and attempt to look at the issues involved with a an unbiased focus. This fascinating lecture/discussion by Elaine Abraham (Tlingit Elder) and Gordon Orians (U. of Washington) go a long way in trying to explain and bring these ideas together.

https://www.youtube.com/watch?v=jgfH77HvaHQ

This discussion focuses on ecological management in the Pacific Northwest and in doing so shows the similarities and differences between both methods of looking at the natural world.

Module 3 – Post 3 – Transforming the Teacher

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As we examine the roll of traditional knowledge, the role of the elder/teacher plays a special significance. Such an individual represents a connection not only with knowledge but with history, the land, culture, and the future. Can non-Indigenous people learn from this understanding?

https://www.youtube.com/watch?v=bMfBeotD8gc

In this TEDTalks, Chris Gamer explores the way Indigenous knowledge (Australian) can be used to redefine what we consider success in education. The educator becomes something more than only a teacher.

Module 3 – Post 2 – A Game of Languages

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This very intriguing online tool allows young children to explore the Indigenous languages of North America through a series of activities.

http://www.firstvoiceskids.com/

There are a very large amount of languages that can be explored and user’s are able to hear and interact with a variety of objects, numbers, and phrases. A very good resource for anyone who wishes to expose children to a more playful way of learning these ancient languages through a variety of interactive means.

Mod 3:3 Gift of Language and Culture Project

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The Gift of Language and Culture Project website was created in collaboration by four Bands in Saskatchewan. In 2005 a language curriculum was created for students from PreK to grade 9. There is a core curriculum and an immersion curriculum as well as resources for teaching First Nations languages.

The curriculum is well laid out and easy to follow. It would be beneficial for any teacher of Cree students however it could also serve as a starting point for teachers whose students speak a different language.

http://www.giftoflanguageandculture.ca/history.html

Mod 3:2 First Nations Languages Online

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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 3.1. Indigenous Knowledge and Intellectual Property Rights

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“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.
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