In Our Own Words: Bringing Authentic First Peoples Content to the K-3 classroom was developed by the First Nations Education Steering Committee with assistance from the BC Ministry of Education. “This resource has been developed in response to desire on the part of teachers for more guidance and information on how to incorporate First Peoples materials into their instruction and assessment practices.” The resource opens with a number of frequently asked questions including ones such as
What is meant by First Peoples?
What themes and topics might I encounter in First Peoples resources?
How do I find out which resources are appropriate for my local area?
There are then 8 prepared classroom units that have been developed to provide crosscurricular education surrounding a specific topic. A convenient chart on page 25 of the document breaks down the grade level and subject area that each of the units cover. For example, Unit 5: The Spirit of Celebration is meant for a grade 2 level and will cover curricular expectations in English, Dance, Health and Career Ed., Music, Social Studies and Visual Arts. Each unit provides an estimated amount of time to finish, curricular connections, and detailed lesson plans (including material lists) for the entire unit, making it very accessible to teachers of all backgrounds.
Dr. Sasha Barab is a professor of Learning Sciences at Indiana University. He offers some great insight into the power of gaming within education and how it can be applied to challenge traditional practice.
He is also the “principle investigator” of the Atlantis Remixed project [formerly known as “Quest Atlantis”] – a 3D educational experience (ie. avatar-style video game).
For my final project, I will be exploring the role of new medias, specifically gaming, and how it is being used by indigenous cultures and why it is important to engage today’s learner.
I believe that some of his most salient points regarding gaming and education are:
“Instead of treating these kids when they come in as people who are ignorant and our job in education is to get them smart enough to demonstrate some sort of high score on a test. Our goal is to position them as really empowered kids who get to feel what is it like to try on the role as scientist and to see themselves as people who could possibly have that future….in a game we can create a storyline where they are the hero. They get a chance to see why the stuff we’re learning in school could matter.”
“When we look at how kids are being positioned to engage, to tinker with, to explore, to represent themselves, to pursue their passions with these new media tools, and then we look at how disciplinary content of schools is being positioned – we have a real disconnect; and we wonder why when they finish school they run home, jump in these new media, where they have agency, they have consequentiality, they have people taking up what they are doing – they have a legitimate role for using these [new media].”
“What is exciting about this world [Atlantis Remixed] is ultimately what determines whether something is valuable is how the next community takes it up; not because a teacher gives me an F or an A.”
“Teachers have been really enthusiastic of finding different ways of meeting standards…the standards are set out in a way that is well-intentioned in their design; the problem is that the spaces…of the schools are very uninteresting for kids and very limiting.”
“In a game I am immediately positioned with a purpose. What are the rules of this game? When I do ‘this’ what happens?”
“In a game I am considered someone who has a really powerful role to do something significant with my time and that significance requires that I learn a bunch of things so I can do that thing even better.”
“I am told thank you for doing that.”
“Failure is motivating. I am allowed to tinker. I am allowed to try being something that I couldn’t normally be. And if we limit kids in schools to being just ignorant children – vessels to be filled with things – we’re not creating futures for them at all.”
Sasha Barab speaks about textbooks and current resources:
“We are in a different time. We are at a point where its not so much about getting information; it’s about using information to accomplish particular ends.”
“The tools that teachers are provided with are not the tools that children will use outside of schools…We’re setting the teachers up for failure. I think teachers are in a hard, hard space. Teachers need to advocate for themselves and parents that there are other literacies [new media literacies]…that will be determining these kids’ futures.”
“Getting information, memorizing facts is no longer part of our current process. I can grab my iPhone and within 5 seconds I can find more than you can remember in your entire High School career.”
“…50% dropout rate in school (Chicago)… is totally unreasonable. There has to be a point where we say, “You know what? It’s not all those kids that’s the problem. It’ sthe way that we are thinking about school. It’s the way we use textbooks, it’s the resources we give the kids and ultimately it’s the kinds of things that we are allowing the kids to do, and as long as they don’t care about those things then we are going to lose more kids in our educational system.”
“I would really like to see teachers start to appreciate the power of what game has to offer and then work with parents, administrators, and local companies to start to use that to develop resources that they can use to prepare kids for the 21st century.”
Nilesh Patel, a friend of mine from High School, filmed and directed a movie in 2006 called “Brocket 99: Rocking the Country”. The film was created to spark authentic dialogue between First Nations and non-aboriginal peoples in the hopes of tackling stereotypes and promoting increased tolerance. I recently had a chance to talk with Nilesh, who described some of his experiences of the past 10 years, making documentary movies with First Nations groups across BC and Alberta. We discussed how attitudes towards First Nations groups varies greatly depending on the region and how some First Nation groups are making strides to regain sovereignty, while others fall behind and still face oppressive resistance and hostility. Reflecting on our discussion, I think of how government in Western Canada is eagerly pursuing an “economy first, use it or lose it” agenda. I question, “Where does culture of indigenous peoples fit within an ideology of resource extraction and economic growth?” I believe economic development has put indigenous peoples at a crossroads today. The race is on to preserve traditional ways, especially language, in the face of massive global economic pressure and corporate interests.
To start my inquiry, I will look at three distinctly different regions of Western Canada and the groups of indigenous peoples that live within these regions: Duncan, BC (Cowichan Tribes); Fort McKay, Alberta (Cree, Dene, and Metis); and Inuvik, Northwest Territory (Inuvialuit, Gwich’in, and Metis). I will examine the industry that exists within these areas and how economics has affected and continues to affect these First Nations peoples. I will then study how these indigenous groups are using technology to help retain and pass on what is vital to their way of life. Lastly, I will look at how these First Nations groups are utilizing the internet as a space to promote culture and identity.
