Tag Archives: traditional knowledge

Module 4 Weblog – Post #3 – Digital Harvest

One of the most interesting aspects of researching digital storytelling and its use in Indigenous communities, has been the variety of initiatives supported by the strategy of digital storytelling. Digital Harvest is one such initiative. Organized in 2012 by the Vancouver Island and Coastal Communities Indigenous Food Network, the project provided an initial event/opportunity for collaboration and learning between First Nations youth and elders, which later resulted in the compilation of multimedia presentations. Once posted, these presentations, in turn, provided materials for learning in other communities.

Some of the results of the Digital Harvest project can be found on YouTube. As part of the workshop associated with the project, the group observed the difference in the effects of traditional vs. colonial food (e.g. bacon, Kool aid, hot dogs, etc.) on their bodies, energy, etc. Not surprisingly, the traditional foods left the group energized and enthusiastic, while the colonial foods left them exhausted.

In describing the project, the project coordinator explains the strengths of the initiative in terms of …”the correlation between the traditional aspects of the oral First Nations cultural practice of storytelling and the contemporary technologies associated with digital storytelling and video production.”(http://www.indigenousfoodsvi.ca/updates/digital-harvest-2012/)

Module 4 – Post 4 – Distance Education

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As more and more interest appears in the those wishing to study aboriginal issues, the question arises as to what is the most effective way in communicating this knowledge. The online course or distance education model is becoming increasingly more popular and it is evident that the there must exist a way to bring these two areas together. This article represents a survey of distance education courses that focus on First Nations issues and how the curriculum is developed and delivered. Its very interesting to consider that challenges in this educational model and the distinct challenges in communicating the ideas and cultural sensitives that are essential to this subject.

http://www.culturalsurvival.org/publications/cultural-survival-quarterly/united-states/indigenous-distance-education

Module 4 – Post 2 – Bio-regional Education

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Ron Scollon’s Axe Handle Academy Paper brought to the forefront the importance of individuals learning about their environment and being aware of the details that comprise it. This interview with Larry Merculieff is a vivid example of how knowing your bio-region can bringing you closer to understanding yourself. This knowledge extends not only from geography, but the very plants and animals, their behaviors can bring upon an individual a profound sense of awareness. This interview is one of a series focusing on the thoughts of various community leaders and their view on knowledge and what it means in a First Nations context.

https://www.youtube.com/watch?v=NUI6tUCtY28

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 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 1 – Woven Together

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Traditional knowledge has always had a strong oral and interpersonal component. As I work in the interactive field, I am always searching for good examples of knowledge that has been transcribed into a more interactive format. This online course on the basket creation traditions and language of the Pacific North West is an interesting attempt at bringing together traditional knowledge with online interaction:

http://nmai.si.edu/education/woventogether/

This is a US based tool, funded by the Smithsonian. Its an interesting way to scratch the surface of some traditional knowledge and language.

Module #3-2: Indigenous Wisdom

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Indigenous wisdom is developed by trying out what works and what doesn’t, i.e., trial and error. It is passed down from generation to generation rather than being inscribed in a book. Then the descendants value these wise ideas, paying their respects up to today, because they benefit their everyday lives.

For the Next 7 Generations is a 2009 documentary. It is the story of thirteen wise Indigenous women who came together at a historic gathering, the International Council of Thirteen Indigenous Grandmothers, to represent a global alliance of prayer, education, and healing for the earth and indigenous ways of life. Their concern about this world and planet in crisis spur them to share their visions and wisdoms of healing and to call for change that protects their lands, medicines, language, ceremonial ways of prayers, and the education of their children, before it is too late.

The Pachamama Alliance, the organization which empowers indigenous people of the Amazon rainforest to preserve their lands and culture, wrote a blog titled “Reconnecting with Indigenous Wisdom” and introduced their posts exploring the profound value of indigenous wisdom. These posts explain why reconnecting with indigenous wisdom is essential to creating a thriving and sustainable world.

Indigenous wisdoms traditionally represent the hope that connects the old generation to the new one. And, at the same time, resistance to the encroachment of non-Indigenous values and morals is a means by which they strive to preserve their identity.

Module 3 – Post 3 – Voices in the Wind Productions

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Voices in the Wind Productions is the website of Dr Judy Iseke, who is the Canada Research Chair in Indigenous Knowledge and Research and Associate Professor, Faculty of Education, at Lakehead University in Thunder Bay, Ontario. Dr. Iseke’s work is focused on “challenging the appropriation and misrepresentation of Indigenous Knowledge in mainstream art and media.” Dr. Iseke received a $500,000 grant in 2012 for Michif language research, the results of which will be presented on the website. The site also contains some short films (descriptions sourced from the website) with aspects of storytelling and traditional knowledge:

How the Spirit Moves – In this animated short film, we see the human beings who enter the lodge in their spirit form and the animal spirits who help them heal.

A Living History of Metis Families as told by Dorothy Chartrand – Dorothy Chartrand, a Métis grandmother, tells the story of her Metis families as their lives are affected by the political and social change that impacted Métis lives in the 1800s to today.

Grandmothers of the Metis Nation – This film shares Metis grandmothers stories and histories told by the grandmothers and a narrator, to understand the complex roles and responsibilities of Metis women in the past and today.

Understanding What Life is About – Storytelling with Tom McCallum – Tom McCallum (White Standing Buffalo), Métis Elder and storyteller, explains that stories are a history of our people from many lifetimes and that stories are real. In English, with some Cree, he shares 6 entertaining stories which have been animated.

Paper Mache Totem Poles – Misrepresentation, appropriation, and denigrating Indigenous knowledge is still common practice in educational institutions despite efforts of critical educators to challenge these practices.

If you have time for only one, I recommend “Paper Mache Totem Poles”, as it does a nice job of exposing problematic representational practices common to Western education

Module 3 – Post 1 Inuit Knowledge and Climate Change

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Reading this weeks readings reminded me of a documentary I had seen a few years back. It is entitled “Inuit Knowledge and Climate Change”. The documentary was written, produced, and directed by Zacharias Kunuk, is presented almost entirely in Inuktitut, and features interviews with Mary Simon as well as many Inuit elders. In the documentary the Inuit present their observations that prove that climate change is happening. The Inuit elders have hundreds if not thousands of years of traditional oral history that they rely on in order to provide food for their families through hunting and fishing. Unfortunately, the climate is changing, and hunting and fishing are becoming harder to do.

The Inuit present evidence for the following:

later freeze up
earlier break up and melt
decreased thickness of shelf ice
change to weather patterns and prevailing winds
change in behaviour of seals and polar bears
change in the earth’s tilt, changing star navigation and position of sun on horizon
increase in pollution in the north

Also presented are alternate reasons for the decline of the polar bear population (although the Inuit assert that the bears are not in decline) and the seal population. The Inuit elders feel that the wildlife biologists are to blame for the decline in the animal populations, and that the methods of tracking with helicopters and tagging is causing more harm. In a few well presented and passionate speeches, the elders present their love for and kinship with the animals and assert that the Inuit are not and could not ever bring harm to the animals.

The Inuit know that climate change is happening, but fell powerless to do anything about it. Their hope is that by presenting this information that more people will sit up and take notice. The video is approximately 54 minutes long and is well worth a view.

View the video for yourself here.