The Parks Canada website offers visitors information about traditional environmental knowledge (TEK) and helps explain some fundamental differences between Western and Aboriginal worldviews relating to nature and history. As an example they cite Dene oral histories that track the migration of peoples resulting from volcanic eruptions. Using “western” scientific techniques these stories have been scientifically “proven”.
Parks Canada -Aboriginal vs. Western World Views
The site links to a number of a articles in Northern Perspectives ( a publication of the Canadian Arctic Resources Committee) that further clarifies notions of traditional knowledge in contrast to western science.
An interesting comment in Martha Johnson’s article on Dene traditional knowledge mentions that western science is rooted in quantitative analysis while aboriginal peoples value qualitative information.
Scollon’s Axehandle Academy Proposal was quite intriguing. Traditional western educational systems may work for some but how well do they serve those who live in remote areas? In addition, it is important yet logistically difficult to bring useful education to remote areas.
The University of the Arctic ( UArctic) uses Thematic Networks and e-Learning to provide focused learning opportunities through co-operative arrangements with universities, colleges and other agencies serving northern areas.
Thematic-based learning, in combination with knowledge sharing seems more empowering and useful than traditional distance education models that simply convey information that is likely difficult to meaningully “transfer” into regional environments.
Module 4’s theme of ecological knowledge centres around oral traditions and the importance of storytelling. We are also asked to consider the ecology of the natural world apart from the western scientific model.
The Debajehmujig (Debaj) Theatre Group’s (Wikwemikong First Nation on Manitoulin Island) production Global Savages touched on several different themes from this course : stereotypes, globalization, and ecology … all through storytelling.
I watched this performance under the evening sky within the ruins of the St. Johns’s School for Boys. A place where residents were prevented from speaking their language and learning about their culture not so long ago.
The group told an alternative history of mankind dating back 18,000 years. The story of Turtle Island was quite localized (another theme) and rich with ecological references to nature and animals. The performance is aimed at helping others understand alternative perspectives, de-myth stereotypes and promote the need to care for our planet.
Global Savage is just one of many productions that the Debaj group has performed over the past 27 years. The newest is called Elders Gone AWOL!
Roots and Shoots
Module 4 has prompted us to consider Traditional Educational Knowledge (TEK). According to the Roots and Shoots website TEK is “knowledge that have been passed down for generations. TEK involves the knowledge of one’s own environment that is gained through experiences, actions and interactions.”
Associated with the Jane Goodall Institute of Canada, Roots and Shoots is funded by the Dept. of Indian and Northern Affairs.
The goal of the program is to:
- Support youth in taking action on issues affecting people, animals and the environment.
- Mobilize youth to become more connected to their land, people and cultural identity.
- Empower First Nations, Inuit and Métis youth to make change in their communities.
One of the initiatives provides support for story telling initiatives (Wisdom Keepers and Storytellers Narrative Initiative) which encourages youth to become “messengers of the culture, spirituality and the environment of your community”. Some examples are the stories can be found at the Stories at Work section on the site.
Great Circle Trail
“It remains to be seen whether the dominant societies will begin to have more enthusiasm for integrating Indigenous values and ways of knowing into their own social structuring as forces of globalization make Indigenous reality more accessible”.
This is the last sentence in our course materials and comes across more as a challenge than a question.
Surely technology and increased ability to share information will help the cause but there is also something very important about physical presence as well.
Visitors to Manitoulin Island (by ferry or bridge) are greeted by signs encouraging them to experience the Great Circle Trail. More than a tourist organization, they promote cultural experiences. This year they offer visitors Aboriginal Camps for Kids.
Thinking back to the challenge above it seems this is possible, especially when children are involved.
“Reel Youth is a not-for-profit, media empowerment program supporting youth, adults, organizations and businesses to create and distribute engaging films about the issues they care about most.”
While ReelYouth is not just for First Nations use, the service has been used to showcase films created by First Nations youth.
The video below is described as “a metaphorical view of the effects of residential schools.
In the conclusion to Module 3 we are asked to consider holistic education ” beyond Indigenous communities ….. Indigenous education is not simply for Indigenous peoples”.
When viewing the challenges and concerns faced by the youths profiled in the module’s film’s it became apparent that these are challenges we all ought to be concerned with.
The Holistic Education Network of Tasmania stresses the notion that “every person and every student” can benefit from holistic education.
Holistic Education Network
This site provides information about holistic education principles and links to educational models.
Throughout Module 3, we’ve been asked approach indigenous research cautiously, and warned of how traditional academic research techniques might not work.
During searches “research tips for First Nations studies”, I discovered that Simon Fraser University offers an entire certificate program on First Nations Research Studies.
Certificate in First Nations Studies Research
“The certificate is well suited for aboriginal individuals who wish to gain an understanding of native issues and social research skills which can be put to use in their communities and nations. The certificate is also open to non-aboriginal students.”
There seems to be a program for just about anything these days.
Image Source: National Film Board
There appear to be numerous blogs about decolonization, many which are directed towards a lack of empathy and understanding by the offspring of these colonial settlers. After viewing several, it seemed like a lot of them offered little in the way of promoting healing.
The need for a sense of decolonization might be a difficult concept to grasp without an understanding of colonialism.
Teachers have the ability to share perspectives that promote views in more critical and thoughtful ways. The National Film Board’s web site has catalogued a number of films which offer students with different perfectives on the effects of colonization.
National Film Board Teacher Resources for Colonialism and Racism
Source : MythPerceptions
“Mythperceptions is an initiative of the Indigenous Work Program of Mennonite Central Committee Canada.
The goal of Mythperceptions is to dismantle stereotypes, myths and misconceptions that people from the dominant culture tend to believe about Indigenous peoples living within the borders of what is now North America. Mythperceptions attempts to change views in a way that is engaging, yet gives opportunities to dig deeply into some of the issues facing Indigenous peoples”.
It is interesting to note that the project is sponsored by the Mennonite Church’s international ministry. Portions of the gallery style site highlight issues related to residential schools. While many placed blame on the original “churches” that operated residential schools, numerous other churches are now providing supports for past injustices.
A separate link provides more information about this ministry including other international efforts.
Mennonite Central Committee
Tovuti ya Hifadhi ya Canada inatoa wageni habari kuhusu maarifa ya jadi ya mazingira (TEK) na kusaidia kuelezea tofauti za msingi kati ya maoni ya ulimwengu ya Magharibi na ya asili yanayohusiana na asili na historia. Kwa mfano, wanataja historia ya mdomo ya Waden ambayo inaonyesha uhamaji wa watu waliosababishwa na milipuko ya volkano. Kwa kutumia mbinu za kisayansi za "magharibi" hadithi hizi zimethibitishwa kisayansi. Canada Parks - Aboriginal vs. Western World Views - tovuti inaunganisha na makala kadhaa katika Perspectives ya Kaskazini (chapisho la Kamati ya Rasilimali za Arctic ya Canada) ambayo inaelezea zaidi dhana za maarifa ya jadi tofauti na sayansi ya magharibi. Maelezo ya kuvutia katika makala ya Martha Johnson juu ya maarifa ya jadi ya Dene yanataja kwamba sayansi ya magharibi ime mizizi katika uchambuzi wa kiasi wakati watu wa asili wanathamini habari ya ubora. Pendekezo la Scollon la Axehandle Academy lilikuwa lenye kuvutia sana. Mifumo ya elimu ya kawaida ya Magharibi inaweza kufanya kazi kwa baadhi lakini inafanya kazi vizuri kadiri gani kwa wale wanaoishi katika maeneo ya mbali? Kwa kuongezea, ni muhimu lakini ni vigumu kwa vifaa kuleta elimu muhimu katika maeneo ya mbali. Chuo Kikuu cha Arctic (UArctic) hutumia Mitandao ya Thematic na E-Learning kutoa fursa za kujifunza zilizolenga kupitia mipango ya ushirikiano na vyuo vikuu, vyuo vikuu na mashirika mengine yanayohudumia maeneo ya kaskazini. Mafunzo ya msingi wa mandhari, pamoja na kushiriki maarifa inaonekana kuwa na nguvu zaidi na muhimu kuliko mifano ya kawaida ya elimu ya mbali ambayo tu hutoa habari ambayo ni uwezekano wa kuwa vigumu meaningfully <unk>transfer<unk> katika mazingira ya kikanda. Moduli ya 4 ya elimu ya ikolojia inazingatia utamaduni wa mdomo na umuhimu wa hadithi. Pia tunaombwa tufikirie ikolojia ya ulimwengu wa asili mbali na mfano wa kisayansi wa magharibi. Debajehmujig (Debaj) Theatre Group's (Wikwemikong First Nation kwenye Kisiwa cha Manitoulin) uzalishaji Global Savages uligusa mandhari kadhaa tofauti kutoka kozi hii: mitazamo, utandawazi, na ikolojia... zote kupitia hadithi. Nilichunguza maonyesho hayo chini ya anga la jioni ndani ya magofu ya Shule ya Wavulana ya St. John. Ni mahali ambapo wakazi walizuiliwa kuzungumza lugha yao na kujifunza kuhusu utamaduni wao si muda mrefu uliopita. Katika kitabu hicho, watu wanaelezea historia ya kibinadamu ya miaka 18,000. Hadithi ya Kisiwa cha Turtle ilikuwa ya ndani kabisa ( mandhari nyingine) na tajiri na marejeleo ya ikolojia kwa asili na wanyama. Maonyesho hayo yana lengo la kuwasaidia wengine kuelewa mitazamo mbadala, kuondoa hadithi za uwongo na kukuza haja ya kutunza sayari yetu. "Mchezo wa ""Global Savage"" ni mojawapo ya michezo mingi ambayo kikundi cha Deborah kimekuwa kikicheza kwa miaka 27." Mpya zaidi inaitwa Wazee Wameondoka! "Msomo wa ""Mzizi na shina"" unaonyesha jinsi elimu ya jadi inavyoweza kufanikiwa." Kulingana na tovuti ya Roots and Shoots TEK ni <unk>ujuzi ambao umepitishwa kwa vizazi. TEK inahusisha maarifa ya mazingira ya mtu mwenyewe ambayo hupatikana kupitia uzoefu, vitendo na mwingiliano. <unk> Inashirikiana na Taasisi ya Jane Goodall ya Canada, Mizizi na Shoots inafadhiliwa na Idara ya Afya ya Jamii. ya Mambo ya Wahindi na Kaskazini. Lengo la programu ni: - Kuunga mkono vijana katika kuchukua hatua juu ya masuala yanayoathiri watu, wanyama na mazingira. - Kuhamasisha vijana kuwa na uhusiano zaidi na ardhi yao, watu na utambulisho wa kitamaduni. - Kuwezesha First Nations, Inuit na Métis vijana kufanya mabadiliko katika jamii zao. Moja ya mipango hutoa msaada kwa mipango ya kusimulia hadithi (Wisdom Keepers and Storytellers Narrative Initiative) ambayo inahimiza vijana kuwa <unk>watume wa utamaduni, kiroho na mazingira ya jamii yako<unk>. Baadhi ya mifano ni hadithi inaweza kupatikana katika Stories katika sehemu ya Kazi kwenye tovuti. Njia ya Mzunguko Mkubwa <unk>Bado ni lazima ione kama jamii zinazodhibiti zitaanza kuwa na shauku zaidi ya kuunganisha maadili ya asili na njia za kujua katika muundo wao wa kijamii kama nguvu za utandawazi hufanya hali halisi ya asili iwe rahisi zaidi<unk>. Hii ni sentensi ya mwisho katika vifaa vyetu vya kozi na inakuja zaidi kama changamoto kuliko swali. Bila shaka teknolojia na uwezo wa kuongezeka wa kushiriki habari utasaidia sababu hiyo lakini pia kuna kitu muhimu sana kuhusu uwepo wa kimwili pia. Wageni wanaotembelea Kisiwa cha Manitoulin (kwa feri au daraja) hukaribishwa na ishara zinazowatia moyo waone Njia ya Mzunguko Mkubwa. Zaidi ya kuwa shirika la watalii, wao huendeleza mambo ya kitamaduni. Mwaka huu wao kutoa wageni Aboriginal Camps kwa ajili ya Watoto. Kwa kufikiria changamoto iliyotajwa hapo juu inaonekana kwamba hilo linawezekana, hasa wakati watoto wanahusika. Reel Youth ni mpango wa ushirika wa vyombo vya habari usio na faida unaounga mkono vijana, watu wazima, mashirika na biashara kuunda na kusambaza filamu za kuvutia kuhusu masuala wanayojali zaidi. Video hapa chini inaelezwa kama <unk> mtazamo wa mfano wa athari za shule za makazi. Katika mfululizo wa Moduli ya 3 tunaulizwa kuzingatia elimu ya jumla <unk> zaidi ya jamii za asili <unk> elimu ya asili si tu kwa ajili ya watu wa asili <unk>. Wakati wa kutazama changamoto na wasiwasi unaokabiliwa na vijana waliotajwa katika filamu za moduli ilionekana wazi kwamba hizi ni changamoto ambazo sisi sote tunapaswa kuwa na wasiwasi nazo. Mtandao wa Elimu ya Holistic ya Tasmania inasisitiza dhana kwamba <unk>kila mtu na kila mwanafunzi<unk> anaweza kufaidika na elimu ya jumla. Holistic Elimu Mtandao Tovuti hii hutoa habari kuhusu kanuni za elimu ya jumla na viungo kwa mifano ya elimu. Katika Moduli ya 3 tulijulishwa kuwa tunapaswa kuwa makini na mbinu za utafiti wa asili na kuonya jinsi mbinu za utafiti wa kitaaluma za kawaida zinaweza kutofanya kazi. Wakati wa utafutaji <unk> vidokezo vya utafiti kwa ajili ya masomo ya Mataifa ya Kwanza<unk>, niligundua kwamba Chuo Kikuu cha Simon Fraser inatoa programu nzima ya cheti juu ya Mafunzo ya Utafiti wa Mataifa ya Kwanza. Cheti katika Utafiti wa Mafunzo ya Mataifa ya Kwanza <unk> Cheti ni yanafaa kwa ajili ya watu wa asili ambao wanataka kupata uelewa wa masuala ya asili na ujuzi wa utafiti wa kijamii ambayo inaweza kuwekwa kwa matumizi katika jamii zao na mataifa. Cheti pia ni wazi kwa wanafunzi wasio wa asili. <unk> Kuna inaonekana kuwa na mpango kwa ajili ya tu kuhusu kitu chochote siku hizi. "Kutokana na taarifa za ""National Film Board"" kwamba kuna blogi nyingi zinazozungumzia suala la ukoloni, nyingi zinazungumzia ukosefu wa hisia-mwenzi na uelewa wa watoto wa wakoloni hao." Baada ya kutazama kadhaa, ilionekana kama mengi yao yalitoa kidogo katika njia ya kukuza uponyaji. Uhitaji wa hisia ya decolonization inaweza kuwa dhana ngumu kuelewa bila uelewa wa ukoloni. Walimu wana uwezo wa kushiriki mitazamo ambayo huendeleza maoni kwa njia za kukosoa na za kufikiri zaidi. Tovuti ya Bodi ya Taifa ya Filamu imeorodhesha filamu kadhaa ambazo hutoa wanafunzi na perfectives tofauti juu ya athari za ukoloni. "Mafunzo ya Walimu wa Bodi ya Filamu ya Kitaifa kwa Ukoloni na Ubaguzi wa Rangi Chanzo: MythPerceptions ""MythPerceptions ni mpango wa Programu ya Kazi ya Wenyeji wa Mennonite Kamati Kuu ya Canada." Lengo la MythPerceptions ni kuondoa mitazamo ya kawaida, hadithi na dhana zisizo za kweli ambazo watu kutoka utamaduni wa kawaida huelekea kuamini kuhusu watu wa asili wanaoishi ndani ya mipaka ya Amerika ya Kaskazini. Mythperceptions inajaribu kubadilisha maoni kwa njia ambayo ni ya kuvutia, lakini hutoa fursa ya kuchimba kina ndani ya baadhi ya masuala yanayokabiliwa na watu wa asili. Ni jambo la kupendeza kuona kwamba mradi huo unafadhiliwa na huduma ya kimataifa ya Kanisa la Mennonite. Sehemu za tovuti ya mtindo wa nyumba ya sanaa zinaangazia masuala yanayohusiana na shule za makazi. Ingawa wengi waliwalaumu "makanisa" ya awali yaliyokuwa yakiongoza shule za makazi, makanisa mengine mengi sasa yanatoa utegemezo kwa ukosefu wa haki wa zamani. Kiungo tofauti hutoa habari zaidi kuhusu huduma hii ikiwa ni pamoja na juhudi nyingine za kimataifa. Halmashauri Kuu ya Mennonite