July 16th

Guest speaker, Colin Madland brought great conversation to our class last week, when he discussed indigenous education and educational technology. Engaging in our current understandings of what constitutes indigenous education, it was easy to see, with the emphasis of place-based learning and connecting to the land that there is a disconnect with online education and indigenous studies.

To follow Colin and his work around looking at indigenous and online education look up @Colinmadland

Although we discussed the use of tools which help support our understanding of indigenous education within a technological environment, it is evident that what is often missing is the relationships and dialogue.

In saying this I am curious to see why there is such a lack of informed dialogue? I think it is a challenge to engage in indigenous learning when there is a lack of communication between both settlers and the indigenous community. Non-indigenous people feel hesitant to fully engage in the indigenous curriculum, while at the same time need to recognize that they have an obligation to inform and educate themselves on this aspect of Canadian history. There has been a great deal of work done around creative curricular development to bridge the gap and engage in meaningful conversations around reconciliation and yet we still seem to be disengaged? At the same time I appreciated what both Shauneen Pete and Colin Madland said about it not being the job of indigenous people to teach about their own culture. At what point in time do we assume full responsibility and make self-study and professional development for indigenous education a priority?

When evaluating educational technology, we need to look forward at connecting relationships to space and land. When we think about the culturally rich resources, which we often have access to in our everyday classrooms; I question how this transfers to online learning? How do we make these resources accessible and how will limited access to these culturally rich artifacts effect the overall learning in online course work?

I would argue that just because you are taking online courses does not mean that you can’t be connected to space and time and the land in which you learn, work and play, but I also think that it alters the overall experience of particular areas of indigenous content areas.

I think another thing to point out is that while we don’t always get the full scope with online learning when looking at indigenous content, it encourages you to be more present and think about your own connections to the land, as well as think critically about gaining a deeper understanding of your own culture and your relationship in the world.

In thinking about Indigenous Education, here are a few additional teacher resources to consider:

https://bctf.ca/AboriginalEducation.aspx?id=13404

https://www.sd67.bc.ca/school/IndigenousEd/learningresources/k-5resources/Pages/default.aspx

https://www.setbc.org/2018/07/classroom-technologies-and-first-peoples-principles-of-learning/#1535127454482-787af73a-4473

https://www3.sd71.bc.ca/School/abed/resources/teacher/Pages/BeadTimeline.aspx

I have enjoyed exploring Twitter and have come across a few additional people you may want to add to your PLN:

Bob Joseph (@wewap): Author of national bestseller 21 Things You May Not Know About The Indian Act

UBC Longhouse (@UBCLonghouse) Information about indigenous initiatives and events at UBC.

James Delorme (@James_ADelorme) First Sky Media founder, Indigenous Powered Reconciliation Through Innovation (www.firstsky.ca)

Lastly, some additional reading options:

Secret Path by Gord Downie & Jeff Lemire

Speaking our Truth: A Journey of Reconciliation by Monique Gray Smith

Colonizing Bodies: Aboriginal Health & Healing in British Columbia by Mary Ellen-Kelm

They Called Me Number One by Bev Sellars

Indigenous Relations: Insights, Tips, and Suggestions to Make Reconciliation a Reality by Bob Joseph