The use of ICT promotes the preservation of indigenous culture, values and traditions

Since the end of the 1960s, there has been a growing interest in society in Aboriginal culture, education and languages. During the last 2003 and 2004 “Connecting Canada's Indigenous Peoples” forums, the need to promote and preserve Indigenous culture and language was a fundamental issue repeatedly raised by many participants.

Published on :

Posted in:
READ THIS ARTICLE IN:

Automated English translation - (sometimes hilarious) mistakes can creep in! ;)

ADVERTISEMENT
Add to favorites (0)

Since the late 1960s, there has been a growing interest in society in Aboriginal culture, education and languages (Lieberman, 2002). According to UNESCO (2003), the production of indigenous content distributed through ICT can " (…) to contribute to highlight the cultural identities of indigenous populations ” (p.1). During the last forums of 2003 and 2004 "Let's Connect the Indigenous Peoples of Canada", the need to promote and preserve indigenous culture and language was a fundamental issue repeatedly raised by many participants. According to them,

“(…) Aboriginal communities should be encouraged to use the Internet to collect and share information on their visual and oral traditions, language, art, history and culture”
(Aboriginal Canada Portal Working Group, 2003, p.5).

Grennall and Loizides (2001) agree in stating that "(…) Technology has the potential to strengthen indigenous culture and traditions" (p.42). In fact, for the past few years, a number of successful initiatives have been showing interesting possibilities in terms of promoting Aboriginal culture, language and traditions. Through archiving, indexing and digitization, Indigenous cultural materials can be distributed over the web (Indigenous Canada Portal Working Group, 2004). Thus, it contains resources disseminated on the Internet such as Aboriginal Web pages filled with cultural information, discussion forums, a virtual trade fair focused on the promotion of Aboriginal arts and online learning of Aboriginal languages.

During 2001, the Canadian government in partnership with the various national Aboriginal organizations made available to Internet users " The Aboriginal Canada Portal ». This site is a one-stop-shop for accessing online resources, contacts, information, and Canadian government programs and services related to Aboriginal people.

For generations, the sharing of Indigenous knowledge, culture, language, values, and traditions has been through Elders (Secrétariat aux affaires autochtones, 1997). "In this regard, the elderly are true bearers of a living heritage" cited by the Secrétariat aux affaires autochtones (1997, p.15). Over the years, the Elders died out, taking their knowledge with them without having transmitted all of their heritage knowledge (Working Group of the Aboriginal Canada Portal, 2004). As part of the third forum "Let's Connect the Indigenous Peoples of Canada" (2004), the participants looked at this aspect to propose solutions to avoid the disappearance of this knowledge. Could information and communication technologies be a solution? For the Musqueam First Nation in British Columbia, new technologies are being used to promote and preserve the ancestral Musqueam language. In partnership with the University of British Columbia, the community of Musqueam has developed a program called " Word of the Day ". As part of this program, the community stored the words of the Elders via a digital database. Through a graphical interface, students can listen to these recordings and learn the Musqueam language (Grennal and Loizides, 2001).

During the Global Forum of Indigenous Peoples and the Information Society which took place in Geneva in December 2003, Chief Joseph Norton, Grand Chief of the Kahnawake Mohawk Council described the Internet as " 8e continent " (Center for Documentation, Research and Information of Indigenous Peoples - doCip, 2003, not paginated). In addition, he recognizes "The capacity of ICT to become a tool for traditional learning and a new vehicle for communication between IPs (Indigenous Peoples) " (Center for Documentation, Research and Information of Indigenous Peoples - doCip, 2003, not paginated). Indeed, thanks to the online context, students in Indigenous schools can now share their cultural heritage with other Indigenous peers, regardless of the distance that separates them. The work of Lieberman (2002) reveals that these students develop “ … A stronger sense of belonging to their Aboriginal group and a deeper commitment to their language and culture ” (Lieberman, 2002, not paginated).

In short, contact with new technologies is inevitable for the aboriginal communities of the First Nations of Quebec. Through the pedagogical integration of ICT into the school curriculum of Indigenous students, we see opportunities to strengthen Indigenous linguistic and cultural revitalization. Passing on this ancestral heritage will require concerted action by the various levels of government.

By Hélène Archambault, Ph.D.
Assistant Professor, Faculty of Education, Collège universitaire de Saint-Boniface, Winnipeg, (Manitoba)

===

Bibliographical references

Indigenous Peoples Documentation, Research and Information Center-doCip. (2003). NGO report on the Global Forum of Indigenous Peoples and the Information Society. Electronic document available online at the URL: http://www.docip.org/français/news_fr/rapportsGFIPIS_fra.rtf

Greenall, D., Loizides, S. (2001). A Digital World: Hopes for Indigenous Peoples - Meeting Indigenous Knowledge Acquisition Needs Through Learning Technologies. The Conference Board of Canada.

Lieberman. AE (2002). Feeling a part of it: Strengthening indigenous cultures and vernacular languages through ICTs. Electronic document available online at the URL: http://www.learlink.aed.org/Publications/français/concept_papers/Se_sentir_partie_ prenante.pdf

Aboriginal Peoples in Canada Portal (2004). 3e Annual National Forum Connecting Canada's Indigenous Peoples - "A National Indigenous Cyber Strategy Plan" - Final Report. Electronic document remotely accessible at the following URL: http: // www.autigenousaucanada.gc.ca

Aboriginal Peoples in Canada Portal (2004). Indigenous Community Connectivity Infrastructure Report 2003. Electronic document remotely accessible at the URL: http: // www.autoriginsaucanada / connectivity

Native Affairs Secretariat. (1997). The Amerindians and the Inuit of Quebec Eleven contemporary nations. Government of Quebec.

UNESCO. (1999). Education: a treasure is hidden inside. Report to UNESCO of the International Commission on Education for the Twenty-first Century. France: UNESCO Publishing.

UNESCO. (2003). ICTs for dialogue and cultural diversity. Electronic document accessible from the URL: http: // www.portal.unesco.org

Your comments about this article

To comment on this article and add your ideas, we invite you to follow us on social networks. All articles are published there and it is possible to comment directly on Facebook, Twitter or LinkedIn.

Do you have news to share with us or would you like to publish a testimonial?

Publicize your educational project or share your ideas via our Opinion, Testimonials or Press Releases sections! Here's how to do it!

Do you like what you read?

Subscribe and receive the next 3 issues of École branchée magazine (print or digital, French or English) in addition to our exclusive online files!

Learn more >

About the Author

École branchée
École branchée
The École branchée, a non-profit organization, is your professional development partner in connection with digital competence in education. We believe that education must be able to benefit from current educational and technological advances to better meet the increasingly diverse needs of learners and promote their success, today and for the rest of their lives. We work there through our professional information services, continuing education and the creation of educational tools.

Receive the Weekly Newsletter

Get our Info #DevProf and l'Hebdo so you don't miss anything new!





You might also like: