Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-10T21:08:04.027Z Has data issue: false hasContentIssue false
  • English
  • Français

Examining the Potential Use of the Collaborative-Geomatics Informatics Tool to Foster Intergenerational Transfer of Knowledge in a Remote First Nation Community

Published online by Cambridge University Press:  18 October 2013

Andrea Isogai ,
Daniel D. McCarthy ,
Holly L. Gardner ,
Jim D. Karagatzides ,
Skye Vandenberg ,
Christine Barbeau ,
Nadia Charania ,
Vicky Edwards ,
Don Cowan  and
Leonard J.S. Tsuji
Andrea Isogai*
Affiliation:
Department of Environment and Resource Studies, University of Waterloo, Waterloo, Ontario, Canada
Daniel D. McCarthy
Affiliation:
Department of Environment and Resource Studies, University of Waterloo, Waterloo, Ontario, Canada
Holly L. Gardner
Affiliation:
Department of Environment and Resource Studies, University of Waterloo, Waterloo, Ontario, Canada
Jim D. Karagatzides
Affiliation:
School of Environmental Studies, Georgian College, Barrie, Ontario, Canada
Skye Vandenberg
Affiliation:
Department of Environment and Resource Studies, University of Waterloo, Waterloo, Ontario, Canada
Christine Barbeau
Affiliation:
Department of Environment and Resource Studies, University of Waterloo, Waterloo, Ontario, Canada
Nadia Charania
Affiliation:
Department of Environment and Resource Studies, University of Waterloo, Waterloo, Ontario, Canada
Vicky Edwards
Affiliation:
Mundo Peetabeck Education Authority, Fort Albany, Ontario, Canada
Don Cowan
Affiliation:
Computer Systems Group, Computer Science Department, University of Waterloo, Waterloo, Ontario, Canada
Leonard J.S. Tsuji
Affiliation:
Department of Environment and Resource Studies, University of Waterloo, Waterloo, Ontario, Canada
*
address for correspondence: Andrea D. Isogai, Department of Environment and Resource Studies, University of Waterloo, Waterloo, Ontario, N2L 3G1, Canada. Email: adisogai@uwaterloo.ca
Get access

Abstract

Northern First Nations in Canada have experienced environmental change throughout history, adapting to these changes based on personal experience interacting with their environment. Community members of Fort Albany First Nation of northern Ontario, Canada, have voiced their concern that their youths’ connection to the land is diminishing, making this generation more vulnerable to environmental change. Community members previously identified the collaborative-geomatics informatics tool as potentially useful for fostering intergenerational knowledge transfer. In this article, we assess the potential of the informatics tool to reconnect youth with the surrounding land in order to strengthen the adaptive capacity of Fort Albany First Nation. The tool was introduced to students in an environmental-outreach camp that included traditional activities. Students used global positioning systems and geo-tagged photographs that were loaded onto the informatics tool. Semi-directed interviews revealed that the students enjoyed the visual and spatial capabilities of the system, and recognised its potential to be used in conjunction with traditional activities. This pilot study suggests that the tool has the potential to be used by youth to provide an opportunity for the intergenerational transfer of Indigenous knowledge, but further evaluation is required.

Keywords

adaptive capacityFirst Nationscollaborative geomaticsenvironmental changeIndigenous knowledge
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 42 , Issue 1 , August 2013 , pp. 44 - 57
Copyright
Copyright © The Authors 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aikenhead, G. (1997). Toward a First Nations cross-cultural science and technology curriculum. Science Education, (August), 217–238.3.0.CO;2-I>CrossRefGoogle Scholar
Baikie, M., Shiwak, I., Wolfrey, C., Cunsolo Willox, A., Harper, S.L., & Edge, V.L. (2012, April). Storytelling in a digital age: Digital storytelling as an emergent narrative method for climate-health research and promotion. Paper presented at the International Polar Year Conference. Montreal, Quebec, Canada.Google Scholar
Ball, J. (2004). As if Indigenous knowledge and communities mattered: Transformative education in First Nations communities in Canada. American Indian Quarterly, 28 (3–4), 454–479.CrossRefGoogle Scholar
Barbeau, C., Isogai, A.D., McCarthy, D. D., Cowan, D., & Tsuji, L.J.S. (2011). Fostering adaptive capacity and resilience to environmental change in sub-arctic First nations: The use of collaborative geomatics, an interactive, web-based informatics tool. The International Journal of Technology, Knowledge and Society, 7 (3), 117–134.CrossRefGoogle Scholar
Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations Education: A literature review with recommendations (Report for the National Working Group on Education and the Minister of Indian Affairs Indian and Northern Affairs Canada). Ottawa, ON: Apamuwek Institute.Google Scholar
Berg, B.L. (2004). Qualitative research methods for the Social Sciences (5th ed.). Boston, MA: Pearson.Google Scholar
Berkes, F., Colding, J., & Folke, C. (2000). Rediscovery of traditional ecological knowledge as adaptive management. Ecological Society of America, 10 (5), 1251–1262.Google Scholar
Berkes, F., Hughes, A., George, P.J., Preston, R.J., Cummins, B.D., & Turner, J. (1995). The persistence of Aboriginal land use: Fish and wildlife harvest areas in the Hudson and James Bay Lowland, Ontario. Arctic, 48, 81–93.CrossRefGoogle Scholar
Biermann, S. (2008). Indigenous pedagogies and environmental education: Starting a conversation. International Journal of Pedagogies and Learning, 4 (3), 27–38.CrossRefGoogle Scholar
Blatchford, P., Bassett, P., & Brown, P. (2005). Teachers’ and pupils’ behavior in large and small classes: A systematic observation study of pupils aged 10 and 11 years. Journal of Educational Psychology, 97 (3), 454–467.CrossRefGoogle Scholar
Broda, H., & Baxter, R.E. (2002). Using GIS and GPS technology as an instructional tool. The Social Studies, 94 (4), 158–160.CrossRefGoogle Scholar
Bryman, A. (2001). Social research methods. New York: Oxford University Press.Google Scholar
Castleden, H., Garvin, T., & Huu-ay-aht First Nation. (2008). Modifying Photovoice for community-based participatory Indigenous research. Social Science & Medicine, 66 (6), 1393–405.CrossRefGoogle ScholarPubMed
Chapin, M., Lamb, Z., & Threlkeld, B. (2005). Mapping indigenous lands. The Annual Review of Anthropology, 34, 619–638.CrossRefGoogle Scholar
Christie, A. (2007). Using GPS and Geocaching engages, empowers and enlightens Middle School teachers and students. Meridian 10 (1). Retrieved from http://www.alicechristie.org/pubs/E6/index.htmlGoogle Scholar
Churchill, D., Kennedy, D., Flint, D., & Cotton, N. (2010). Using handhelds to support students’ outdoor education activities. International Journal Continuing Engineering Education and Life-Long Learning, 20 (1), 54–71.CrossRefGoogle Scholar
Cowan, D., Fenton, S., & Mulhoulland, D. (2006). The Web-based Informatics Development Environment (WIDE). In The University of Waterloo: Computer Systems Group. Retrieved November 22, 2011, from http://csg.uwaterloo.ca/wide.htmGoogle Scholar
Cummins, B.D. (1992). Attawapiskat Cree land tenure and use 1901–1989 (PhD dissertation). Hamilton, Canada: McMaster University.Google Scholar
Cusimano, M.D., Chipman, M., Glazier, R.H., Rinner, C., & Marshall, S.P. (2007). Geomatics in injury prevention: The science, the potential and the limitations. Injury Prevention, 13, 51–56.CrossRefGoogle ScholarPubMed
Dick, G.S., Estell, D.W., & McCarty, T.L. (1994). Saad Naakih Bee'enootiilji Na'alkaa: Restructuring the teaching of language and literacy in a Navajo community school. Journal of American Indian Education, 33, 31–46.Google Scholar
Dold, C.J., & Chapman, R. (2011). Hearing a voice: Results of a participatory action research study. Journal of Child and Family Studies, 21 (3), 512–519.CrossRefGoogle Scholar
Dumont, R.V. (1972). Learning English and how to be silent: Studies in Sioux and Cherokee classrooms. In Cazden, C., John, V., & Hymes, D. (Eds.), Functions of language in the classroom (pp. 344–369). New York: Teachers College Press.Google Scholar
Dyson, L.E. (2003). Indigenous Australians in the information age: Exploring issues of neutrality in information technology. In Ciborra, C., Mercurio, R., De Marco, M., Martinez, M., & Carignani, A. (Eds.), New Paradigms in Organizations, Markets and Society: Proceedings of the 11th European Conference on Information Systems (ECIS), Naples, Italy (pp. 19–21).Google Scholar
Feurer, H. (1993). Beyond multilingual education: The Cree of Waskaganish. Canadian Journal of Native Education, 20, 87–95.Google Scholar
Ford, J.D., Smit, B., Wandel, J., Allurut, M., Shappa, K., Ittusarajuats, H., & Qrunnuts, K. (2008). Climate change in the Arctic: Current and future vulnerability in two Inuit communities in Canada. The Geographical Journal, 174 (1), 45–62.CrossRefGoogle Scholar
Foreman, K. (1991). A dramatic approach to Native teacher education. Canadian Journal of Native Education, 18, 73–80.Google Scholar
Gardner-Youden, H.L., Barbeau, C., McCarthy, D.D., Edwards, V., Cowan, D., & Tsuji, L.J.S. (2011a). Indigenous mapping technologies: The past, present and future of the collaborative Geomatics web-based tool. Knowledge Management for Development Journal, 7, 340–353.CrossRefGoogle Scholar
Gardner-Youden, H.L., McCarthy, DD, Cowan, D., Barbeau, C., Edwards, V., & Tsuji, L.J.S. (2011b). Collaborative geomatics: A web-based tool for dynamic indigenous mapping. In Bidwell, N.J. & Winschiers-Theophilus, H. (Eds.), Proceedings of the Indigenous Knowledge Technology Conference 2011 (IKTC2011): Embracing Indigenous Knowledge Systems in a New Technology Design Paradigm. Windhoek, Namibia: IKTC2011.Google Scholar
Heath, S., & Walker, C. (2012). Innovations in youth research: An introduction. In Heath, S. & Walker, C. (Eds.), Innovations in youth research (pp. 1–20). New York: Palgrave Macmillan.CrossRefGoogle Scholar
Huntington, H., & Fox, S. (2005). The changing Arctic: Indigenous perspectives. In Arctic Climate Impact Assessment: Scientific Report (Chapter 3). Retrieved from http://www.acia.uaf.edu/pages/scientific.htmlGoogle Scholar
Irwin, R.L., & Reynolds, J.K. (1992). Creativity in a cultural context. Canadian Journal of Native Education, 19, 90–95.Google Scholar
Karagatzides, J., Kozlovic, D., De Iuliis, G., Liberda, E., General, Z., Liedtke, J., . . . Tsuji, L.J.S. (2011). Youth Environmental Science Outreach in the Mushkegowuk Territory of Subarctic Ontario, Canada. Applied Environmental Education & Communication, 10, 201–210.CrossRefGoogle Scholar
Kemmis, S., & McTaggart, R. (2000). Participatory action research. In Denzin, N.K. & Lincoln, Y.S. (Eds.), Handbook of qualitative research (2nd ed., pp. 567–605). Thousand Oaks, CA: Sage Publications.Google Scholar
Kral, I. (2010). Plugged in: Remote Australian Indigenous Youth and Digital Culture. (Centre for Aboriginal Economic Policy Research Working Paper No. 69). Retrieved from http://en.scientificcommons.org/58711908CrossRefGoogle Scholar
Leith, S., & Slentz, K. (1984). Successful teaching strategies in selected northern Manitoba schools. Canadian Journal of Native Education, 12, 24–30.Google Scholar
Lertzman, D.A. (2002). Rediscovering rites of passage: Education, transformation, and the transition to sustainability. Conservation Ecology, 5 (2), 1–17.CrossRefGoogle Scholar
Maina, F. (1997). Culturally relevant pedagogy: First Nations education in Canada. The Canadian Journal of Native Studies, 17 (2), 293–314.Google Scholar
McCarthy, D.P., Whitelaw, G.S., Anderson, S., Cowan, D., McGarry, F., Robins, A., & Tsuji, L.J.S. (2011). Collaborative geomatics and the Mushkegowuk Cree First Nations: Fostering adaptive capacity for community-based sub-Arctic natural resource management. Geoforum, 43 (2), 305–314.CrossRefGoogle Scholar
McDonald, M., Arragutainaq, L., & Novalinga, Z. (1997). Voices from the Bay: traditional ecological knowledge of Inuit and Cree in the Hudson Bay bioregion. Ottawa, Ontario: Canadian Arctic Resources Committee and the Environmental Committee of Municipality of Sanikiluaq.Google Scholar
McNally, M.D. (2004). Indigenous pedagogy in the classroom: A service learning model for discussion. American Indian Quarterly, 28 (3–4), 604–617.CrossRefGoogle Scholar
Miller, A., & Thomas, R. (1972). Cooperation and competition among Blackfoot Indian and urban Canadian children. Child Development, 43 (3), 1104–1110. Retrieved from http://www.jstor.org/stable/10.2307/1127666CrossRefGoogle Scholar
More, A.J. (1987). Native Indian learning styles: A review for researchers and teachers. Journal of American Indian Education, 27 (1), 17–29.Google Scholar
Ngai, P.B., & Koehn, P.H. (2010). Indigenous studies and Intercultural education: The impact of a place-based primary school program. Intercultural Education, 21 (6), 597–606.CrossRefGoogle Scholar
Okada, M., Yoshimura, T., Tarumi, H., Moriya, K., & Sakai, T. (2002). DigitalEE: A support system for collaborative environmental education using distributed virtual space. Systems and Computers in Japan, 33 (8), 51–63.CrossRefGoogle Scholar
Pepper, F., & Henry, S. (1986). Social and cultural effects on Indian learning style: Classroom applications. Canadian Journal of Native Education, 13, 54–62.Google Scholar
Postman, N. (1993). Technopoly: The surrender of culture to technology. New York: First Vintage Books Edition.Google Scholar
Pulsifer, P.L., Parsons, M., McNeave, C., Gearheard, S., & Huntington, H. (2012). The exchange for local observations and knowledge of the Arctic: Building a network across knowledge domains. In Conference Proceedings, International Polar Year Conference. Montreal, Quebec, Canada.Google Scholar
Rhodes, R. (1988). Holistic teaching/learning for Native American students. Journal of American Indian Education, 27 (2), 1–6. Retrieved from http://jaie.asu.edu/v27/V27S2hol.htmGoogle Scholar
Riggs, E.M. (2004). Field-based education and indigenous knowledge: Essential components of geoscience education for Native American communities. Science Education, 89 (2), 296–313.CrossRefGoogle Scholar
Robbins, P. (2003). Beyond ground truth: GIS and the environmental knowledge of herders, professional foresters, and other traditional communities. Human Ecology, 31 (2), 233–253.CrossRefGoogle Scholar
Rohner, R.P. (1965). Factors influencing the academic performance of Kwakiutl children in Canada. Comparative Education Review, 9 (3), 331–340.CrossRefGoogle Scholar
Sawyer, D. (1991). Native learning styles: Shorthand for instructional adaptations? Canadian Journal of Native Education, 18, 99–105.Google Scholar
Simms, E.L. (2010). Representation in remote sensing classifications of Aboriginal landscape descriptions. The Canadian Geographer, 54 (4), 492–505.CrossRefGoogle Scholar
Simpson, L. (2004). Anticolonial strategies for the recovery and maintenance of Indigenous knowledge. The American Indian Quarterly, 28 (3), 373–384.CrossRefGoogle Scholar
Smith, G.A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83 (8), 584–594.CrossRefGoogle Scholar
Sugimoto, M., Ravasio, P., & Hitoshi, E. (2006). SketchMap: A system for supporting outdoor collaborative learning by enhancing and sharing learners’ experiences. Conference Proceedings of ICCE Workshop on Design and Experiments of Mobile and Ubiquitous Learning Environments (pp. 1–8). Beijing, China.Google Scholar
Tafoya, T. (1995). Finding harmony: Balancing traditional values with Western science and therapy. Canadian Journal of Native Education, 21, 7–27.Google Scholar
Tobias, T.N. (2000). Chief Kerry's moose a guidebook to land use and occupancy mapping, research design and data collection. Vancouver, BC: Union of BC Indian Chiefs and Ecotrust Canada.Google Scholar
Tsuji, L.J.S. (1996a). Cree traditional ecological knowledge and science: A case study of the sharp-tailed grouse, Tympanuchus phasianellus phasianellus. Canadian Journal of Native Studies, 16, 67–79.Google Scholar
Tsuji, L.J.S. (1996b). Loss of Cree traditional ecological knowledge in the western James Bay region of Northern Ontario, Canada: A case study of the sharp-tailed grouse, Tympanuchus phasianellus phasianellus. Canadian Journal of Native Studies, 16, 283–292.Google Scholar
Tsuji, L.J.S. (2000). The use of modified school years: An important local control of education issue. Canadian Journal of Native Education, 24, 158–168.Google Scholar
Tsuji, L.J.S., & Nieboer, E. (1999). A question of sustainability in Cree harvesting practices: The seasons, technological and cultural changes in the western James Bay region of northern Ontario, Canada. Canadian Journal of Native Studies, 19, 169–192.Google Scholar
Tuhiwai Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. New York: Zed.Google Scholar
Turner, N.J. (2005). The earth's blanket: Traditional teachings for sustainable living. Vancouver, Canada: Douglas & McIntyre.Google Scholar
Wattchow, B. (2001). A pedagogy of production: Craft, technology and outdoor education. Australian Journal of Outdoor Education, 5 (2), 19–27.CrossRefGoogle Scholar
Wang, C., & Burris, M.A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24 (3), 369–387.CrossRefGoogle ScholarPubMed
Wang, C.C., Morrel-Samuels, S., Hutchison, P.M., Bell, L., & Pestronk, R.M. (2004). Flint Photovoice: Community building among youths, adults, and policymakers. American Journal of Public Health, 94 (6), 911–913.CrossRefGoogle ScholarPubMed
Wheaton, C. (2000). An Aboriginal pedagogical model: Recovering an Aboriginal pedagogy from the Woodlands Cree. In Roger, N. (Ed.), Voice of the drum: Indigenous education and culture (pp. 151–166). Manitoba: Kingfisher Publications.Google Scholar
Wilgosh, L., & Mulcahy, R. (1993). Cognitive educational models of assessment, programming and instruction for Native learners. Canadian Journal of Native Education, 20, 129–135.Google Scholar
Wilson, J. (1992). The computers and culture project: A multimedia approach to the preservation of Native history, language, and culture. Canadian Journal of Native Education, 19, 7–19.Google Scholar
Woodland Heritage Services. (2004). Stage one and two project report archeological/cultural heritage potential site assessment for southwest alternative winter road right of ways from Hearst northerly approximately 320 km to the Victor diamond project site. Ontario, Canada: Author. Retrieved from http://www.debeerscanada.com/files_2/pdf_documents/victor_ea_2004/05_sub-folder/Appendix_H_SWAWRHeritage-Res-Study/Cultural_Heritage_Resources_Rpt.pdfGoogle Scholar
Wright, D. (1998). Preparing First Nations students for college: The experience of the Squamish Nation of British Columbia. Canadian Journal of Native Education, 22, 85–92. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ570810Google Scholar
Youden, H. (2010). Planning in Ontario's far north: Preservation, development and culture in policy (Unpublished Masters thesis). Kingston, Canada: School of Environmental Studies, Queen's University. Retrieved from http://qspace.library.queensu.ca/handle/1974/61Google Scholar
Zwick, T., & Miller, K. (1996). A comparison of integrated outdoor education activities and traditional science learning with American Indian students. Journal of American Indian Education, 35 (2), 1–7. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ528261Google Scholar