Storytelling with Aboriginal Populations
In the 21st century world, it’s possible that many Aboriginal youth are not as exposed to traditional teachers as they once were. This is where digital storytelling can be of benefit. With digital storytelling and Aboriginal learners, it becomes possible to “celebrate the individual and the collective, and to lend respect and credence to the lived experiences of individuals”. (Cunsolo Willox, 2013) Past traditions are kept for future generations as a means to preserve culture and language though the use of images, recordings, video and other means of creation.
|
CultureThe rich history of Canada's Aboriginal Peoples is often documented through native stories, dances and traditions. Storytelling is a part of the Aboriginal culture since its earliest days. Creation stories, tribal stories and stories of war and conflict are passed in various ways from generation to generation.
Today digital storytelling has become a tool to help the Aboriginal populations heal and begin a new age of Aboriginal pride. Digital storytelling is seen as a way to keep Aboriginal youth engaged while learning about their cultures and history. One such example is a program known as the Ancestor Project in British Columbia. The influences of the Ancestor Project on the youth of Vancouver Island Aboriginal children was studied by Marla Weston and Dianne Biin in 2013. The purpose of this study was building on arguments made by Hopkins (2006) on the transformation of Aboriginal storytelling. He states that digital storytelling “has been occupied, transformed, appropriated and reinvented by native people… digital technologies have become a medium for speaking and telling our stories.” (Hopkins, 2006) In this, the Ancestor project was born and trialed on students in grades 7 to 10 attending an Aboriginal tribal school near Victoria, British Columbia. |
ConflictDoris Baltruschat (2004) describes the beginnings of Aboriginal digital storytelling as a counter against the “non-indigenous cultural and social values (of radio and television), combined with curricula and teaching from the South” that were affecting the social dynamics of Aboriginal peoples in Canada. That, combined with the effects of residential schools and the whitewashing of television led to an identity crisis among Aboriginal youth who would spend more time focusing on the heroes and stories on television than learning about their own cultures.
Wood et. al (2015) conducted a study to see the effects of narrative therapy as a healing tool with Australian Aboriginal peoples living in Kalumburu, Western Australia. Like many of Canada’s Aboriginal peoples, the people of Kalumburu suffered the effects of colonialism and isolation causing many struggles. The goal of the project was to create “an online archive, to be shared between community members and form part of a celebration of people’s survival and a testament to how people survive hard times.” (Wood et. al, 2015) Some of the hardships included the aforementioned isolation along with lack of education, children being sent away for detention and schooling, alcohol and drug abuse, violence and suicide. The digital storytelling was therefore thought of as a means to allow elders to heal and provide youth with the guidance necessary to navigate their lives safely while also passing on traditional teachings and knowledge. Students were also encouraged to share their own stories as a means of healing and engagement in schooling and culture. The goal of allowing those who are marginalized to have their voices heard and shared from authentic sources, rather than third party recordings. Many of the lessons learned here are examples of how such approaches can be successful in Canadian classrooms and Aboriginal students. |
Literacy DevelopmentCurriculum designers for the Ancestor project wanted to promote interest in computer programming through a game created out of content using traditional beliefs and values. What Weston and Biin found was with the added cultural components, student interest increased in content and subject matter. Coming from a conclusion from the Canadian Council on Learning (2008), schools need to improve their cultural inclusiveness of Aboriginal culture in their content to increase student engagement in school. As well, there needs to be more work between elders and students as a means to bring more traditional stories into the classroom that could be shared digitally. One example of this is a project run by a teacher in Moosonee with the help of students known as the Portraits of our Elders series.
With the newfound knowledge in creating digital stories, Aboriginal can expand beyond the classroom to bring more awareness to cultural teaching and history as well as issues of importance, such as climate change, as evidenced by Willox et. al. (2012) The research project conducted was based in 2009 of out Rigolet, Newfoundland and Labrador, an Inuit village. In the study, the goal was to engage and record the effects of digital storytelling as a means of mental, emotional and spiritual health and well-being and the effects of climate change upon them. Like the other articles above, the issue of colonialism and its effects on Aboriginal populations was a starting point for the study. Rather than the researchers taking notes and transcribing the stories using their own words, they wished to “carefully, and with great sensitivity, (conduct) narrative research” in a manner that avoids marginalizing any individuals or communities like past project could have. (Willox et. al, 2012) Willox discovered that, again like the other articles above, digital storytelling went further than anything before as it “allows numerous complex and interrelated themes to be shared, narratively and personally, in a short and engaging segment”. (Willox et. al, 2012) The study is essential is developing and growing digital storytelling processes in classrooms and beyond as it demonstrates an increased need for storytelling to occur from sources knowledgeable in the matter as a means of transferring knowledge to future generations. As well, as Willox states, digital storytelling “can influence indigenous healthiness and resilience by offering a means of owning and being able to tell one’s own story. (Willox, 2012) |
To learn more about Digital Storytelling with Special Needs Populations please take the link below.