- \r\n \t
- The work before the work.<\/li>\r\n \t
- Forming the partnership.<\/li>\r\n \t
- Maintaining the partnership.<\/li>\r\n \t
- Closing the partnership.<\/li>\r\n \t
- The relationship after the work.<\/li>\r\n<\/ol>\r\nExplore each part of the pathway in more detail here: A Pathway for Indigenous Community Engagement [PDF]<\/a>.\r\n
\r\n Self-Assessment #1<\/h2>\r\n \r\n\r\n<\/header>\r\n
\r\n\r\n![\"Toolkit](\"https:\/\/opentextbc.ca\/wp-content\/uploads\/sites\/467\/2024\/04\/Toolkit.png\")
To avoid misappropriation, it is important to critically reflect on why you are turning to Indigenous cultural heritage for your inspiration. Examining your process for creating and curating content allows you to look at how we can be mindful of other ways of knowing and being in the world.\r\n\r\nHow can you contribute to the ethical treatment of Indigenous Traditional Knowledges so as not to misappropriate?\r\n\r\nHow can you support Indigenous Traditional Knowledges on your reconciliation journey and prevent further misappropriation?\r\n\r\nRecord your responses in your Toolkit<\/a>.\r\n\r\n<\/div>\r\n<\/div>\r\nMoving forward<\/h1>\r\n
- \r\n \t
- Assess your current knowledge and the role of your own culture in shaping your knowledge.<\/li>\r\n \t
- Evaluate information and conduct a self-analysis to assist in identifying gaps in knowledge and understanding your biases and assumptions.<\/li>\r\n \t
- Begin to brainstorm resources and pathways to assist in addressing knowledge gaps, reframing current knowledge, and developing opportunities for connecting with Indigenous cultures and transforming your perspective.<\/li>\r\n<\/ul>\r\n
Summary<\/h1>\r\nIn this module, you have gained an understanding about creating or curating accessible digital materials that are specific to different Indigenous audiences and platforms while following Indigenous protocols.\r\n\r\nWe have provided you with tools and information to help you avoid cultural misappropriation. You now have a basis to help you create and curate respectfully in your Indigenous digital literacy work.\r\n
\r\n Learner notes<\/p>\r\n\r\n<\/header>\r\n
\r\n\r\nSources and recommended readings:\r\n\r\nIndigenous cultural appropriation: The Appropriation of Aboriginal Cultural Heritage: Examining the Uses and Pitfalls of the Canadian Intellectual Property Regime | Intellectual Property Issues in Cultural Heritage (sfu.ca)<\/a>\r\n\r\nWriting Guide for Indigenous Content - Province of British Columbia (gov.bc.ca)<\/a>\r\n\r\nIndigenous Ways of Knowing Course Design | Resource Library | Taylor Institute for Teaching and Learning | University of Calgary (ucalgary.ca)<\/a>\r\n\r\nCreating content for or about Indigenous Peoples - Province of British Columbia (gov.bc.ca)<\/a>\r\n\r\n<\/div>\r\n<\/div>\r\nAttributions<\/h1>\r\n
- \r\n \t
- \"Creation and Curation\" image by Connie Strayer and Robyn Grebliunas<\/span> is licensed under a CC BY 4.0 licence<\/a>.<\/li>\r\n<\/ul>","rendered":"
![\"Three](\"https:\/\/opentextbc.ca\/wp-content\/uploads\/sites\/467\/2024\/05\/CreationCuration.png\" "\\"Three")
\nWorking with Indigenous Peoples to curate and create Indigenous course content benefits all of us.<\/p>\nPath of creation and curation summary<\/h1>\n
Community Engaged Learning at the University of Manitoba has developed a pathway that identifies five steps of Indigenous Community Engagement:<\/p>\n
- \n
- The work before the work.<\/li>\n
- Forming the partnership.<\/li>\n
- Maintaining the partnership.<\/li>\n
- Closing the partnership.<\/li>\n
- The relationship after the work.<\/li>\n<\/ol>\n
Explore each part of the pathway in more detail here: A Pathway for Indigenous Community Engagement [PDF]<\/a>.<\/p>\n
\n\n Self-Assessment #1<\/h2>\n
<\/p>\n<\/header>\n
\nTo avoid misappropriation, it is important to critically reflect on why you are turning to Indigenous cultural heritage for your inspiration. Examining your process for creating and curating content allows you to look at how we can be mindful of other ways of knowing and being in the world.<\/p>\nHow can you contribute to the ethical treatment of Indigenous Traditional Knowledges so as not to misappropriate?<\/p>\n
How can you support Indigenous Traditional Knowledges on your reconciliation journey and prevent further misappropriation?<\/p>\n
Record your responses in your Toolkit<\/a>.<\/p>\n<\/div>\n<\/div>\n
Moving forward<\/h1>\n
- \n
- Assess your current knowledge and the role of your own culture in shaping your knowledge.<\/li>\n
- Evaluate information and conduct a self-analysis to assist in identifying gaps in knowledge and understanding your biases and assumptions.<\/li>\n
- Begin to brainstorm resources and pathways to assist in addressing knowledge gaps, reframing current knowledge, and developing opportunities for connecting with Indigenous cultures and transforming your perspective.<\/li>\n<\/ul>\n
Summary<\/h1>\n
In this module, you have gained an understanding about creating or curating accessible digital materials that are specific to different Indigenous audiences and platforms while following Indigenous protocols.<\/p>\n
We have provided you with tools and information to help you avoid cultural misappropriation. You now have a basis to help you create and curate respectfully in your Indigenous digital literacy work.<\/p>\n
\n\n Learner notes<\/p>\n<\/header>\n
\nSources and recommended readings:<\/p>\n
Indigenous cultural appropriation: The Appropriation of Aboriginal Cultural Heritage: Examining the Uses and Pitfalls of the Canadian Intellectual Property Regime | Intellectual Property Issues in Cultural Heritage (sfu.ca)<\/a><\/p>\n
Writing Guide for Indigenous Content – Province of British Columbia (gov.bc.ca)<\/a><\/p>\n
- \"Creation and Curation\" image by Connie Strayer and Robyn Grebliunas<\/span> is licensed under a CC BY 4.0 licence<\/a>.<\/li>\r\n<\/ul>","rendered":"