Cultural indicators, country and culture: the Arabana, change and water

2015 ◽  
Vol 37 (6) ◽  
pp. 555 ◽  
Author(s):  
Melissa Nursey-Bray ◽  
Arabana Aboriginal Corporation
Keyword(s):  
Indigenous Peoples ◽  
Water Body ◽  
Ecological Condition ◽  
Cultural Knowledge ◽  
Field Trips ◽  
Cultural Significance ◽  
Collaborative Project ◽  
Effective Implementation ◽  
Cultural Indicator ◽  
A Site

Water is of paramount importance to all people who live in Kati Thanda-Lake Eyre, Australia, but to the Arabana people, one of the Indigenous peoples of the region, it also holds immense cultural significance. Having lived in the region for thousands of years, Arabana people have developed their own methods to assess the ecological condition of their water sites. This paper presents the results of a collaborative project designed to develop a suite of cultural indicators for water sites in the Kati Thanda region. Based on field trips and a comprehensive desktop review, this paper presents the indicators or ‘signs’ used by the Arabana to assess condition. Key results show that although water has multiple values for the Arabana, water itself is understood as a series of sites within one country rather than as a series of ecosystems or types of water body. Further, the cultural indicators or the ‘signs’ by which Arabana people assess conditions are potentially synergistic with scientific indicators and include fauna, flora, quality, soil, and climatic dimensions. However, Arabana people also assess a site according to its history and the level of cultural knowledge about the site. The paper concludes with a reflection on whether or not these indicators can be used in more generic ways across the region to assist in broader river assessment processes. A cultural indicator schemata is suggested as a starting mechanism for identifying cultural indicators in other parts of Kati Thanda-Lake Eyre, but the paper concludes by arguing that any effective implementation of such a schemata must involve Indigenous peoples at every level.

“Hay que Cantar con Ternura”: Baladas Románticas as a Site for Translingual Youth Convivencia

2021 ◽  
pp. 238133772110246
Author(s):  
Cati V. de los Ríos ◽  
Yared Portillo
Keyword(s):  
Music Education ◽  
Participant Observation ◽  
Cultural Knowledge ◽  
Mexican Origin ◽  
Bilingual Students ◽  
Video Recordings ◽  
Music Making ◽  
Schooling Experiences ◽  
K 12 ◽  
A Site

For many Mexican-origin bi/multilingual children, Mexican music education begins early in their home. Music is inextricably linked with the sociocultural context in which it is produced, consumed, and taught and the interrelationship between music, society, and culture. Using ethnographic methods, this article examines a small group of bilingual and emergent bilingual Mexican-origin students who regularly congregated in their English teacher’s classroom at lunchtime to recite and perform romance ballads, or what we refer to as baladas románticas, on a weekly basis. We use participant observation, plática-inspired interviews, focus groups, and video recordings to present ethnographic knowledge about how, for these young people, music was a way of being and a deliberate act to build community. Our findings describe the ways the bilingual students found themselves at the margins of their K–12 schooling experiences and, in turn, agentically fostered their own space for translingual expression and solace. This manifested in two primary ways: (a) how they collectively fostered their own form of convivencia (humanizing coexistence) anchored in their ancestral and cultural knowledge through their music-making and (b) how their music-making allowed them to release translingual and transmodal play and creativity that might have otherwise been suppressed at school. We end with a call for literacy researchers and educators to continue to recognize and honor students’ lived translingual experiences, identities, and musical gifts as resources for learning.

scholarly journals Indigenous ethnic identity, in-group warmth, and psychological wellbeing: A longitudinal study of Māori

2021 ◽  
Author(s):  
Carla Houkamau ◽  
Petar Milojev ◽  
Lara Greaves ◽  
Kiri Dell ◽  
Chris G Sibley ◽  
...  
Keyword(s):  
Ethnic Identity ◽  
Longitudinal Study ◽  
New Zealand ◽  
Ethnic Group ◽  
Indigenous Peoples ◽  
Large Scale ◽  
Strong Relationship ◽  
Cultural Knowledge ◽  
Identity Centrality

AbstractLongitudinal studies into the relationship between affect (positive or negative feelings) towards one’s own ethnic group and wellbeing are rare, particularly for Indigenous peoples. In this paper, we test the longitudinal effects of in-group warmth (a measure of ethnic identity affect) and ethnic identity centrality on three wellbeing measures for New Zealand Māori: life satisfaction (LS), self-esteem (SE), and personal wellbeing (PW). Longitudinal panel data collected from Māori (N = 3803) aged 18 or over throughout seven annual assessments (2009–2015) in the New Zealand Attitudes and Values Study were analyzed using latent trajectory models with structured residuals to examine cross-lagged within-person effects. Higher in-group warmth towards Māori predicted increases in all three wellbeing measures, even more strongly than ethnic identity centrality. Bi-directionally, PW and SE predicted increased in-group warmth, and SE predicted ethnic identification. Further, in sample-level (between-person) trends, LS and PW rose, but ethnic identity centrality interestingly declined over time. This is the first large-scale longitudinal study showing a strong relationship between positive affect towards one’s Indigenous ethnic group and wellbeing. Efforts at cultural recovery and restoration have been a deliberate protective response to colonization, but among Māori, enculturation and access to traditional cultural knowledge varies widely. The data reported here underline the role of ethnic identity affect as an important dimension of wellbeing and call for continued research into the role of this dimension of ethnic identity for Indigenous peoples.

scholarly journals Conveying Sacred Knowledge through Contemporary Architectural Design: The Garma Cultural Knowledge Centre

2016 ◽  
Vol 1 (1) ◽  
pp. 199
Author(s):  
Elizabeth Grant
Keyword(s):  
Cultural Identity ◽  
Indigenous Peoples ◽  
Architectural Design ◽  
Publishing House ◽  
Cultural Knowledge ◽  
Positive Outcomes ◽  
North East ◽  
Arnhem Land ◽  
International Publishing ◽  
Contemporary Architecture

The Indigenous peoples of north east Arnhem Land in Australia (Yolngu) overlay their culture with the customs and social behaviour of other societies to achieve positive outcomes and autonomy. Passing down cultural knowledge is intrinsic to the cultural identity of Yolngu. The paper discusses the recently completed Garma Cultural Knowledge Centre and examines the cultural knowledge conveyed through the medium of contemporary architecture design. The paper finds that the Garma Cultural Knowledge Centre combined aspects of non-Aboriginal and Aboriginal cultures to form a coherent whole with multi-facetted meanings. © 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: People and environments; cultural knowledge; architecture; indigenous architecture

Eloquence Embodied

2019 ◽  
Author(s):  
Céline Carayon
Keyword(s):  
Sixteenth Century ◽  
Nonverbal Communication ◽  
Indigenous Peoples ◽  
Colonial America ◽  
Language Barriers ◽  
Indigenous Languages ◽  
Indigenous Resistance ◽  
Linguistic Fluency ◽  
A Site ◽  
Standing Question

Taking a fresh look at the first two centuries of French colonialism in the Americas, this book answers the long-standing question of how and how well Indigenous Americans and Europeans communicated with each other during colonial encounters. French explorers and colonists in the sixteenth century noticed that Indigenous peoples from Brazil to Canada used signs to communicate. The newcomers, in response, quickly embraced the nonverbal as a means to overcome cultural and language barriers throughout French America. Céline Carayon's close examination of French accounts, combined with her multidisciplinary methodology, enables her to recover these sophisticated Native practices of embodied expression. In a colonial world where communication and trust were essential but complicated by the multiplicity of Indigenous languages, intimate and sensory communications ensured that colonists and Indigenous peoples understood each other well. Understanding, in turn, bred both genuine personal bonds and violent antagonisms. Nonverbal communication shaped Indigenous resistance to colonial pressures across the Americas just as it fueled the French imperial imagination and strategies. Challenging the notion of colonial America as a site of misunderstandings and insurmountable cultural clashes, Carayon shows that Natives and newcomers used nonverbal means to build relationships before the rise of linguistic fluency--and, crucially, well afterward.

Graffiti as a site for cultural literacies in Zimbabwean urban high schools

2018 ◽  
Vol 22 (3) ◽  
pp. 334-348 ◽  
Author(s):  
Hugh Mangeya
Keyword(s):  
Informal Education ◽  
School Curriculum ◽  
Cultural Knowledge ◽  
Educational Institutions ◽  
Student Perspective ◽  
Cultural Education ◽  
A Site ◽  
Learning Institutions ◽  
Socially Situated ◽  
Formal School

It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the transmission of vital cultural knowledge/literacy whose length and breadth cannot be adequately exhausted by the formal school curriculum alone. Bathroom interactions, therefore, bring a different dynamic to cultural education in learning institutions. Sexuality, hygiene and decency, among others, are negotiated from a strictly student perspective. A trip to the bathroom therefore marks a crucial transition from formal to informal education, and back.

scholarly journals Re-Visiting Site Visits through the Lens of Disability Studies

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Emily Gravett
Keyword(s):  
Disability Studies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Field Research ◽  
Field Trips ◽  
Learning Activity ◽  
Site Visit ◽  
Models Of Disability ◽  
Design For Learning ◽  
A Site

The site visit (also called “field trips,” “excursions,” even “field research”) is a well-known learning activity in religious studies classrooms. In this article, I will analyze site visits to reveal how ableism is embedded even in educational practices common to religion courses. First, I will provide a brief overview of disability studies, various models of disability, and the pervasive ableism that structures higher education. Next, I will describe the typical conceptions and components of a site visit, as illustrated by real religion syllabi, with consideration of the barriers that it may present for students who ‘deviate’ from the ‘norm.’ I will then introduce some principles of Universal Design and Universal Design for Learning, which may give readers ideas and tools for revising and expanding all of their assignments, including site visits. Finally, I will conclude with some (not definitive, admittedly, but specific) ideas for making site visits more inclusive.

scholarly journals Indigenous peoples and local communities' bio-cultural knowledge at the interface of marine research

2020 ◽  
Author(s):  
Emma Lee ◽  
Cass [email protected] ◽  
Kelly Ratana ◽  
Aoi Sugimoto
Keyword(s):  
Indigenous Peoples ◽  
Local Communities ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
Western Science ◽  
Marine Research ◽  
Science Theory ◽  
Research Sector

<p>Globally, the governance and management of land and sea resources by Indigenous peoples and local communities has existed for tens of thousands of years and continues to exert influence over a quarter of the worlds’ surface today (Garnett et al 2018). Yet the primacy of Western science still overshadows the bio-cultural knowledges of Indigenous peoples and local communities. To move beyond exclusions and disenfranchised worldviews, science theory and practice must begin to embrace, engage, respect and support Indigenous peoples and local communities’ bio-cultural knowledges. We draw on the marine research sector, specifically fisheries, to demonstrate where knowledges are providing useful expertise and call for multidisciplinary approaches to co-productions of science. </p><p><br></p><p>(Prepared for Nature Communications review).</p>

scholarly journals Communication, Culture and Community: Towards A Cultural Analysis of Community Media

2015 ◽  
Author(s):  
Kevin Howley
Keyword(s):  
Cultural Studies ◽  
Cultural Production ◽  
Information Technologies ◽  
Blind Spot ◽  
Cultural Analysis ◽  
Cultural Significance ◽  
Global Media ◽  
Community Media ◽  
Interdisciplinary Approaches ◽  
A Site

This paper promotes a research agenda committed to a sustained, multiperspectival cultural analysis of community-based media. In doing so, the essay takes up two interrelated arguments. First, it is suggested that community media represent a conspicuous blind spot in cultural approaches to communication studies: a situation that is at odds with the hallmarks of cultural studies scholarship, especially its affirmation of popular forms of resistance and its celebration of and keen appreciation for local cultural production. Second, the author maintains that as a site of intense struggle over cultural production, distribution, and consumption within and through communication and information technologies, community media demand the rigorous, interdisciplinary approaches and interventionist strategies associated with the finest traditions of cultural studies scholarship. The author concludes that this research program is essential for appreciating the social, political, and cultural significance of locally oriented, participatory media in an increasingly privatized, global media environment.

scholarly journals A Framework to Strengthen Learning Culture and Safeguards

Safety ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. 78
Author(s):  
Vendy Hendrawan Suprapto ◽  
Nyoman Pujawan ◽  
Ratna Sari Dewi
Keyword(s):  
Performance Improvement ◽  
Human Performance ◽  
Learning Culture ◽  
Implementation Framework ◽  
Human Performance Improvement ◽  
Effective Implementation ◽  
Strategic Objective ◽  
And Performance ◽  
Operational Learning ◽  
A Site

Strengthening the learning culture and the safeguards in organizations can enhance safety and performance in preventing incidents. The effective implementation of human performance improvement and operational learning can support the organization in achieving these goals. However, there is no streamlined implementation framework that considers the alignment of strategic and tactical actions in the management system cycle to implement human performance improvement and operational learning. This paper presents an implementation framework that fills the above gaps. It consists of four steps: (1) establish/validate a strategic objective, (2) conduct an assessment, (3) develop a plan, and (4) execute the plan. The proposed framework also includes a site tour phase during operational learning as an alternative to storytelling, which has an inherent bias. This framework was tested in the land transportation system of one of Indonesia’s biggest oil producers.

scholarly journals Indigenous Knowledges Driving Technological Innovation

2011 ◽  
Vol 9 (1-2) ◽  
pp. 241-248 ◽  
Author(s):  
The Hi‘iaka Working Group
Keyword(s):  
Cultural Heritage ◽  
Technological Innovation ◽  
Indigenous Peoples ◽  
New Technologies ◽  
Cultural Knowledge ◽  
Self Determination ◽  
Geospatial Technologies ◽  
Cultural Survival ◽  
Indigenous Cultures ◽  
Critical Step

This policy brief explores the use and expands the conversation on the ability of geospatial technologies to represent Indigenous cultural knowledge. Indigenous peoples’ use of geospatial technologies has already proven to be a critical step for protecting tribal self-determination. However, the ontological frameworks and techniques of Western geospatial technologies differ from those of Indigenous cultures, which inevitably lead to mistranslation and misrepresentation when applied to cultural knowledge. The authors advocate the creation of new technologies that are more conducive to Indigenous ontologies and epistemologies in an effort to break down the barriers to the expression and preservation of cultural heritage and cultural survival.

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