Page 1: Determining Identity

• The term "indigenous" is inherently complex and difficult to define.

• Disagreement regarding its definition can result in ethical consequences.

• Importance of the topic highlighted in BQ2 Values Lesson 11.

Page 2: Defining Indigenous

• Question proposed: How would you define the term "indigenous"?

• Difficulty of defining indigenous peoples and cultures emphasized.

• Importance of understanding varied definitions due to their implications.

Page 3: Self-Identification vs. Definition

• The UN Declaration on the Rights of Indigenous Peoples does not provide a specific definition of indigenous peoples.

• Key aspect of the Declaration: self-identification as indigenous is a fundamental criterion.

• The right to determine identity or membership based on customs and traditions is stressed.

• Questions raised:

  • Why is there an avoidance by the UN to define indigenous peoples?

  • In what ways can self-identification both positively and negatively affect the recognition of indigenous identity?

Page 4: Case Study 1: Andrea Smith

• Activity: Read LA Times article on UC Riverside academic Andrea Smith in pairs.

• Discussion on issues related to self-identification as indigenous.

• Task: Identify prominent individuals claiming indigenous heritage and discuss possible motivations.

Page 5: Case Study 2: A New Identity Crisis

• Activity: Read Winnipeg Sun article regarding issues related to self-identification for indigenous peoples in Canada.

• Define "pretendians" and discuss the threats they pose to indigenous culture.

• Explore Dr. Pam Palmater's argument: "We need to very quickly get out of self-identification."

Page 6: Problem Solving

• In groups, work on an update to the UN declaration concerning self-identification.

• Ensure indigenous societies retain autonomy over their heritage while solving self-identification issues.

• Utilize resources, including online UN material, to craft potential solutions.

• Collaborative sharing of ideas across groups to refine solutions.

Page 7: Exit Task

• Key criteria to determine if someone is indigenous must be discussed.

• Emphasis on the importance of accurate identification to respect indigenous rights and culture.

Page 8: Core Themes and Optional Themes

• Overview of themes relevant to BQ2 VALUES, including:

  • Knowledge & the knower

  • Indigenous societies

  • The arts, language, history, politics.

  • Human sciences, religion, mathematics, technology, natural sciences.

Page 9: Links to Assessments

• Examine the exhibition prompt regarding the exclusivity of knowledge to specific communities:

  • Address who belongs to an indigenous community of knowers.

  • Consider reasons individuals may be seen as intruders within the context of indigenous knowledge.

  • Think about illustrative objects that can help respond to this question.

Page 10: Suggestions for AI Activities

• ChatGPT's utility in unpacking articles and supporting research on indigenous societies.

• Investigate global cases of self-identification issues and efforts to mitigate them.

• Discuss ChatGPT's definition of indigenous and its relation to self-identification.

Page 11: Interlinking Ideas

• Check Investigating Issues resource for defining indigeneity.

• Relevant concepts explored in other mini-lessons.

• Review the progress of indigenous identity acceptance in Brazil.

Page 12: Further Exploration

• New mini-lessons added monthly enhance existing BQ course material.

• Engage with TOK padlets for deeper exploration of themes and current issues.

• Key Concept padlets to aid understanding of real-world applications.

• Investigating Issues provides resources on global issues linked to different themes.