In the last lecture, we looked at how to identify a bias and stereotypes in resources that we are seeking out or using

in our own learning. So when we take up those resources and we start using them in our teaching, a question that comes up form teachers that I've worked with is, how do I avoid cultural appropriation? And the big thing that I've usually share is, you have to think about the issues that you're talking about and teaching about. And are they knowledge that comes from the culture and is it about the culture or is it about the issues that we all share as indigenous and nonindigenous people sharing, sharing space on this earth. So, is it about the treaty relationship which anyone can talk about, anyone can look into this issue, and see how are they related through the, through the treaties. Is it about legal issues? So, you know, everyone has a stake in Canada in the Indian Act, because that is an act of legislation that was drafted by Canada. So, as Canadians, it's a law that affects Canadians whether or not you think about how it affects you on a daily basis. It's certainly affecting all of your indigenous neighbors. So talking about these issues is a responsibility I think, for all Canadians, and can certainly apply this more globally. And think about the kinds of legislation, policy and histories that bring people into contact from, from where you are located, your, your own social occasion. so the question of cultural appropriation more comes up when you're using things like the teachings from a culture, the ceremonies. And so, a question that that I've asked people to think about is you know, if they're, if they're feeling uncomfortable about it and they're saying, is it appropriation to, to use let's say the, the smudging ceremony in my classes or would it be a appropriation if I were to tell this story? And I think if you're asking, it's probably a sign that you aren't ready to take up that knowledge at this time. I think when you are, you are ready, you will know it.

I think that it's important to develop relationships with cultural knowledge keepers or elders or traditional teachers who can help and guide you about when it's ready, when it's time to take up these things, because they will let you know that you're ready to do it. They may gently suggest why don't you do this or they'll say, I think you should be doing this now. And, and I think it's in those relationships that you develop the comfort with taking that work on. I'm not saying that it is for everyone to take up, but but when, when people are asking, you know, can I do this? Should I be doing this? Perhaps, it's not the time yet then. it's, it's when it's when you're gently guided in that way. And that only comes from developing the relationships with, with others who are able to give you that that kind of consent or, or or recognize that the readiness is there. so, you know, in thinking about issues of cultural appropriation and, and when is what I'm doing crossing that line into that territory. I do have a couple of, sources to suggest so you can see where it's been done, how it's been problematized, and they're useful also for bringing up for discussion with other to show how this this problem exists. And it's a continuation, in a way of the colonizing power going on, when images and cultural knowledge is taken without consent, without a responsible approach to the material. And so, one of these is Native Appropriations website which looks at some really contemporary current examples of how images and knowledge has been taken up and used in a way that is problematic, and also that's really kind of a humorous and engaging Bingo card that shows different ways of recognizing cultural appropriation is taking place. The kinds of statements and discourses that go along with with the cultural appropriation more generally. Not that, not just indigenous cultural appropriation, but the more general cultural appropriation. So take a look through that material. It's interesting and it may help in understanding where that, that fuzzy line is between being respectful of cultural knowledge and when it becomes

appropriation and a problem of the power taking over.