Empowerment through Autonomous Agency
Aboriginal peoples have traditionally been misrepresented in the media. This goes as far back as visual media itself. These representations favor stereotypes and bolster primitive and romantic notions such as the “noble savage” and the “Indian princess” (Prins, 2002). These images are complicated by the fact that Aboriginal peoples were, and are, often involved in the creation of these representations. However, only the part of the story in front of the camera is shown; the technical expertise of Aboriginal peoples is concealed, as it contradicts the image being sought after (Ginsburg, 2002). Depictions like these do not offer accurate portrayals of Aboriginal realities past or present, further marginalizing already marginalized groups. They go against the need for autonomous agency, and the violate the role of truth and honesty in the media.
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Indigenous peoples, groups, and communities need opportunities to express themselves how they wish to be seen. With the ever-growing prevalence of technology, this is now more of a possibility than ever before. The internet allows groups to connect and share, through the creation of multimedia, on their own terms (Ginsburg, 2008). In practice, promoting this agency can be achieved through student-led creation of media. This might be large, encompassing projects; such as creating a language resource or documentary based on current issues; or it could be much smaller such as translating a piece of traditional folklore into a digital story. The scope of encouraging empowerment is limitless, depending on the skill and level of the educator and of the learners. Important here, is the act of dissemination. Creating these projects can only affect change if they are shared.
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Three Swinomish youth work together to create a documentary exploring the effects of gas plants on their immediate world.
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