Week 9: Mathematics & traditional and contemporary practices of making and doing

Reading 

As I reflect on Avis O’Brien’s captivating journey, a Haida and Kwakwa̱ka̱ʼwakw woman weaving her way back to her cultural roots through cedar, I am struck by two significant stops in her transformative narrative.

First Stop: Reconnecting through Cedar Medicine

The initial turning point for O’Brien was in 2010 when she embraced the art of cedar weaving under the guidance of her sister, Meghann O’Brien. Before this, O’Brien harbored a sense of disconnection and shame about her identity, a product of historical impacts on Indigenous cultures. The power of cedar, described as sacred medicine, became the key that unlocked the door to her cultural heritage. This moment stands out as a powerful testament to the healing potential embedded within indigenous practices. O’Brien's experience underscores the idea that cultural reclamation can be a profound path to self-discovery and reconnection.

Second Stop: Weaving as Cultural Resilience

The historical context woven into O’Brien’s narrative reveals the deliberate suppression of Indigenous cultural practices by the Canadian government. The ban on Potlatches, a central element of First Nations' cultural and economic identity, exemplifies a systematic effort to erase indigenous cultures. As one of these suppressed practices, Weaving slept through those challenging times, but O’Brien sees its reawakening as an act of resilience. By facilitating cedar weaving workshops, she actively supports Elders in reclaiming what was taken from them throughout history. This stop on O’Brien’s journey highlights the enduring strength of Indigenous cultures and the power of individuals like her in revitalizing and preserving these traditions.

Question for Discussion:

1. In what ways does the intersection of cultural practices, such as cedar weaving, contribute to intergenerational healing and the preservation of Indigenous identity?

APTN article, Apr 11, 2021: ‘The spirit of the medicine will lead us back’: How Avis O’Brien is guiding Elders to weave their first cedar hats

Activity

This week's handmade rope-making exploration has been a delightful revelation, expanding my perspective on the mathematics embedded in a seemingly simple craft. As someone who frequently uses ropes but never considered their potential for teaching mathematics, this experience was an eye-opener. Engaging in the tactile process of creating 2-ply twine with two scarves felt like an intimate connection to a timeless human tradition, even though I quickly made the S twist and struggled with the Z twist. Sharon Kellis's insightful mention in the video of the possibility of creating a rope with anything. Also, she made the connection between rope making and the foundation of the new technology, as iPads added an extra layer of fascination to this age-old craft. Physically manipulating materials brought a profound sense of connection to our ancestors, instilling in me a grounding experience that resonates with the present.

When I made the S shape, I explored the mathematical patterning woven into each twist and turn of the scarves. It was a fascinating journey into the hidden complexities of the craft. As I twisted away from me, I marveled at the symmetry and uniformity of the resulting rope – all manifesting mathematical principles. The tension in my hands hinted at the possibility of exploring concepts like symmetry, geometry, and basic algebraic relations. It is intriguing how making rope can unveil a world of mathematical beauty, creating a bridge between the tactile and the abstract.

Indeed, handmade rope-making can be integrated into the curriculum, which opens doors to many enriching possibilities. Weaving the historical and cultural context of rope-making into lessons serves as a bridge, connecting ancient practices with contemporary mathematical understanding. For instance, students can be introduced to the mathematical concepts of symmetry, geometry, and algebraic relations through hands-on activities that bring these principles to life and engage students in a multisensory learning experience. Emphasizing the tactile sensation of rope making, the visual observation of patterns, and the kinesthetic experience of twisting creates holistic learning styles, making mathematical concepts more accessible and engaging.

In summary, handmade rope-making emerges as a powerful interdisciplinary tool, seamlessly weaving together history, culture, and mathematics. As educators, incorporating this craft into our teaching practices provides students with a unique and immersive learning experience, fostering a deep appreciation for the mathematical principles at play and the cultural significance of traditional crafts. As I reflect on this exploration, I am left wondering what unique perspectives students might bring to this age-old craft and how it could become a gateway for them to appreciate the mathematical and cultural significance of hands-on learning.

Top of Form

 

1) The art and geometry of rope making and yarn plying

2) Weaving the Bridge at Q’eswachaka