Tag Archives: Community

M4, E4: Indigenous STEAM resources for families, teachers, and communities

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 4: Indigenous STEAM resources for families, teachers, and communities

Another great resource for the teachers out there. Two things stand out to me when I look at this site. First, the learning activities are built on a framework of story arcs, weaving in the storytelling piece of Indigenous Knowledge systems. Second, in looking at the sister projects, I see that this organization offers learning experiences not only for students, but families as well. Including families in Indigenous STEAM activities can help to further Indigenous families in connection to their culture and non-Indigenous families to learn more about the land they live on. 

 https://indigenoussteam.org/

M3, Entry 3: Importance of Elders

Module 3: Decolonization and Indigenous Property Rights

Entry 3: Importance of Elders

This Cree Elder introduced herself with her sacred name, Bald Eagle Woman who Leads, and her Christian name, Doreen Spence. She shares a powerful personal story that explains the devastating effects of residential schools on Elders and communities and the importance and role of Elders within a community.

Spence, D. (2017).  The crucial role of Indigenous elders. The Walrus. [YouTube]. https://www.youtube.com/watch?v=Ipvy8yVTVoQ&t=16s

M3P2: The Canadian Indigenous Nurses Association

Logo of the Canadian Indigenous Nurses Association

In 1974, a number of nurses with Aboriginal ancestry joined together with others to form the Aboriginal Nurses Association in 1975, which then became the Canadian Indigenous Nurses Association.

As part of their mandate, the CINA helped inform the Federal/Territorial/Provincial Workforce committee on Health Workforce in their work with the Principle Nursing Advisors Taskforce in 2017 to develop a vision for the future of nursing in Canada that included Indigenous Health.  In 2020, the report was published and included numerous strategies and recommendations for involving Indigenous people, Indigenous nurses and nursing schools to improve the health of Indigenous peoples in Canada.

Despite this work by and for nurses, the systems involved are slow to respond, and Indigenous people continue to have poor health outcomes, higher rates of suicide, higher rates of drug and alcohol use, and higher rates of incarceration than the Canadian average (Statistics Canada, 2021).  These indicators also clearly indicate symptoms resulting from a legacy of trauma.

While many governmental organizations have commitments to Indigenous health, acknowledgement of Indigenous peoples and multiple task forces and working groups, there doesn’t seem to have been much progress made to improve Indigenous health and well-being.

The mandate of the CINA continues to work on this more specifically with nursing health professionals, as demonstrated by their key objectives.  However, there is still much work to be done.

The Association’s key objectives were updated in 2010 to be more reflective of current changing health, social and political environment:

  • To work with communities, health professionals and government institutions on Indigenous Health Nursing issues and practices within the Canadian Health system that address particular interest and concern in Indigenous communities with a view to benefiting Indigenous peoples of Canada by improving their health and well-being, physically, mentally, socially and spiritually.
  • To engage and conduct research on Indigenous Health Nursing and access to health care as related to Indigenous Peoples.
  • To consult with government, non-profit and private organizations in developing programs for applied and scientific research designed to improve health and well-being in Indigenous Peoples.
  • To develop and encourage the teaching of courses in the educational system on Canadian Indigenous health, Indigenous knowledge, cultural safety in nursing and the health care system and/or other educational resources and supports.
  • To promote awareness in both Canadian and International Indigenous and non-Indigenous communities of the health needs of Canadian Indigenous people.
  • To facilitate and foster increase participation of Indigenous Peoples involvement in decision-making in the field of health care.
  • To strengthen partnerships and develop resources supporting the recruitment and retention of more people of Indigenous ancestry into nursing and other health sciences professions.
  • To disseminate such information to all levels of community.

 

Canadian Indigenous Nurses Association. (n.d.). Canadian Indigenous Nurses Association (C.I.N.A). Https://Indigenousnurses.Ca. https://indigenousnurses.ca/about

Statistics Canada. (2021, June 28). Indigenous peoples. Https://Www.Statcan.Gc.ca/Eng/. https://www.statcan.gc.ca/eng/subjects-start/indigenous_peoples

M2 P4: BCIT’s Indigenous Vision

This framework is the basis for the Indigenization of the nursing program at BCIT. It is broad and ambitious, but serves as a guiding framework for the work being done by faculty to ensure Indigenous student success in the programs. It is openly available to the public on the BCIT website. This vision prioritizes three actions around inclusion, accountability and collaborative relationships. The faculty working within this framework works closely with Indigenous educators and leaders from BCIT Indigenous services.

https://www.bcit.ca/indigenous-vision/

“Truth is the foundation. Indigenization is the action. Reconciliation is the goal”.

British Columbia Institute of Technology. (n.d.-a). BCIT’s Indigenous vision. BCIT.Ca. Retrieved February 21, 2021, from https://www.bcit.ca/indigenous-vision/

MODULE 2 – Entry 5: The Indigenization of Educational Institutions, through Gardening

Public Domain photo taken by Karen Arnold

Indigenous Garden Series: Intro (Oral Storytelling):  This site shows how the Indigenization of educational institutions are beginning to exist and how decolonization of the schooling systems are coming into effect. The art of storytelling gives instruction on how to live and relate to the living land, and how passing on this knowledge on to the present and next generations, so that the circle of a healthy and happy life may continue.

Indigenous Garden Tour by Justen:  A behind the scenes of the K’nmaĺka? Sənqâĺtən garden in the Okanagan Valley, where an Indigenous student, Justen Peters, explains the history of the lands and its people of the Okanagan.  He identifies various fruits, seasonal plants, recipes that tie in with special Indigenous ceremonial events.  He is creating a reconnection and a connection with his viewers by sharing his knowledge of his people to a viewer, like myself, who is learning and feeling a more meaningful connection with his fantastic oral storytelling skills.  The goal is to continue growing a healthy community and reach and share with as many people through this beautiful virutal tour.

 

References:

Okanagan College. (May 26, 2021). Indigenous Garden Series: Intro (Oral Storytelling). [Video].YouTube. Retrieved May 24, 2021, https://www.youtube.com/watch?v=6DcCWj8JTDs

Okanagan College. (May 26, 2021). Indigenous Garden Tour (Justen).  [Video].YouTube. Retrieved May 24, 2021, https://www.youtube.com/watch?v=lfu4VRUNmLg

 

 

MODULE 2 – Entry 2:  Seeds of Promise: Grandview/?Uuqinak’uuh* School in Vancouver

 

Public Domain photo taken by Amanda Mills

This site is linked to my final assignment as are the entries I will continue to share in our UBC Blogs. It is a community story regarding the issue of poverty and how teachers in a local school are still to this day very committed to advocate for better conditions for the Indigenous children and their families in the city of Vancouver east end. This is an area that tends to be avoided for decades, due to the area being synonymous with crime, poverty and despair. In one corner of the district, however to this day, there are determined group of educators, children, parents and volunteers who continue to create a garden oasis for play and learning in what has always been a gathering place for people in the drug, crime and sex trades. The children of Grandview/ ?Uuqinak’uuh Elementary School now have access to a playground complete with food, flower and butterfly gardens, stands of maple trees and a Coast Salish longhouse.  Since the 1970s to today, some good changes, like having committed advocates for Indigenous children and their families continue.  After almost 50 years of observations from my own mother, who was a teacher in this exact area, and almost 40 years myself, we can still see that the inequity issues, like poverty, are affecting the Indigenous peoples in our local community. The key question is whether Canadians are willing to understand and address the issues of poverty?

 

Reference:

Caledon Institute of Social Policy. (January 25, 2000). Seeds of Promise: Grandview/?Uuqinak’uuh* School in Vancouver. [Site]. Retrieved May 18, 2021,  https://maytree.com/wp-content/uploads/223ENG.pdf

 

 

MODULE 1-Entry 3:  Covid-19 & How It’s Affecting the Indigenous Communities Around the World:

Published March 25, 2016, Free Domain Picture from the MI’KMAW Spirituality website.

I always felt it is important to know what is happening in our own backyards, but in others’ backyards as well.  Humanity has been struck with a pandemic called COVID19.  Since November/December of 2019, and it continues to affects us all, but not equally. Below are some links I researched, to get an idea of how the Indigenous peoples around the world are being “treated” or not treated at all…

Canada-COVID-19 vaccines and Indigenous peoplesof Canada- May 2021

https://www.sac-isc.gc.ca/eng/1606941379837/1606941507767

South America-Indigenous South Americans and COVID-19-March 2021

https://www.borgenmagazine.com/indigenous-south-americans-2/

Asia-Indigenous Peoples in Asia Battle COVID-19 on Many Fronts-

https://www.culturalsurvival.org/news/indigenous-peoples-asia-battle-covid-19-many-fronts

USA-Indigenous populations: left behind in the COVID-19 response-June 2020

https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(20)31242-3/fulltext

CDC data show disproportionate COVID-19 impact in American Indian/Alaska Native populations-August 2020

https://www.cdc.gov/media/releases/2020/p0819-covid-19-impact-american-indian-alaska-native.html

Australia-Protecting Indigenous Populations From Covid-19: The Australian Example-May 2021

https://www.forbes.com/sites/williamhaseltine/2021/05/05/protecting-indigenous-populations-from-covid-19-the-australian-example/?sh=29a6adc1801f

Reference:

Muin’iskw (Jean) and Crowfeather (Dan). (March 25, 2016). MI’KMAW Spirituality. http://www.muiniskw.org/pgCulture2c.htm

Promoting Language by Offering Indigenous Language Degree

Module 1 – Entry 1

UBCO Indigenous Language Degree – Global News Video Coverage

I found this Global news story while looking for ways that indigenous languages are being preserved. Jeanette Armstrong is a professor at UBCO offering a new degree program that focuses on indigenous language preservation. Since UBCO is located in the Okanagan, there is a focus on the traditions, cultures, and languages of the Okanagan people. I think this is a great example of how to utilize place (Okanagan) to promote the preservation of a culture that was at risk of being lost. This short video clip is a great starting point to launch an investigation into the Okanagan people.

Squamish Language – How-to Videos

Located on the same Global news page is an interesting story about Aaron Williams, a Squamish language project specialist that was hired to create bilingual signs that displayed both English and Squamish language on road sign leading up to the 2010 Olympics. What I find interesting about the story is how technology (YouTube) is being used to create public interest in a language that not many people know how to use. The Squamish language is seen on public highways and now Arron is using YouTube to create how-to videos to help people pronounce what they are seeing on the signs. I think this a great example of how indigenous languages can be saved using technology.

Recognizing Indigenous influences on a Sea to Sky Corridor Adventure - SLCC Squamish Lil'wat Cultural Centre

I found both of these articles interesting because I am interested in looking at how technology can be used in a culturally respectful manner that will benefit the maximum number of stakeholders. Using examples such as these two stories could help me discover new ways of incorporating technology in my own classroom and be culturally sensitive.

Reference

Little, S, & Aylesworth, L. (2021, April 30). Squamish First Nation member creates ‘how-to’ videos on pronouncing Indigenous names. Global News. https://globalnews.ca/news/7825465/squamish-language-signs/