Tag Archives: Indigenization

Mod 4, Post 2 – Ignored to death – Brian Sinclair

This is the second story (or might have been the first one, I can’t remember) that sparked my interest in learning more about discrimination and racism in health care and how this happens. While I’m not an emergency room nurse, and never have been, I still find it disheartening that this still happens in today’s world. It’s disgusting and discouraging. It wasn’t even a health care professional that discovered this man dead in the waiting room chairs, it was a visitor.

His death was so easily preventable, if only someone had actually assessed him or even spoken to him to find out why he was there, instead of just making erroneous assumptions.

It is especially discouraging to hear that this happened in an area that services a large population of Indigenous people. Is this assumption so ingrained in our system that this can happen, and continues to happen? Unfortunately, this is a story that continues to happen even today.

Geary, A. (2017, September 18). Ignored to death: Brian Sinclair’s death caused by racism, inquest inadequate, group says. CBC News. https://www.cbc.ca/news/canada/manitoba/winnipeg-brian-sinclair-report-1.4295996

https://www.cbc.ca/news/canada/manitoba/winnipeg-brian-sinclair-report-1.4295996

Mod 3, Post 5: In plain sight

This document, In plain sight: Addressing Indigenous-specific racism and discrimination in BC health care is an important document that all health care providers in BC should read, and should be expanded for use in the rest of Canada. There is a content warning at the beginning that the document may contain subjects that could trigger an emotional response in people, as well as some resources for people so affected.

This is a message of hope, in that this has happened and continues to happen, but there are things that can be done to educate and inform all health care professionals.

I also like the way the introduction discusses ‘willful ignorance’. This concept is prevalent through our society today. There is so much available out there to listen to, to hear, and try to understand, that there is really no excuse to not be educated about Indigenous issues and context.

This report is a right step – if only it could be more emphasized in main stream health care and with all health care professionals. Making it easier to find and more pronounced on the bc gov website would be a further step forward.

White-Hill, E., & desLibris – Documents. (2021). In plain sight: Addressing indigenous-specific racism and discrimination in B.C. health care. Camosun College

https://engage.gov.bc.ca/app/uploads/sites/613/2020/11/In-Plain-Sight-Summary-Report.pdf

Mod 3, Post 4: Nursing Education responds to the truth & reconciliation report

This article was published in the International Journal of Nursing Education Scholarship and has some insights that are directly linked to our course material. It discusses the unique needs of Indigenous nursing students. It directly links themes from pedagogy and the work of the Truth and Reconciliation Commission to help identify the challenges and rewards of working with Indigenous nursing students to promote more Indigenous nurses into the profession. This is an excellent article that I used heavily in my paper.

The image above, I took from a CBC News report discussing the theme of my paper – to help heal the poor relationship between the health care system and Indigenous people, more Indigenous nurses and understanding of Indigenous health issues is required in health care.

Lane, A., & Petrovic, K. (2018). Educating aboriginal nursing students: Responding to the truth and reconciliation report. International Journal of Nursing Education Scholarship, (1) doi: http://dx.doi.org/10.1515/ijnes-2017-0064

photo credit: Sterritt, A. (2017, May 11). More Indigenous nurses needed to change health-care system, practitioners say. CBC News. https://www.cbc.ca/news/indigenous/strength-of-indigenous-nurses-highlighted-on-national-day-1.4110129

M4, E2: For-Credit Summer Camp

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 2: For-Credit Summer Camp

I am currently searching for concrete examples of Indigenous STEAM opportunities for students that will directly inform my final project. Much of what I have found encourages the use of place based education and promotes hands-on learning to engage, excite, and inspire students to choose careers in STEAM. This study provided recommendations to reduce barriers to STEAM education such as involving families and adopting more of a summer camp model when approaching the teaching of STEAM classes. The authors found that challenges in K-12 STEAM education “include lack of capacity by teachers, lack of relevant curricula, lack of adequate facilities, and, most fundamentally, a lack of resources.”

I can relate to these problems as a teacher and parent and understand the struggle of trying to make STEAM education relevant in classrooms that have a lack of resources and time, very large class sizes, and combined with many interruptions to learning (everything from pandemics to bake sales) that reduce instructional time.

I was excited to learn about a summer camp organized by Actua that provides students with those engaging, hands-on STEAM experiences that are also for credit. I think this is a creative way of blending the best of both worlds. It makes me start to rethink how I could teach some outcomes in a field trip format instead of in traditional methods and how I could set things up to really engage learners.

CBC News. (2018, July 17). New summer camp offers STEM education from an Indigenous perspective. CBC News. https://www.cbc.ca/news/canada/windsor/new-summer-camp-offers-stem-education-from-an-indigenous-perspective-1.4750527

Kerr, J., Hess, D. Smooth, C., & Hadfield, M. (2018). Recognizing and Reducing Barriers to Science and Math Education and STEM Careers for Native Hawaiians and Pacific Islanders. CBE – Life Sciences Education 17 (4). https://doi.org/10.1187/cbe.18-06-0091

M3, Entry 4: Decolonization and Indigenization resource collection

Module 3: Decolonization and Indigenous Property Rights

Entry 4: Decolonization and Indigenization resource collection

This post on UBC’s NITEP (Indigenous Teacher Education Program) page is a collection of resources created to support educators in decolonizing education and indigenizing their teaching. The resources shared are from a variety of Canadian provinces and also one from Australia (8 Ways of Knowing Framework) that I hadn’t seen before.

Diving deeper into the 8 Ways of Knowing Framework, I found the protocol page which states, “if you use something, give something back.” This is a good reminder for me as I seek out resources and begin the process of decolonizing my teaching practice: Reciprocation is part of the process. I cannot achieve this goal in isolation, but rather within a larger community.

NITEP. (2021, January 18). Indigenous education digital resources: From toolkits and reports to guides and frameworks, find resources that will help decolonize learning and indigenize teaching. UBC Faculty of Education NITEP. https://nitep.educ.ubc.ca/january-18-2021-indigenous-education-digital-resources-from-toolkits-and-reports-to-guides-and-frameworks-find-resources-that-will-help-decolonize-learning-and-indigenize-teaching/

Protocol. (July 9, 2021). 8 Ways. https://www.8ways.online/our-protocol

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

M3, Entry 1: Why Indigenization Matters

Module 3: Decolonization and Indigenous Property Rights

Entry 1: Why Indigenization Matters

This interview with Vianne Timmons, President and Vice-Chancellor, University of Regina gives an overview of the definition of Indigenization and what is being done at the University of Regina to ensure that all students are provided with an education that better prepares them for a reconciled world.

In a follow up interview, Timmons provides a practical list of action items for Indigenization.

Looking further, the Office of Indigenization website provides links to the strategic plan of the University of Regina that provides more detail.

References

Eduvation, (2018). 100 ways to indigenize your campus: Vianne Timmons at the University of Regina. [Video]. YouTube. https://www.youtube.com/watch?v=CLVYgAmZuxA.

Eduvation, (2018). Why indigenization matters: Vianne Timmons at the University of Regina. [Video]. YouTube. https://www.uregina.ca/indigenization/index.html.

University of Regina (2021). Office of Indigenization. https://www.uregina.ca/indigenization/index.html.

M3P2: 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

MODULE 3 – ENTRY 1: The Indigenization of an Elementary School through Horticulture

This link, https://www.vsb.bc.ca/schools/grandview/Teaching-and-Learning/Programs/Pages/Community-Garden.aspx, shows a continuation of my final assignment. It is related to some of my previous blogs in Module 1. I am focusing on how the Indigenization of educational institutions are beginning to exist and make positive differences. The ?Uuqinak’uuh/Grandview Community Garden project was created to improve the quality of life for the children in our neighbourhood. “It functions as a living laboratory and a model of an urban ecological school yard. This is a multi-generational place for children and people of all ages in the community to learn to live more sustainably in the urban environment.” Ultimately, their mission is to continue to create a healthier, positive neighbourhood environment to improve the community as a whole, which in turn will significantly influence the educational, socio-economical, emotional, psychological and economical well-being of the Indigenous peoples.

This link, https://thinkeatgreen.ca/2012/06/27/grandviewuuqinakuuh-elementary-sets-a-high-benchmark/, shows how to nurture the next generation of young gardeners, while sharing stories of historical nature in regards to land, people and community. It ironically, is where I grew up and how I see the massive amounts of beautiful transformations of the land and the people that live, grow, learn and teach there.

This link, https://www.cityfarmer.org/grandview.html , shows how the local Grandview Community Schoolyard project has converted an underused school field to improve the quality of life for children and other community members in an inner city neighbourhood. It literally is a living laboratory of an urban ecological school yard. This has become a multi-generational place for children and people of all ages in the community to learn to live more sustainably in the urban environment. Ultimately, the mission here was to create a more healthy, positive neighbourhood environment and improve the livability of the community as a whole.

Public Domain photo by Royalty-Free Photo

References:

Abangsund. (June 27, 2012). Grandview/¿uuqinak’uuh Elementary sets a high benchmark. [Site]. Retrieved June 17, 2021, https://thinkeatgreen.ca/2012/06/27/grandviewuuqinakuuh-elementary-sets-a-high-benchmark/

Grandview/?Uuqinak’uuh Elementary School, VSB. (March 5, 2019). Teaching and Learning-Community Garden. [Site]. Retrieved June 17, 2021, https://www.vsb.bc.ca/schools/grandview/Teaching-and Learning/Programs/Pages/Community-Garden.aspx

Penner, Tracy and City Farmer, Canada’s Office of Urban Agriculture. (January 25, 2000). Grandview U’uqinak’uuh Community School Yard. [Site]. Retrieved June 17, 2021, http://www.cityfarmer.org/grandview.html

M2 P5: BC Pre-health program for Indigenous student success

A large part of the reason for my research question is not only that more competent health professionals are required who understand Indigenous culture and how this contributes to well being in Indigenous communities, but also that there is a shortage of skilled health professionals on reserves and remote or rural Indigenous communities.
I’ve been involved in pre-health programs at BCIT – the polytechnic institute partnered with Burnaby School Board to provide a specialized program for grade 12 students interested in health sciences careers to attend a year long course at BCIT to not only gain exposure to education in their career interests, but also to ease the transition from high school into a professional program at the college level. A program like this, geared specifically for Indigenous students, would help remove barriers for Indigenous students and promote success. This article discusses just such a program as a partnership between the Secwepemc Cultural and Education Society, the Shuswap Nation Tribal Council and the University College of the Cariboo, who developed an Aboriginal pre-health program.

This article is from 2001, so part of my research for the final project will be to discover whether this program is still running and any other details I can find on it.

Holmes, V. (2001). Southcentral British Columbia Secwepemc cultural education society aboriginal pre-health education program. The Aboriginal Nurse, 16(1), 22. Retrieved from https://www.proquest.com/trade-journals/southcentral-birtish-columbia-secwepemc-cultural/docview/234988180/se-2?accountid=14656