Resources for this Issue
Source: First Nations Health Authority: Health through wellness
Focus: Community Members
Summary: The First Nations Perspective on Health and Wellness aims to visually depict and describe the First Nations Health Authority (FNHA) Vision: Healthy, Self-Determining and Vibrant BC First Nations Children, Families and Communities.
This visual depiction of the Perspective on Health and Wellness is a tool for the FNHA and First Nations Communities. It aims to create shared understanding of a holistic vision of wellness. This image is just a snapshot of a fluid concept of wellness: it can be adapted and customized freely and is not confined to remain the same.
The original image was created from researching other models; from feedback and ideas gathered from BC First Nations over the past few years and from traditional teachings and approaches shared by First Nations healers and elders at gatherings convened by the FNHA and its predecessor - the First Nations Health Society. This representation was developed by the FNHA with input from our Federal and Provincial government partners to create the Wellness Streams.
Exemplary Classroom Practice: Elementary
Source: First Nations Education Steering Committee (FNESC)
Summary: The annotated listings provided in this guide identify currently available authentic First Peoples texts that students can work with to meet provincial standards related to literacy as well as a variety of specific subject areas.
The guide is intended to help BC educators introduce resources that reflect First Peoples’ knowledge and perspectives into classrooms in respective ways. The inclusion of authentic First Peoples’ content into classrooms supports all students in developing an understanding of the significant place of First Peoples within the historical and contemporary fabric of this province and provides culturally relevant materials for Indigenous learners in British Columbia.
This guide lists resources (story and informational text) written for a student audience. Free to download.
Exemplary Classroom Practice: Secondary
Source: The Ontario Curriculum Grades 9-12
Focus: Grades 9-12
Summary: This Scope and Sequence resource document is designed to assist teachers with incorporating First Nations, Métis, and Inuit perspectives into the classroom by highlighting where there are opportunities for students to explore themes, ideas, and topics related to Indigenous peoples in Canada in each discipline, from Grades 9 to 12. This document will be updated regularly to reflect changes related to First Nations, Métis, and Inuit connections in revised curriculum policy documents that come into effect.
This resource is one among many tools the ministry has developed, or is currently developing, to build educator capacity and support the delivery of learning opportunities for students in the area of Indigenous cultures, contributions, histories, and perspectives.
Source: The Eastern Door
Summary: The AYEP two-semester course is the result of a partnership with the Martin Family Initiative (MFI), a not-for-profit group run by former Canadian Prime Minister Paul Martin, that works on improving education for Indigenous people in Canada in partnership with communities across the country.
Martin was in Kahnawake … for the signing of the partnership, and spoke about his excitement of having an entrepreneurship program designed specifically for and by Indigenous entrepreneurs. “The thing I would say to you and that gives me such excitement is that, whether it be the Mohawk culture, whether it be the Cree, or the Ojibway, these are incredibly rich cultures of people who did business for literally thousands of years,” said Martin.
“We all know how the history of this country was built on trade, and that we all understand that as well is that the treaties to which this country should adhere were built between longstanding nations who understood how we came together, and that also is the basis of this course.”
Source: The Red Road Project
Focus: Secondary students
Summary: The Red Road Project has worked in Collaboration with Barry Bernard, of Ni’newey Productions to produce a series of videos featuring our Red Road Youth, regarding the Seven Sacred Teachings. Each video, the youth are asked questions about why they believe the teaching they’re discussing is vital in our culture. The series also features Elder, Lawrence Wells of Membertou First Nation, and our Coordinators Tammy Bernard, Millbrook First Nation, and Geordy Marshall, Eskasoni First Nation. You can check out the videos on our Youtube or Facebook Page “The Red Road Project,” OR copy and paste the videos below to your search bar.
- Honesty: http://www.redroadproject.ca/video/red-road-talks-honesty
- Wisdom: http://www.redroadproject.ca/video/red-road-talks-wisdom
- Love: http://www.redroadproject.ca/video/red-road-talks-love
- Humility: http://www.redroadproject.ca/video/red-road-talks-humility
- Respect: http://www.redroadproject.ca/video/red-road-talks-respect
- Courage: http://www.redroadproject.ca/video/red-road-talks-courage
- Truth: http://www.redroadproject.ca/video/red-road-talks-truth
Source: Department of Education and Advanced Learning, Manitoba
Focus: Teachers and policy makers
Summary: Aboriginal students’ educational outcomes can be affected by factors outside the control of Manitoba’s provincial school system. For example, students may find it much more difficult to succeed academically if they and their families are facing the housing, health, financial, and other challenges associated with poverty. Manitoba’s education system must nonetheless strive to meet the educational needs of Aboriginal students.
The Department of Education and Advanced Learning (the Department) is responsible for ensuring all children in Manitoba have access to an appropriate, relevant, and high quality Kindergarten to Grade 12 (K-12) education. We examined whether the Department effectively:
- planned, monitored, and reported on its K-12 Aboriginal education initiatives and efforts to improve educational outcomes for Aboriginal students.
- supported the delivery of Aboriginal education initiatives in school divisions and schools with targeted funding, assistance to help smooth student transitions from on-reserve to provincial schools, and teacher resources and training.
Source: 4Rs Youth Movement
Summary: The 4Rs Youth Movement centers on engaging diverse Indigenous and non-Indigenous young people in important conversations that in both process and content, aim to promote respect, reciprocity, reconciliation and relevance.
There is an urgent need for critical conversations to uncover and explore the complex realities that Indigenous youth face, and why it is that they/we have inherited a fractured relationship with non-Indigenous people in Canada. These conversations need to be held within a supportive experience of learning that builds relationships and capacity among young people to come to know and find strength in themselves, their connections with one another, and the land so that they can continue making change in their communities.
The 4Rs framework for cross-cultural dialogue has been developed with the belief that young people need to share an experience together in order to speak and listen in spaces that are both safe and brave. Yet supporting and creating these spaces is complex and must be approached carefully. We have come to understand that some core principles and practices are crucial in building framework for dialogue.
The 4Rs framework is not a prescription, or a recipe; rather, it provides some key ingredients that together can support dialogue that moves us deeper into action. It is informed by what we are learning by convening and working with young people across the country.
Source: Centre of Excellence for Women’s Health. Roberta Stout and Sheryl Peters
Summary: This research involved a process of documenting, in six First Nations women’s own words and “digital stories”, their unique understandings of how they have been individually and collectively affected by their mothers’ attendance at residential schools. It set out with the following three key purposes:
- To generate new knowledge on the ways in which professional First Nations women have experienced inter-generational effects of residential school;
- To enable First Nations women who have experienced inter-generational effects of residential schools to express their ideas and experiences through video storytelling;
- To provide a safe, comfortable forum for professional First Nations women to discuss these effects with each other.
With these key purposes in mind, the study involved two pieces. The first was to hold a focus group discussion in which the women recalled memories and experiences of being mothered by a residential school survivor. These narratives form the spine of this report. A second piece of the project saw the creation of digital stories by each of the women. These are available for viewing on the PWHCE website.
By listening to the stories of women, it is clear that the residential school system has produced ongoing effects for subsequent generations of survivors’ families. The stories the women shared defy the myth that the effects of the residential school system begin and end with the survivors. Where this myth is found, it needs to be roundly refuted with the knowledge of those who continue to live the residential school legacy and embody the resiliency of multiple generations.
To preserve the integrity of the stories that were shared by the six women, long quotes are presented in this report. Their memories wove back and forth through time, but common themes arose between the generations, confirming the inter-generational nature of residential school effects.