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Colonialism/Cultural Renaissance
This page contains reports and research that explain the what, why and how of confronting colonialism and reviving cultures and languages so that indigenous people, communities and tribes can experience a cultural renaissance. This pathway to positive change is broken down into four parts; truth, control & representation, recognition/pride and reconciliation.
Truth & Healing (Confronting colonial pasts so that a new future can be realized)
The Aboriginal Healing Foundation (AHF), is focused on abuse of Aboriginal people in the Residential School system, including intergenerational impacts, and on helping Aboriginal people heal themselves. The foundation provides funding to Aboriginal healing programs based on the Government of Canada’s Final Settlement Agreement.
Healing Approach in Prisons
Chapter VII of a report to the Solicitor General of Canada deals specifically with the ways in which a healing approach can apply with victims of crime and offenders. Many community members suggested that such an approach can effectively respond to certain concerns about the criminal justice system and provide an ideal community
Correction Services Canada has an aboriginal strategy that has several elements that emphasize working with and within aboriginal families and communities. This strategy includes these programs:
· The Tupiq Program for Inuit Sexual Offenders: A Preliminary Investigation
· The "In Search of Your Warrior" Program for Aboriginal Offenders: A Preliminary Evaluation
· Manitoba: An Examination of the Program Needs of Métis Offenders in Federal Correctional Facilities
· The Needs of Inuit Offenders in Federal Correctional Facilities
· First Nations, Métis, Inuit and Non-Aboriginal Federal Offenders: A Comparative Profile
· An Examination of Healing Lodges for Federal Offenders in Canada
· Exploring the Profiles of Aboriginal Sexual Offenders: Contrasting Aboriginal and Non-Aboriginal Sexual Offenders to Determine Unique Client Characteristics and Potential Implications for Sex Offender Assessment and Treatment Strategies
· An Examination of Youth and Gang Affiliation within the Federally Sentenced Aboriginal Population
· Release Potential of Federally-Sentenced Aboriginal Inmates to Communities: A Community-based Research Project
· The Relevance of a Cultural Adaptation for Aboriginals of the Reintegration Potential Reassessment Scale (RPRS)
The Australian Centre for Health Promotion, out of the University of Sydney, is focused on Indigenous health and health promotion based on the principles of self-determination and reconciliation. With strong Indigenous leadership, and in partnership with community organisations, the Centre conducts research, provides education, and contributes to the professional development of Indigenous and non-Indigenous health promotion practitioners, and provides policy advice to managers, researchers and policy-makers. The Centre contributes to the design and teaching of the Graduate Diploma in Indigenous Health Promotion in the School of Public Health at the University of Sydney
Control of Institutions/Representation at all levels
The[d1] World Health Organization (WHO) convened an Aboriginal Dialogue with its Canadian Reference Group in 2006 to explore the social determinants of health for First Nations, Inuit, and Métis people. Participants included Aboriginal and non-Aboriginal people, representatives from government and non-governmental organizations, researchers and practitioners in Aboriginal health (Raincoast 2006). Discussion centered around self-determination as a social determinant of health and the need to bring indigenous-specific knowledge into the work of the WHO. Recommendations include ‘whole of government’ approaches to fully address the Aboriginal context in Canada. As well, the WHO and its Canadian Reference Group will explore this issue with indigenous situations globally in an international scan of indigenous health, and the conditions where self-determination supports better health. The groups will also convene a think tank to ensure indigenous participation in defining future work. [d1]
National Level
In Australia, the establishment of Aboriginal Community-Controlled Health Services is seen as a major development in indigenous health promotion. The National Aboriginal Community Controlled Health Organisation (NACCHO) is the national peak Aboriginal health body representing Aboriginal Community Controlled Health Services throughout Australia. An Aboriginal Community Controlled Health Service (ACCHS) is a primary health care service initiated and operated by the local Aboriginal community to deliver holistic, comprehensive, and culturally appropriate health care to the community which controls it.
Local Agency Level
Kativik School Board oversees 14 schools in Nunavik (northern Quebec); its mission is to provide the people of Nunavik with educational services that will guide and enable learners to develop the qualities, skills and abilities that are necessary to achieve their well-being and self-actualization. Key principles are lifelong learning, Inuit control over Inuit education, the importance of languages and culturally responsive curriculum.
Cree School Board oversees 3,600 students in 9 schools in Northwestern Quebec, near James bay. Under the philosophy that children have the right to be taught in their Mother tongue, the Cree language and culture are the root of the Cree education system in Cree schools. Schools have Cree curriculum in geography, history, and economics, and there is in-service training for Cree teachers. A land based Cree hunting and trapping vocational option is being developed.
School/Neighbourhood Level
There are 87 First Nation Schools in Ontario. The majority of these schools have curriculum content that includes Aboriginal values and world view, Grandfather teachings, Aboriginal history, spirituality, ceremonies, and language. However, due to a lack of funding, materials, and First Nations teachers, not all First Nations schools have Aboriginal curriculum. Partnerships with 7 Native Friendship Centres support delivery of Native Alternative School Programs
The Eskasoni Elementary and Middle School is a band-owned school in the Eskasoni First Nation in Cape Breton, with students from Kindergarten to Grade 9. The school follows provincial curriculum, and offers a Mi’kmaq language immersion program from Kindergarten to Grade 3 that has been positively evaluated. The school has tailored the PATHS (Promoting Alternative Thinking Strategies) program from the US, to work with its Aboriginal students. Called the EMPATHIC program at Eskasoni, it is based upon the medicine wheel and was developed to reflect Aboriginal culture and language. This comprehensive program promotes emotional and social competencies and reduces aggression and behaviour problems while simultaneously enhancing the educational process in the classroom.
Piqqusilirivvik, Nunavut’s Cultural School, will be the first non-secondary cultural school in Canada. Rather than teaching a standard curriculum, the school will be focused on preserving Inuit culture and heritage amongst its students. The location of Clyde River has been selected by a government-led interagency committee; planning continues. It is focused on bringing First Nations, Inuit and Métis students back to school by offering cultural programs, counselling, and engaging Elders.
Aboriginal Independent Community Schools in Western Australia is a group of 15 independent, community-led schools that reflect indigenous education practices and culturally appropriate education. Beginning in 1976 when the first community received government support to set up its own school at a rural farming station, the group has grown and is now receiving some recognition: The Nyikina Mangala Community School received the National Award for Excellence in Family School Partnerships in 2007.
Kura Kaupapa Maori Schools in New Zealand, are total immersion Maori language schools that feature active participation by Māori in planning, development and delivery of education to ensure that services are appropriate and effective for Māori. Māori provider development is one key mechanism for participation. Other mechanisms include Māori representation on Boards of Trustees, and Māori workforce development. The number of kura kaupapa Māori Schools jumped from 13 in 1992, to 73 schools in 2007.
Hawaiian Charter Schools were established to focus on native Hawaiian students in response to recognition that they were underachieving and being underserved by the public school system. The schools are culturally-driven, family-oriented, and community-based public charter schools aimed at delivering the highest level of education while preserving Hawaiian language, culture, and traditions. Fourteen of Hawaii’s 27 public charter schools have a native Hawaiian cultural focus.
The motto for Chief Jimmy Bruneau Regional High School in Behchokö is “strong like 2 people”. The school is named after Chief Bruneau who began pressing the Government of Canada for a school in the community in 1938. The school uses Alberta’s core curriculum, with an additional focus on spirituality, and a program called Gonawok’e, which builds traditional land skills. The school has a high attendance record, which staff attribute to its cultural and trades programming. It also has the highest graduation rate in the territory. Inclusive schooling is mandated throughout the Northwest Territories and is a based on the philosophy that builds on strengths of individual students, supporting individual achievement through Program Support Teachers in addition to homeroom teachers.
Professions
To be added - Examples of Native Teacher Education Programs
Aboriginal Nutrition Network – promotes careers in nutrition provide a forum for registered dieticians working in Aboriginal communities or those with a general interest in Aboriginal nutrition issues to:
o Network and share resources with communities
o Be informed and participate in continuing education opportunities
o Further develop dietetic training opportunities with a focus on Aboriginal nutrition
o Be identified as a resource group for governing bodies, communities and others
o Raise awareness of Aboriginal nutrition needs
o Promote nutrition as a career choice among Aboriginal students
Also under FNIHB, the Community Action Resources for Inuit, Métis and First Nations: Toolbox and Introduction to Health Promotion Program Planning support Aboriginal communities to implement their own health promotion programs.
Production and Transmission of Knowledge/Funding of Research
As mentioned above, CIHR and the Institute for Aboriginal Peoples’ Health have created the CIHR Guidelines for Health Research Involving Aboriginal People. These comprehensive guidelines are to assist researchers and institutions in carrying out ethical and culturally competent research involving Aboriginal people. The intent is to promote health through research that is in keeping with Aboriginal values and traditions.
The First Nations Centre at the National Aboriginal Health Organization recognized the need for Aboriginal people to protect all information concerning themselves, their traditional knowledge and culture, including information resulting from research. The Centre laid out the principles of Ownership Control Access and Possession (OCAP) to enable self-determination over all research concerning First Nations. It offers a way for First Nations to make decisions regarding what research will be done, for what purpose information or data will be used, where the information will be physically stored and who will have access. OCAP has been was sanctioned by the First Nations Information Governance Committee (FNIGC) and the First Nations Regional Longitudinal Health Survey (RHS) and is in wide use today.
Recognition and Pride in Accomplishments
Report: Redefinig how success is measured in First Nations, Inuit, and Metis Learning (October 2007)
From the Canadian Council on Learning (CCL) and its Aboriginal Learning Knowledge Centre, in partnership with Aboriginal organizations in Canada. This report outlines an innovative approach to measuring Aboriginal learning—one that should lead to more effective lifelong learning and contribute to a higher quality of life for Aboriginal Peoples across Canada. It provides
- background on key issues in aboriginal learning
- orientation to strengths-based approach and the need for aboriginal ownership and control of data
- overview of promising practices
- three holistic lifelong learning models, which include access to aboriginal history and programming in schools, interaction with extended family and intergenerational learning, outdoor programs on traditional knowledge and practices related to land and community.
Reconciliation with other Nations, Communities and Peoples
Creating Educational Change through Applications of Two-Eyed Seeing in Teacher Education Programs (CCL Research Project) Project Lead: Lewis, Jane Institution: Cape Breton University
The Eurocentric approach dominating education in the western world fails to meet the needs of Aboriginal Canadians. Two-eyed seeing (TES) refers to bringing together Aboriginal and Western scientific knowledge and ways of knowing (or “seeing”) for the benefit of all. Cape Breton University has been using TES as both a research approach and educational methodology in its Integrative Science program for almost a decade. It will lead an initiative designed to enhance articulation and distribution of this Aboriginal perspective and approach, to facilitate systemic change at other levels of the educational system. K-12 teachers, empowered with TES knowledge will be considered critical stakeholders in the change process.
The Australian Centre for Health Promotion, out of the University of Sydney, is focused on Indigenous health and health promotion based on the principles of self-determination and reconciliation. With strong Indigenous leadership, and in partnership with community organisations, the Centre conducts research, provides education, and contributes to the professional development of Indigenous and non-Indigenous health promotion practitioners, and provides policy advice to managers, researchers and policy-makers. The Centre contributes to the design and teaching of the Graduate Diploma in Indigenous Health Promotion in the School of Public Health at the University of Sydney.
Control of Knowledge & Research
The NCC onAboriginal Health is providing Aboriginal perspectives in support of the www.healthevidence.ca initiative, developed by the National Collaborating Centre for Methods and Tools.
Truth & Healing (Confronting colonial pasts so that a new future can be realized)
The Aboriginal Healing Foundation (AHF), is focused on abuse of Aboriginal people in the Residential School system, including intergenerational impacts, and on helping Aboriginal people heal themselves. The foundation provides funding to Aboriginal healing programs based on the Government of Canada’s Final Settlement Agreement.
Healing Approach in Prisons
Chapter VII of a report to the Solicitor General of Canada deals specifically with the ways in which a healing approach can apply with victims of crime and offenders. Many community members suggested that such an approach can effectively respond to certain concerns about the criminal justice system and provide an ideal community
Correction Services Canada has an aboriginal strategy that has several elements that emphasize working with and within aboriginal families and communities. This strategy includes these programs:
· The Tupiq Program for Inuit Sexual Offenders: A Preliminary Investigation
· The "In Search of Your Warrior" Program for Aboriginal Offenders: A Preliminary Evaluation
· Manitoba: An Examination of the Program Needs of Métis Offenders in Federal Correctional Facilities
· The Needs of Inuit Offenders in Federal Correctional Facilities
· First Nations, Métis, Inuit and Non-Aboriginal Federal Offenders: A Comparative Profile
· An Examination of Healing Lodges for Federal Offenders in Canada
· Exploring the Profiles of Aboriginal Sexual Offenders: Contrasting Aboriginal and Non-Aboriginal Sexual Offenders to Determine Unique Client Characteristics and Potential Implications for Sex Offender Assessment and Treatment Strategies
· An Examination of Youth and Gang Affiliation within the Federally Sentenced Aboriginal Population
· Release Potential of Federally-Sentenced Aboriginal Inmates to Communities: A Community-based Research Project
· The Relevance of a Cultural Adaptation for Aboriginals of the Reintegration Potential Reassessment Scale (RPRS)
The Australian Centre for Health Promotion, out of the University of Sydney, is focused on Indigenous health and health promotion based on the principles of self-determination and reconciliation. With strong Indigenous leadership, and in partnership with community organisations, the Centre conducts research, provides education, and contributes to the professional development of Indigenous and non-Indigenous health promotion practitioners, and provides policy advice to managers, researchers and policy-makers. The Centre contributes to the design and teaching of the Graduate Diploma in Indigenous Health Promotion in the School of Public Health at the University of Sydney
Control of Institutions/Representation at all levels
The[d1] World Health Organization (WHO) convened an Aboriginal Dialogue with its Canadian Reference Group in 2006 to explore the social determinants of health for First Nations, Inuit, and Métis people. Participants included Aboriginal and non-Aboriginal people, representatives from government and non-governmental organizations, researchers and practitioners in Aboriginal health (Raincoast 2006). Discussion centered around self-determination as a social determinant of health and the need to bring indigenous-specific knowledge into the work of the WHO. Recommendations include ‘whole of government’ approaches to fully address the Aboriginal context in Canada. As well, the WHO and its Canadian Reference Group will explore this issue with indigenous situations globally in an international scan of indigenous health, and the conditions where self-determination supports better health. The groups will also convene a think tank to ensure indigenous participation in defining future work. [d1]
National Level
In Australia, the establishment of Aboriginal Community-Controlled Health Services is seen as a major development in indigenous health promotion. The National Aboriginal Community Controlled Health Organisation (NACCHO) is the national peak Aboriginal health body representing Aboriginal Community Controlled Health Services throughout Australia. An Aboriginal Community Controlled Health Service (ACCHS) is a primary health care service initiated and operated by the local Aboriginal community to deliver holistic, comprehensive, and culturally appropriate health care to the community which controls it.
Local Agency Level
Kativik School Board oversees 14 schools in Nunavik (northern Quebec); its mission is to provide the people of Nunavik with educational services that will guide and enable learners to develop the qualities, skills and abilities that are necessary to achieve their well-being and self-actualization. Key principles are lifelong learning, Inuit control over Inuit education, the importance of languages and culturally responsive curriculum.
Cree School Board oversees 3,600 students in 9 schools in Northwestern Quebec, near James bay. Under the philosophy that children have the right to be taught in their Mother tongue, the Cree language and culture are the root of the Cree education system in Cree schools. Schools have Cree curriculum in geography, history, and economics, and there is in-service training for Cree teachers. A land based Cree hunting and trapping vocational option is being developed.
School/Neighbourhood Level
There are 87 First Nation Schools in Ontario. The majority of these schools have curriculum content that includes Aboriginal values and world view, Grandfather teachings, Aboriginal history, spirituality, ceremonies, and language. However, due to a lack of funding, materials, and First Nations teachers, not all First Nations schools have Aboriginal curriculum. Partnerships with 7 Native Friendship Centres support delivery of Native Alternative School Programs
The Eskasoni Elementary and Middle School is a band-owned school in the Eskasoni First Nation in Cape Breton, with students from Kindergarten to Grade 9. The school follows provincial curriculum, and offers a Mi’kmaq language immersion program from Kindergarten to Grade 3 that has been positively evaluated. The school has tailored the PATHS (Promoting Alternative Thinking Strategies) program from the US, to work with its Aboriginal students. Called the EMPATHIC program at Eskasoni, it is based upon the medicine wheel and was developed to reflect Aboriginal culture and language. This comprehensive program promotes emotional and social competencies and reduces aggression and behaviour problems while simultaneously enhancing the educational process in the classroom.
Piqqusilirivvik, Nunavut’s Cultural School, will be the first non-secondary cultural school in Canada. Rather than teaching a standard curriculum, the school will be focused on preserving Inuit culture and heritage amongst its students. The location of Clyde River has been selected by a government-led interagency committee; planning continues. It is focused on bringing First Nations, Inuit and Métis students back to school by offering cultural programs, counselling, and engaging Elders.
Aboriginal Independent Community Schools in Western Australia is a group of 15 independent, community-led schools that reflect indigenous education practices and culturally appropriate education. Beginning in 1976 when the first community received government support to set up its own school at a rural farming station, the group has grown and is now receiving some recognition: The Nyikina Mangala Community School received the National Award for Excellence in Family School Partnerships in 2007.
Kura Kaupapa Maori Schools in New Zealand, are total immersion Maori language schools that feature active participation by Māori in planning, development and delivery of education to ensure that services are appropriate and effective for Māori. Māori provider development is one key mechanism for participation. Other mechanisms include Māori representation on Boards of Trustees, and Māori workforce development. The number of kura kaupapa Māori Schools jumped from 13 in 1992, to 73 schools in 2007.
Hawaiian Charter Schools were established to focus on native Hawaiian students in response to recognition that they were underachieving and being underserved by the public school system. The schools are culturally-driven, family-oriented, and community-based public charter schools aimed at delivering the highest level of education while preserving Hawaiian language, culture, and traditions. Fourteen of Hawaii’s 27 public charter schools have a native Hawaiian cultural focus.
The motto for Chief Jimmy Bruneau Regional High School in Behchokö is “strong like 2 people”. The school is named after Chief Bruneau who began pressing the Government of Canada for a school in the community in 1938. The school uses Alberta’s core curriculum, with an additional focus on spirituality, and a program called Gonawok’e, which builds traditional land skills. The school has a high attendance record, which staff attribute to its cultural and trades programming. It also has the highest graduation rate in the territory. Inclusive schooling is mandated throughout the Northwest Territories and is a based on the philosophy that builds on strengths of individual students, supporting individual achievement through Program Support Teachers in addition to homeroom teachers.
Professions
To be added - Examples of Native Teacher Education Programs
Aboriginal Nutrition Network – promotes careers in nutrition provide a forum for registered dieticians working in Aboriginal communities or those with a general interest in Aboriginal nutrition issues to:
o Network and share resources with communities
o Be informed and participate in continuing education opportunities
o Further develop dietetic training opportunities with a focus on Aboriginal nutrition
o Be identified as a resource group for governing bodies, communities and others
o Raise awareness of Aboriginal nutrition needs
o Promote nutrition as a career choice among Aboriginal students
Also under FNIHB, the Community Action Resources for Inuit, Métis and First Nations: Toolbox and Introduction to Health Promotion Program Planning support Aboriginal communities to implement their own health promotion programs.
Production and Transmission of Knowledge/Funding of Research
As mentioned above, CIHR and the Institute for Aboriginal Peoples’ Health have created the CIHR Guidelines for Health Research Involving Aboriginal People. These comprehensive guidelines are to assist researchers and institutions in carrying out ethical and culturally competent research involving Aboriginal people. The intent is to promote health through research that is in keeping with Aboriginal values and traditions.
The First Nations Centre at the National Aboriginal Health Organization recognized the need for Aboriginal people to protect all information concerning themselves, their traditional knowledge and culture, including information resulting from research. The Centre laid out the principles of Ownership Control Access and Possession (OCAP) to enable self-determination over all research concerning First Nations. It offers a way for First Nations to make decisions regarding what research will be done, for what purpose information or data will be used, where the information will be physically stored and who will have access. OCAP has been was sanctioned by the First Nations Information Governance Committee (FNIGC) and the First Nations Regional Longitudinal Health Survey (RHS) and is in wide use today.
Recognition and Pride in Accomplishments
Report: Redefinig how success is measured in First Nations, Inuit, and Metis Learning (October 2007)
From the Canadian Council on Learning (CCL) and its Aboriginal Learning Knowledge Centre, in partnership with Aboriginal organizations in Canada. This report outlines an innovative approach to measuring Aboriginal learning—one that should lead to more effective lifelong learning and contribute to a higher quality of life for Aboriginal Peoples across Canada. It provides
- background on key issues in aboriginal learning
- orientation to strengths-based approach and the need for aboriginal ownership and control of data
- overview of promising practices
- three holistic lifelong learning models, which include access to aboriginal history and programming in schools, interaction with extended family and intergenerational learning, outdoor programs on traditional knowledge and practices related to land and community.
Reconciliation with other Nations, Communities and Peoples
Creating Educational Change through Applications of Two-Eyed Seeing in Teacher Education Programs (CCL Research Project) Project Lead: Lewis, Jane Institution: Cape Breton University
The Eurocentric approach dominating education in the western world fails to meet the needs of Aboriginal Canadians. Two-eyed seeing (TES) refers to bringing together Aboriginal and Western scientific knowledge and ways of knowing (or “seeing”) for the benefit of all. Cape Breton University has been using TES as both a research approach and educational methodology in its Integrative Science program for almost a decade. It will lead an initiative designed to enhance articulation and distribution of this Aboriginal perspective and approach, to facilitate systemic change at other levels of the educational system. K-12 teachers, empowered with TES knowledge will be considered critical stakeholders in the change process.
The Australian Centre for Health Promotion, out of the University of Sydney, is focused on Indigenous health and health promotion based on the principles of self-determination and reconciliation. With strong Indigenous leadership, and in partnership with community organisations, the Centre conducts research, provides education, and contributes to the professional development of Indigenous and non-Indigenous health promotion practitioners, and provides policy advice to managers, researchers and policy-makers. The Centre contributes to the design and teaching of the Graduate Diploma in Indigenous Health Promotion in the School of Public Health at the University of Sydney.
Control of Knowledge & Research
The NCC onAboriginal Health is providing Aboriginal perspectives in support of the www.healthevidence.ca initiative, developed by the National Collaborating Centre for Methods and Tools.
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