scholarly journals Let the Land Heal You

2020 ◽  
Vol 11 (1) ◽  
pp. 39-47
Author(s):  
Charlene Menacho
Keyword(s):  
Northwest Territories ◽  
Historical Trauma ◽  
Indigenous Communities ◽  
Creation Story ◽  
Major Shift ◽  
Systemic Oppression ◽  
Current Student ◽  
Ways Of Being

Colonization has affected Indigenous communities and created a major shift in Indigenous ways of being,knowing, and doing. This letter explores how colonization has caused trauma for Indigenous communities,specifically Dene men in the Northwest Territories. As a Dene woman and current student in a social workprogram, I work to uphold my responsibility to learn and be a resource to my people. In this letter, I willdiscuss the impacts of colonization on Dene men as a source of trauma, and the importance of returningto the land to heal oneself through Dene practices. I begin by discussing Dene people’s relationship tothe land as conveyed through our Creation Story. Next, I provide an overview of Dene experiences ofcolonization and systemic oppression. I then reflect on healing our historical trauma by returning to theland and allowing the land to heal us through ceremony.             Keywords: Colonization, trauma, Dene

scholarly journals (Re)constructing Conceptualizations of Health and Resilience among Native Hawaiians

Genealogy ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Mapuana C. K. Antonio ◽  
Samantha Keaulana ◽  
Jane J. Chung-Do ◽  
Ilima Ho-Lastimosa
Keyword(s):  
Cultural Values ◽  
Environmental Changes ◽  
Cultural Practices ◽  
Native Hawaiian ◽  
Historical Trauma ◽  
Holistic Approach ◽  
Indigenous Communities ◽  
Native Hawaiians ◽  
Positive Health ◽  
Positive Health Outcomes

Biomedical definitions of health have conventionally taken problem-based approaches to health, which may disregard indigenous perspectives of health that take a holistic approach and emphasize the importance of maintaining balance between physical, mental, and spiritual health and relationships maintained with others, the land, and the spiritual realm. Resilience-based approaches to health have been shown to foster strengths in indigenous communities, including the Native Hawaiian community, which leads to more positive health outcomes. The research questions of this paper asked, “how do Native Hawaiians conceptualize health and the concept of resilience specific to health?”. Qualitative methods were employed to explore the concept of resilience from the perspective of 12 Native Hawaiian adults. Community leaders and key stakeholders aided in the purposive recruitment process. The themes of this study include: (1) health maintained through balance, (2) being unhealthy vs. being ill, (3) the concept of colonialism and resulting adversities, and (4) protective and resilience factors that foster health. Cultural values and cultural practices may address concerns related to health disparities that stem from cultural and historical trauma, determinants of health, and environmental changes. Health interventions that are culturally-, family-, spiritually-, and land-based may particularly aid in responsiveness to health programs.

scholarly journals Indigenous Trauma Intervention Research in Canada: A Narrative Literature Review

2021 ◽  
Vol 12 (2) ◽  
pp. 1-24
Author(s):  
Sarah Panofsky ◽  
Marla J. Buchanan ◽  
Roger John ◽  
Alanaise Goodwill
Keyword(s):  
Mental Health ◽  
Indigenous Health ◽  
Historical Trauma ◽  
Indigenous Communities ◽  
Psychological Trauma ◽  
Mental Health Research ◽  
Indigenous Populations ◽  
History Of ◽  
Narrative Literature Review ◽  
Indigenous Mental Health

Contemporary Indigenous mental health research is beginning to address colonization, contextualizing Indigenous health within a history of colonial relationships and inadequate mental health responses. In practice, however, dominant counselling models for mental health in Canada have neglected Indigenous perspectives and there is a paucity of research regarding interventions that address psychological trauma with Indigenous populations. We identified 11 Canadian studies that employed culturally appropriate trauma interventions within Indigenous communities. We discuss the findings in relation to the study participants, outcomes reported, and research design. Recommendations are provided to address the need for evidence-based trauma interventions that have efficacy for Indigenous people in Canada to address Indigenous historical trauma.

Navigating the Social Media Space for Māori and Indigenous Communities

2018 ◽  
pp. 51-71 ◽  
Author(s):  
Maryann Lee
Keyword(s):  
Social Media ◽  
Indigenous People ◽  
Social Preferences ◽  
Indigenous Communities ◽  
Indigenous Culture ◽  
The Social ◽  
Media Space ◽  
Use Of Social Media ◽  
Indigenous Worldview ◽  
Ways Of Being

This chapter explores how Māori and Indigenous communities are engaging in social media in ways that reflect their cultural aspirations and Indigenous ways of being. Social media provides opportunities for Indigenous people to represent an Indigenous worldview that encompasses cultural, political, and social preferences. Highlighted also in this chapter are the risks inherent within the use of social media for Māori and Indigenous communities: in ways in which the misrepresentation, commodification, and exploitation of Indigenous culture and traditions are amplified through the use of social media that support colonial ideologies and the ongoing practice of colonization.

scholarly journals Land-Based programs in the Northwest Territories: Building Indigenous food security and well-being from the ground up

2016 ◽  
Vol 3 (2) ◽  
pp. 23-48 ◽  
Author(s):  
Sonia D. Wesche ◽  
Meagan Ann F. O'Hare-Gordon ◽  
Michael A. Robidoux ◽  
Courtney W. Mason
Keyword(s):  
Food Security ◽  
Northwest Territories ◽  
Environmental Changes ◽  
Food Sovereignty ◽  
Indigenous Communities ◽  
Well Being ◽  
Lessons Learned ◽  
Wild Food ◽  
Food Procurement ◽  
Food Programs

Food security in Canada’s North is complex, and there is no singular solution. We argue that land-based wild food programs are useful and effective in contributing to long-term food security, health and well-being for Indigenous communities in the context of changing environmental conditions. Such bottom-up programs support cultural continuity and the persistence of skills and knowledge that, over time, increase local food security and food sovereignty. This paper (a) highlights the link between observed environmental changes and wild food procurement in two Indigenous communities in the Northwest Territories, (b) compares and discusses the impacts of two collaboratively developed, community-based programs to improve foodways transmission and capacity for wild food procurement, and (c) identifies lessons learned and productive ways forward for those leading similar efforts in other Indigenous communities.

scholarly journals “We Hardly Have Any Moose Around Here Anymore”: Climate Change and the Barriers to Food Security in the Dehcho Region, Northwest Territories

ARCTIC ◽  
2020 ◽  
Vol 73 (3) ◽  
pp. 368-385
Author(s):  
Paulina Ross ◽  
Courtney W. Mason
Keyword(s):  
Climate Change ◽  
Food Security ◽  
Northwest Territories ◽  
Local Food ◽  
Indigenous Communities ◽  
Structured Interviews ◽  
Community Members ◽  
Weather Patterns ◽  
Food Procurement ◽  
Political Economic

Rural Indigenous communities across northern Canada are experiencing high rates of food insecurity as a result of complex constraints to accessing quality market foods and engaging in local food procurement. Climate change is impacting the ability of northern Indigenous communities to acquire, access, and utilize food that is culturally relevant and sustainable. This research examines the interconnected sociocultural, political, economic, and environmental challenges related to food security in the community of Fort Providence situated in the Dehcho Region of the Northwest Territories. The objective of this research was to consult with community members to understand the impacts of climate change on local food procurement and to explore the myriad challenges related to food security. We utilized Indigenous methodologies to guide all aspects of the research. Evidence was collected using semi-structured interviews with Dene and Métis Elders, knowledgeable land-users, and other community members. Our research demonstrates that changing hydrological systems and ecosystems, unpredictable weather patterns, the presence of non-local harvesters, the loss of traditional knowledge, and the high costs of living in a rural northern community impact local food security. The results of this research can inform policies that reflect the needs of residents, address the distinct barriers to procuring local food, and provide a basis for understanding the complexities of food security in the Dehcho and other subarctic regions.

A Critical Perspective on Syndemic Theory and Social Justice

2021 ◽  
Vol 3 (2) ◽  
pp. 285-317
Author(s):  
Nicole M. Weiss
Keyword(s):  
Interpersonal Violence ◽  
Structural Violence ◽  
Historical Trauma ◽  
Indigenous Communities ◽  
Ethnic Cleansing ◽  
Critical Perspective ◽  
Social Phenomena ◽  
Action Frame ◽  
Definition Of ◽  
Syndemic Theory

Abstract Syndemic theory proposes that social phenomena play critical roles in the production and spreading of epidemics and that a syndemic is the result of multiple, adversely interacting epidemics. As currently framed, only the co-occurrence of multiple biological epidemics constitutes a syndemic – social phenomena are treated as risk factors but not epidemics in their own right. I argue that social phenomena such as direct violence (e.g. interpersonal violence, genocide, ethnic cleansing, colonialism, and imperialism) and structural violence (e.g. poverty, racism, historical trauma, and political disenfranchisement) are widespread and adversely affect health in many Indigenous communities, thus meeting the definition of an epidemic. As such, I propose that syndemic theory must be reconceptualized to consider biological and social epidemics, with both types framed as treatable and preventable. Wider acceptance of this frame across disciplines facilitates creation of a collective action frame, which in turn allows us to demand accountability from policymakers – and to demand justice.

Grounding Indigenous Teacher Education Through Red Praxis

2021 ◽  
Author(s):  
Jeremy Garcia ◽  
Valerie Shirley ◽  
Sandy Grande
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
Settler Colonialism ◽  
Indigenous Communities ◽  
Self Determination ◽  
Key Factors ◽  
The Impact ◽  
Ways Of Being ◽  
Theory And Model ◽  
Indigenous Teachers

Red Praxis centers Indigenous sovereignty rooted in epistemological and ontological orientations to place—to land. Applying Red Praxis requires teachers to understand, in greater detail, the ways in which settler and Indigenous ontologies represent not only different but also competing ways of being in the world. Red Praxis asks teachers to reconceptualize an intellectual space that reaffirms, reclaims, and (re)stories our relations to land as a decolonial practice and pedagogy of refusal. Red Praxis calls for Indigenous teachers and community educators to ground teaching in decolonial practices and aims to regenerate a sense of hope in rebuilding Indigenous communities. The exigencies of Red Praxis can be found within Indigenous teachers’ application of critical Indigenous theories and ongoing acknowledgement and protection of our relationship to land—the origin for our claim to exist as Indigenous peoples. In doing so, Red Praxis is about creating curriculum and enacting pedagogy that makes evident and mitigates the impact of settler colonialism on Indigenous communities’ knowledge systems and ways of being. Red Praxis is an extension of Sandy Grande’s theory and model of Red pedagogy. Grande proposed the pedagogical framework of Red pedagogy to rethink the ways in which teaching can confront the challenges Indigenous communities face in the 21st century. Red pedagogy is about critically analyzing the material realities resulting from the settler colonial project and creating decolonial spaces of resistance, hope, self-determination, and transformative possibility in Indigenous education. In addition to addressing structural issues, it is important for Indigenous teachers to address what is taught in schools—the curriculum—as well as how it is taught—pedagogy—as key factors in revitalizing and transforming Indigenous education.

Situation report on indigeneity and education in India: retelling the Sabar story

2020 ◽  
pp. 117718012096873
Author(s):  
Pallawi Sinha
Keyword(s):  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Indigenous Communities ◽  
Tribal Group ◽  
Formal Systems ◽  
Education In India ◽  
The Hill ◽  
Ways Of Being

This situation report centres on the inequalities confronted by Indigenous communities of India before centring on one “particularly-vulnerable tribal group” to show how this influences their participation in, and negotiation of, formal systems of education. Adivasis (literally, First Inhabitants, or Indigenous peoples) constitute over 8.6 million people of India’s population but remain invisibilised from conversations that concern them. The report thus seeks to emphasise the marginalised voice of the Hill Sabar peoples of Jharkhand, India, with a particular focus on their ways of “being,” “knowing” and “doing.” The situation report outlines insights into Sabar communities’ concepts, practices, perspectives and priorities of education underscored by their educational realities, ways of teaching and learning, and everyday accomplishments of Sabar education. Discussions then briefly centre on the significance of acknowledging “difference” in education and research; the ecology of education, engendering “new” ecologies of learning; and how Sabar knowledges may shape postcolonial, posthuman pedagogies.

Indigenous childhood in Argentina: Parenting, care and formative experiences of Qom and Mbyá children

2020 ◽  
pp. 204361062095968
Author(s):  
Mariana García Palacios ◽  
Ana Carolina Hecht ◽  
Noelia Enriz
Keyword(s):  
Social Relations ◽  
Indigenous Communities ◽  
Ethnographic Research ◽  
South American ◽  
Social Categories ◽  
Linguistic Development ◽  
Research With Children ◽  
Formative Experiences ◽  
Monolithic Approach ◽  
Ways Of Being

Recent investigations in South American anthropology have focused on children in a range of contexts. In ethnographic research with children from indigenous communities in Argentina, we have considered social categories that result in different ways of being a child. In this way, this article presents a model that departs from a traditional, monolithic approach to childhood. The aim is to examine the first stage of life, guided by nominal references, childrearing and the formative experiences of children, with a focus on the network of social relations during this stage of live, particularly, linguistic development, religion and play.

scholarly journals Subalternização e resistência indígena: Cenários a partir do contexto do estado de Rondônia

2020 ◽  
Vol 28 ◽  
pp. 168
Author(s):  
Rozane Alonso Alves ◽  
Maria Isabel Alonso Alves ◽  
Jonatha Daniel Dos Santos
Keyword(s):  
School Performance ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
The State ◽  
Pedagogical Practices ◽  
Central Idea ◽  
Indigenous Resistance ◽  
Organic Structure ◽  
Indigenous Pedagogy ◽  
Ways Of Being

The central idea of this article is to problematize and present some scenarios of subalternization and indigenous resistance, specifically, in the State of Rondônia. We started from research developed in the context of Rondônia (Alves, 2017, 2018; Alves Santos, 2017; Scaramuzza, 2015, Santos, 2020, among others) to expose the strategies used by the indigenous peoples of Rondônia as a struggle and resistance of the indigenous communities, becoming protagonists in spaces of formation and school performance. Linked to protagonism, the indigenous school as an intercultural space, promotes pedagogical practices based on the curriculum that is not only effective due to the disciplinary contents, but also as a cosmological process that occurs through Indigenous Pedagogy produced not only by its teachers, but throughout organic structure of the community. Thus, we understand that the indigenous school as a space of resistance and indigenous struggle is constituted and presented as intercultural and produces ways of being specific to indigenous peoples.

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