scholarly journals Collaborative Action on Fetal Alcohol Spectrum Disorder Prevention: Principles for Enacting the Truth and Reconciliation Commission Call to Action #33

2019 ◽  
Vol 16 (9) ◽  
pp. 1589 ◽  
Author(s):  
Lindsay Wolfson ◽  
Nancy Poole ◽  
Melody Morton Ninomiya ◽  
Deborah Rutman ◽  
Sherry Letendre ◽  
...  
Keyword(s):  
Fetal Alcohol Spectrum Disorder ◽  
Consensus Statement ◽  
Indigenous Communities ◽  
Prevention Programs ◽  
Truth And Reconciliation Commission ◽  
Fetal Alcohol ◽  
Reconciliation Commission ◽  
Call To Action ◽  
Truth And Reconciliation ◽  
Fetal Alcohol Spectrum

The association between fetal alcohol spectrum disorder (FASD), residential schools and subsequent assimilatory policies in Canada is of such significance that it was included in the groundbreaking Truth and Reconciliation Commission of Canada’s Final Report through Call to Action #33, which focuses on collaboratively developing FASD prevention programs in Indigenous communities. A consensus statement with eight tenets for enacting Call to Action #33 was co-developed in May 2017 using a Two-Eyed Seeing approach during and after a meeting on Indigenous approaches to FASD prevention held in Canada. The consensus statement provides guidance for creating community-based, culture-led FASD prevention programs in Indigenous communities. The eight tenets reflect the diverse perspectives of Indigenous and non-Indigenous participants, are grounded in available research evidence, and align with Indigenous worldviews and wellness models. This paper uses the consensus statement and eight exemplary FASD prevention programs from Indigenous communities and organizations across Canada to highlight identity, culture, and relationships as central elements of FASD prevention in Indigenous communities. The consensus statement provides guidance for developing community- and culture-led FASD prevention programs and highlights the importance of Indigenous knowledge systems in developing and researching FASD prevention in, and with, Indigenous communities.

scholarly journals Building a framework for evaluation of Fetal Alcohol Spectrum Disorder prevention and support programs: A collaborative Canadian project

2014 ◽  
Vol 3 (1) ◽  
pp. 81-89 ◽  
Author(s):  
Deborah Rutman ◽  
Nancy Poole ◽  
Sharon Hume ◽  
Carol Hubberstey ◽  
Marilyn Van Bibber
Keyword(s):  
Fetal Alcohol Spectrum Disorder ◽  
Prevention Programs ◽  
Spectrum Disorder ◽  
Support Programs ◽  
Fetal Alcohol ◽  
Visual Maps ◽  
Fetal Alcohol Spectrum ◽  
Community Based Services ◽  
Theoretical Foundations ◽  
Disorder Prevention

Rutman, D., Poole, N., Hume, S., Hubberstey, C., & Van Bibber, M. (2014). Building a framework for evaluation of Fetal Alcohol Spectrum Disorder prevention and support programs: A collaborative Canadian project. The International Journal Of Alcohol And Drug Research, 3(1), 81-89. doi:10.7895/ijadr.v3i1.122Aims: This article discusses a Canadian project that is designed to identify promising evaluation methods and create common evaluation frameworks for FASD prevention programs serving pregnant women and mothers, and FASD supportive intervention programs serving youth and adults living with FASD. A social determinants of health perspective guided the project.Design: The project has employed a mixed-methods approach including a literature search, documentary review, and an iterative set of consultations with program providers, program managers, government managers and funders, researchers, and evaluators in the context of their work across Canada and internationally.Results: The project’s processes led to the development of three visual “maps” comprised of concentric rings that depict theoretical foundations; activities and approaches; formative outcomes; and participant, community and systemic outcomes. The three visual frameworks depict evaluation of 1) FASD prevention programs; 2) FASD support programs; and 3) FASD programs in Aboriginal communities.Conclusions: The development of visual maps to depict common evaluation frameworks promotes individual and collective action towards applying the frameworks on the part of community-based services and governments across Canada, on the service and systemic levels. Program providers, researchers, and system planners have indicated that the maps have wide-ranging applications.

scholarly journals Collaborative Indigenous Knowledge Research: Acknowledging and Reclaiming Traditional Practices

2016 ◽  
Vol 10 (1) ◽  
pp. 173-182
Author(s):  
Georgina Martin
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous Communities ◽  
Truth And Reconciliation Commission ◽  
Indigenous Research ◽  
Community Based ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Sensitive Topics ◽  
Collaborative Community ◽  
Commission Report

This article follows on the heels of the Truth and Reconciliation Commission report to redress the residue of residential schools by enhancing harmony between Indigenous communities and universities. My collaborative community-based Indigenous Knowledge(IK) research attended to the struggle for Secwepemc reclamation, revitalization, and renewal of culture, language, and land. An IK theoretical framework initiated con dence to articulate a Secwepemc worldview within a Eurocentric research context especially while responding to the deeply personal and sensitive topics of cultural identity and language. The aim of knowledge creation is to work from an Indigenous research paradigm through self-location, storytelling, and community relevant protocols.

scholarly journals Rethinking Representation: Indigenous Peoples and Contexts at the University of Alberta Libraries

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Sharon Farnel ◽  
Denise Koufogiannakis ◽  
Sheila Laroque ◽  
Ian Bigelow ◽  
Anne Carr-Wiggin ◽  
...  
Keyword(s):  
Indigenous Peoples ◽  
Information Science ◽  
Indigenous Communities ◽  
Truth And Reconciliation Commission ◽  
Library And Information Science ◽  
Library Of Congress ◽  
Reconciliation Commission ◽  
University Of Alberta ◽  
Truth And Reconciliation ◽  
The University

Appropriate subject access and descriptive practices within library and information science are social justice issues. Standards that are well established and commonly used in academic libraries in Canada and elsewhere, including Library of Congress Subject Headings (LCSH) and Library of Congress Classification (LCC), continue to perpetuate colonial biases toward Indigenous peoples. In the fall of 2016, the University of Alberta Libraries (UAL) established a Decolonizing Description Working Group (DDWG) to investigate, define, and propose a plan of action for how descriptive metadata practices could more accurately, appropriately, and respectfully represent Indigenous peoples and contexts. The DDWG is currently beginning the implementation of recommendations approved by UAL’s strategic leadership team. In this paper we describe the genesis of the DDWG within the broader context of the libraries’ and the university’s responses to the Truth and Reconciliation Commission of Canada’s Calls to Action; outline the group’s activities and recommendations; and describe initial steps toward the implementation of those recommendations, with a focus on engaging local Indigenous communities. We reflect on the potential impact of revised descriptive practices in removing many of the barriers that Indigenous communities and individuals face in finding and accessing library materials relevant to their cultures and histories.

ANALYZING INDIGENEITY IN ACADEMIC AND ARCHITECTURAL FRAMEWORKS

2021 ◽  
Author(s):  
Tatiana Estrina ◽  
◽  
Shengnan Gao ◽  
Vivian Kinuthia ◽  
Sophie Twarog ◽  
...  
Keyword(s):  
Indigenous Communities ◽  
Truth And Reconciliation Commission ◽  
Educational Systems ◽  
Decision Making Process ◽  
State Control ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Institutional Frameworks ◽  
Settler Societies ◽  
Indigenous Participation

While the Truth and Reconciliation Commission of Canada fosters agency for Indigenous Canadians, this mandate like others, attempts to Indigenize an existing colonial system. The acknowledgement of the Indigenous experience within academic institutions must begin with a deconstruction of educational frameworks that are enforced by pre-existing neo-colonial policies and agendas. The colonial worldview on institutional frameworks is rooted in systemic understandings of property, ownership and hierarchy that are supported by patriarchal policies. These pedagogies do not reflect Indigenous beliefs or teachings, resulting in an assimilation or dissociation of Indigenous members into Western-centric educational systems. Addressing this disconnect through Indigenizing existing institutional frameworks within state control favours a system that re-affirms settler-societies. The tokenization and lack of Indigenous participation in the decision-making process reinforces misinformed action towards reconciliation. decentralized. The case studies explored emphasize the rediscovery of an authentic culture-specific vernacular, facilitation of customs through programme, and the fundamental differences between Indigenous and colonial worldviews. The critical analysis of these emerging academic typologies may continue to inform future architectural projects while fostering greater responsibility for architects and positions of authority to return sovereignty to Indigenous communities and incorporate design approaches that embody Indigenous values. This paper will propose the decolonization of academic frameworks to reconstruct postcolonial methodologies of educational architecture that serve Indigenous knowledge and agency.

scholarly journals Re-Thinking Housing: From Physical Manifestation of Colonial Planning Policy to Community-Focused Networks

2021 ◽  
Author(s):  
Shelagh McCartney
Keyword(s):  
First Nations ◽  
Indigenous Communities ◽  
Truth And Reconciliation Commission ◽  
Housing System ◽  
Reconciliation Commission ◽  
Housing Systems ◽  
Truth And Reconciliation ◽  
Planning Policy ◽  
Existing Housing ◽  
Physical Manifestation

Current housing systems and policies for First Nations communities in Canada produce a physical manifestation of ongoing colonialism: the house. Examinations of the physical community and house yield an understanding of deeply systematized imperial struggles between Indigenous communities and planning as a discipline. Indigenous families are in crisis as the housing system and Federal planning policies have not allowed for the provision of adequate nor appropriate homes. The recent independent Truth and Reconciliation Commission has begun a civic discussion, accompanied by a new federal government looking to begin a new relationship with Indigenous peoples—here we explore how planning can be a leader in this shift. The ‘contact zone’ is used as an operational lens to examine the ways discourse is used to shape the existing housing system. An interdisciplinary and global approach informs interventions in the existing housing system and policies, creating a community-driven model, and uncovering a reimagined role for the planner.

scholarly journals Stigmatisation, Exaggeration, and Contradiction: An Analysis of Scientific and Clinical Content in Canadian Print Media Discourse About Fetal Alcohol Spectrum Disorder

2019 ◽  
Vol 2 (2) ◽  
pp. 23-35
Author(s):  
John Aspler ◽  
Natalie Zizzo ◽  
Emily Bell ◽  
Nina Di Pietro ◽  
Eric Racine
Keyword(s):  
Fetal Alcohol Spectrum Disorder ◽  
English Language ◽  
Alcohol Exposure ◽  
Indigenous Communities ◽  
Spectrum Disorder ◽  
Accurate Information ◽  
Fetal Alcohol ◽  
Wide Range ◽  
Canadian Print Media ◽  
Fetal Alcohol Spectrum

Background: Fetal alcohol spectrum disorder (FASD), a complex diagnosis that includes a wide range of neurodevelopmental disabilities, results from exposure to alcohol in the womb. FASD remains poorly understood by Canadians, which could contribute to reported stigma faced by both people with FASD and women who drink alcohol while pregnant. Methods: To better understand how information about FASD is presented in the public sphere, we conducted content analysis of 286 articles from ten major English-language Canadian newspapers (2002-2015). We used inductive coding to derive a coding guide from the data, and then iteratively applied identified codes back onto the sample, checking inter-coder reliability. Results: We identified six major themes related to clinical and scientific media content: 1) prevalence of FASD and of women’s alcohol consumption; 2) research related to FASD; 3) diagnosis of FASD; 4) treatment of FASD and maternal substance abuse; 5) primary disabilities associated with FASD; and 6) effects of alcohol exposure during pregnancy. Discussion: Across these six themes, we discuss three instances of ethically consequential exaggeration and misrepresentation: 1) exaggeration about FASD rates in Indigenous communities; 2) contradiction between articles about the effects of prenatal alcohol exposure; and 3) scientifically accurate information that neglects the social context of alcohol use and abuse by women. Respectively, these representations could lead to harmful stereotyped beliefs about Indigenous peoples, might generate confusion about healthy choices during pregnancy, and may unhelpfully inflame debates about sensitive issues surrounding women’s choices.

scholarly journals Re-Thinking Housing: From Physical Manifestation of Colonial Planning Policy to Community-Focused Networks

2021 ◽  
Author(s):  
Shelagh McCartney
Keyword(s):  
First Nations ◽  
Indigenous Communities ◽  
Truth And Reconciliation Commission ◽  
Housing System ◽  
Reconciliation Commission ◽  
Housing Systems ◽  
Truth And Reconciliation ◽  
Planning Policy ◽  
Existing Housing ◽  
Physical Manifestation

Current housing systems and policies for First Nations communities in Canada produce a physical manifestation of ongoing colonialism: the house. Examinations of the physical community and house yield an understanding of deeply systematized imperial struggles between Indigenous communities and planning as a discipline. Indigenous families are in crisis as the housing system and Federal planning policies have not allowed for the provision of adequate nor appropriate homes. The recent independent Truth and Reconciliation Commission has begun a civic discussion, accompanied by a new federal government looking to begin a new relationship with Indigenous peoples—here we explore how planning can be a leader in this shift. The ‘contact zone’ is used as an operational lens to examine the ways discourse is used to shape the existing housing system. An interdisciplinary and global approach informs interventions in the existing housing system and policies, creating a community-driven model, and uncovering a reimagined role for the planner.

scholarly journals Cedar, Tea and Stories: Two Indigenous Women Scholars Talk About Indigenizing the Academy

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Elizabeth Brulé ◽  
Ruth Koleszar-Green
Keyword(s):  
Indigenous Peoples ◽  
Collaborative Work ◽  
Truth And Reconciliation Commission ◽  
Indigenous Women ◽  
Reconciliation Commission ◽  
Call To Action ◽  
Truth And Reconciliation ◽  
The Past ◽  
Collective Experience ◽  
Women Scholars

In an effort to redress the educational needs of Indigenous peoples as part of the Truth and Reconciliation Commission of Canada’s call to action (2015), two Indigenous colleagues, Elizabeth Brulé and Ruth Koleszar-Green, came together to engage in a collective reflection on what Indigenizing the curriculum has meant to each of them. Through a collective dialogue that affirms that knowledge is created through our individual and collective storytelling, they discussed the challenges and successes that Indigenous women have encountered in their attempts to indigenize the curriculum over the past decade in the province of Ontario, Canada. Collaborative work such as this has not only provided them with an enriching intellectual and collective experience but has also given them cause for hope in their pursuit for truth and reconciliation. Through this collective dialogue, issues of Indigeneity, pedagogy, reconciliation and sisterhood are discussed. 

scholarly journals Re-Thinking Housing: From Physical Manifestation of Colonial Planning Policy to Community-Focused Networks

2016 ◽  
Vol 1 (4) ◽  
pp. 20-31 ◽  
Author(s):  
Shelagh McCartney
Keyword(s):  
First Nations ◽  
Indigenous Communities ◽  
Truth And Reconciliation Commission ◽  
Housing System ◽  
Reconciliation Commission ◽  
Housing Systems ◽  
Truth And Reconciliation ◽  
Planning Policy ◽  
Existing Housing ◽  
Physical Manifestation

Current housing systems and policies for First Nations communities in Canada produce a physical manifestation of ongoing colonialism: the house. Examinations of the physical community and house yield an understanding of deeply systematized imperial struggles between Indigenous communities and planning as a discipline. Indigenous families are in crisis as the housing system and Federal planning policies have not allowed for the provision of adequate nor appropriate homes. The recent independent Truth and Reconciliation Commission has begun a civic discussion, accompanied by a new federal government looking to begin a new relationship with Indigenous peoples—here we explore how planning can be a leader in this shift. The ‘contact zone’ is used as an operational lens to examine the ways discourse is used to shape the existing housing system. An interdisciplinary and global approach informs interventions in the existing housing system and policies, creating a community-driven model, and uncovering a reimagined role for the planner.

scholarly journals RELATIONAL ENCOUNTERS WITH INDIGENOUS LITERATURES

2019 ◽  
Vol 53 (2) ◽  
Author(s):  
Aubrey Jean Hanson
Keyword(s):  
Teacher Education ◽  
Indigenous Communities ◽  
Truth And Reconciliation Commission ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Literary Arts ◽  
Interpretive Process

This paper makes a case for attending to the resurgence of Indigenous literary arts in taking up the Truth and Reconciliation Commission of Canada’s Calls to Action in teacher education. I argue that Indigenous literary arts can help to foster relational understandings between readers and Indigenous communities: stories have the capacity to open up processes of relationship and responsibility. To develop this argument, I draw upon perspectives from teachers and from Indigenous writers, with whom I shared conversations on the question of why Indigenous literatures matter. Through an interpretive process of interweaving these perspectives, this article shows that Indigenous literatures can inspire and motivate educators to take on this work and learning despite its attendant challenges.

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