scholarly journals A “two-eyed seeing” approach to Indigenizing nursing curricula

2018 ◽  
Vol 5 (1) ◽  
pp. 23 ◽  
Author(s):  
Marti Harder ◽  
Jessie Johnson ◽  
Cathy MacDonald ◽  
Andrea Ingstrup ◽  
Marc J Piche
Keyword(s):  
Core Competencies ◽  
Nursing Programs ◽  
Truth And Reconciliation Commission ◽  
Educational Institutions ◽  
Community Members ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Nursing Curricula ◽  
Schools Of Nursing ◽  
Indigenous Learners

Educational institutions, including schools of nursing, find themselves in significant times, as they work to Indigenize programs, and strive to repair and heal relationships with Indigenous peoples as recommended in the Truth and Reconciliation Commission of Canada (2015). Educators question where to begin the process, how such Indigenization should occur, and what the curricular end result should look like. In response, the authors considered many aspects from the literature, specific to nursing programs. The following themes were explored: partnering with community, cultural relevance, and faculty development. Through the utilization of a “two-eyed seeing” approach, institutional administrators need to partner with Indigenous Elders and community members to facilitate relationships required to provide the knowledge necessary to bring about change within educational programs. It is through such an approach that nursing curricula can be designed to be culturally safe and relevant for both Indigenous and non-Indigenous learners, and faculty can be supported in their growth and development in Indigenous knowledge. The authors propose that through “two-eyed seeing” and the integration of the Aboriginal Nurses Association of Canada (2009) core competencies, Indigenization of nursing curricula may ultimately move forward in a culturally reciprocal and respectful way.

Educating Aboriginal Nursing Students: Responding to the Truth and Reconciliation Report

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Annette Lane ◽  
Kristin Petrovic
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Aboriginal People ◽  
Nursing Programs ◽  
Truth And Reconciliation Commission ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Aboriginal Students ◽  
Effective Health Care

AbstractA 2015 Canadian report from the Truth and Reconciliation Commission issued two calls for action that specifically challenge nursing education programs: a call to incorporate indigenous knowledge and learning, and a call to reduce health disparities between aboriginals and non-aboriginals. These calls to action raise questions for nurse educators regarding how best to recruit, retain, and educate aboriginal nursing students. A literature review was conducted to examine issues faced by aboriginal students in nursing programs, as well as cultural competence with nurse educators working with aboriginal students. While there is some literature that addresses the need for aboriginal students to successfully complete nursing programs and thus be able to provide effective health care to aboriginal people, the emphasis is largely upon strategies. Although there are some exceptions, these have largely been ineffective. We argue the need to think about thinking in order to improve the effectiveness of these strategies within Canadian programs, as well as nursing programs abroad.

scholarly journals Where are you From? Reframing Facilitated Admissions Policies in the Faculty of Health Sciences

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Danielle N. Soucy ◽  
Cornelia Wieman
Keyword(s):  
First Nations ◽  
Health Sciences ◽  
Truth And Reconciliation Commission ◽  
Medical School Admissions ◽  
Reconciliation Commission ◽  
Blood Quantum ◽  
Truth And Reconciliation ◽  
Admissions Policies ◽  
Specific Barriers ◽  
Indigenous Learners

Understanding that Indigenous learners can face specific barriers or challenges when pursuing higher education, schools and programs within McMaster’s Faculty of Health Sciences have facilitated admissions streams for Indigenous (First Nations, Métis, and Inuit) applicants. The intent of reframing admissions policies is to provide equitable access while aligning with the Truth and Reconciliation Commission of Canada’s Calls to Action, specifically Number 23. This work explores the development of an Indigenous-determined Facilitated Indigenous Admissions Program (FIAP), a self-identification policy that moves away from the politics of mathematical blood quantum to nationhood, community, and seeing the applicant as whole being. Further, it critiques (for example) medical school admissions as biased, in that they often replicate an elite and narrow segment of society. It also addresses how interpretations of decisions like Daniels v Canada, which speaks to the rights of Métis and non-status Indigenous peoples, are communicated or miscommunicated within emerging population groups in terms of rights and their potential relationship to admissions.

Using African Truth and Reconciliation Commission documentation for truth telling and reconciliation

2020 ◽  
pp. 1-5
Author(s):  
Proscovia Svärd
Keyword(s):  
Human Rights ◽  
Truth And Reconciliation Commission ◽  
International Humanitarian Law ◽  
Humanitarian Law ◽  
Truth Telling ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Post Conflict ◽  
Truth And Reconciliation Commissions ◽  
Reconciliation Process

Truth and Reconciliation Commissions (TRCs) are established to document violations of human rights and international humanitarian law in post-conflict societies. The intent is to excavate the truth to avoid political speculations and create an understanding of the nature of the conflict. The documentation hence results in a common narrative which aims to facilitate reconciliation to avoid regression to conflict. TRCs therefore do a tremendous job and create compound documentation that includes written statements, interviews, live public testimonies of witnesses and they also publish final reports based on the accumulated materials. At the end of their mission, TRCs recommend the optimal use of their documentation since it is of paramount importance to the reconciliation process. Despite this ambition, the TRCs’ documentation is often politicized and out of reach for the victims and the post-conflict societies at large. The TRCs’ documentation is instead poorly diffused into the post conflict societies and their findings are not effectively disseminated and used.

The Triumph of Olemaun: Survivance, Empathic Unsettlement, and Restorying the History of Canadian Residential Schools

2018 ◽  
Vol 11 (2) ◽  
pp. 132-146
Author(s):  
Anah-Jayne Markland
Keyword(s):  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Aboriginal Peoples ◽  
Close Reading ◽  
Reconciliation Commission ◽  
Mandatory Education ◽  
Truth And Reconciliation ◽  
Young Readers ◽  
History Of ◽  
Age Appropriate

The ignorance of many Canadians regarding residential schools and their traumatic legacy is emphasised in the reports of the Truth and Reconciliation Commission (TRC) as a foundational obstacle to achieving reconciliation. Many of the TRC's calls to action involve education that dispels and corrects this ignorance, and the commission demands ‘age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples' historical and contemporary contributions to Canada’ to be made ‘a mandatory education requirement for Kindergarten to Grade Twelve students’ (Calls to Action 62.i). How to incorporate the history of residential schools in kindergarten and early elementary curricula has been much discussed, and one tool gaining traction is Indigenous-authored picturebooks about Canadian residential schools. This article conducts a close reading of Margaret Pokiak-Fenton and Christy Jordan-Fenton's picturebook When I Was Eight (2013). The picturebook gathers Indigenous and settler children together to contest master settler narratives regarding the history of residential schools. Using Gerald Vizenor's concept of ‘survivance’ and Dominick LaCapra's notion of ‘empathic unsettlement’, the article argues that picturebooks work to unsettle young readers empathetically as part of restorying settler myths about residential schools and implicating young readers in the work of reconciliation.

Disappointed Remains: Trauma, Testimony, and Reconciliation in Post-apartheid South Africa

2012 ◽  
Author(s):  
Sean Field
Keyword(s):  
South Africa ◽  
South African ◽  
Real Life ◽  
Truth And Reconciliation Commission ◽  
Trauma Survivors ◽  
National Unity ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Apartheid Regime ◽  
Democratic Elections

The apartheid regime in South Africa and the fight against the same, followed by the reconciliation is the crux of this article. The first democratic elections held on April 27, 1994, were surprisingly free of violence. Then, in one of its first pieces of legislation, the new democratic parliament passed the Promotion of National Unity and Reconciliation Act of 1995, which created the Truth and Reconciliation Commission. At the outset, the South African TRC promised to “uncover the truth” about past atrocities, and forge reconciliation across a divided country. As oral historians, we should consider the oral testimonies that were given at the Human Rights Victim hearings and reflect on the reconciliation process and what it means to ask trauma survivors to forgive and reconcile with perpetrators. This article cites several real life examples to explain the trauma and testimony of apartheid and post-apartheid Africa with a hint on the still prevailing disappointments and blurred memories.

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