“We’re Not Being Treated Like Mothers”: Listening to the Stories of First Nations Mothers in Prison

This article is based on research with over 160 First Nations women in prisons in New South Wales, Australia. The research identified the lived experience of prison sentences for First Nations women in prison. Our research methodology was guided by an Aboriginal women’s advisory body called sista2sista. It was based on the principles of Dadirri in which we listened to the stories of First Nations women in prison on their terms. Consequently, many stories we heard were not about the criminal sentencing process itself, but about the impacts of imprisonment on their capacity to be caregivers in the community, including as mothers, grandmothers, aunts, sisters, teachers and role models. The findings from this research are dual. First, the importance of listening to and empowering First Nations women in prison in policy making that concerns First Nations women. Second, the need to decarcerate First Nations mothers and listen and respond to their needs, expectations, priorities and aspirations, to ensure they are supported in fulfilling their role and responsibility to care, nurture, strengthen and lead their families and communities.

Digital Storytelling as a Patient Engagement and Research Approach With First Nations Women: How the Medicine Wheel Guided Our Debwewin Journey

When research is conducted from a Western paradigm alone, the findings and resultant policies often ignore Indigenous peoples’ health practices and fail to align with their health care priorities. There is a need for decolonized approaches within qualitative health research to collaboratively identify intersecting reasons behind troubling health inequities and to integrate Indigenous knowledge into current health care services. We engaged with First Nations women to explore to what extent digital storytelling could be a feasible, acceptable, and meaningful research method to inform culturally safe health care services. This novel approach created a culturally safe and ethical space for authentic patient engagement. Our conversations were profound and provided deep insights into First Nations women’s experiences with breast cancer and guidance for our future qualitative study. We found that the digital storytelling workshop facilitated a Debwewin journey, which is an ancient Anishinabe way of knowing that connects one’s heart knowledge and mind knowledge.

Identity development and belonging of first nations women from Georgina Island

This study explores the effects of the Indian Act and Bill C-31 on the identity development and sense of belonging felt by women from Georgina Island First Nation. The purpose of this study is to give voice to the First Nations women from Georgina Island whose identity and lives have been impacted by this legislation. The framework and methodology that guided this research was respectful of the indigenous knowledge and traditions of this community. The vision of the community and the participants was the most important focus of this study. The sharing which took place provided insight into the how it felt for the women to have their identity removed by the Canadian Government, the challenges that the removal created within the community, what it felt like to have that identity 'given' back, how important community is and what these women wish for our future generations.

Identity development and belonging of first nations women from Georgina Island

This study explores the effects of the Indian Act and Bill C-31 on the identity development and sense of belonging felt by women from Georgina Island First Nation. The purpose of this study is to give voice to the First Nations women from Georgina Island whose identity and lives have been impacted by this legislation. The framework and methodology that guided this research was respectful of the indigenous knowledge and traditions of this community. The vision of the community and the participants was the most important focus of this study. The sharing which took place provided insight into the how it felt for the women to have their identity removed by the Canadian Government, the challenges that the removal created within the community, what it felt like to have that identity 'given' back, how important community is and what these women wish for our future generations.

An unconditional prenatal income supplement is associated with improved birth and early childhood outcomes among First Nations children in Manitoba, Canada: a population-based cohort study

Background In Manitoba, Canada, low-income pregnant women are eligible for the Healthy Baby Prenatal Benefit, an unconditional income supplement of up to CAD $81/month, during their latter two trimesters. Our objective was to determine the impact of the Healthy Baby Prenatal Benefit on birth and early childhood outcomes among Manitoba First Nations women and their children. Methods We used administrative data to identify low-income First Nations women who gave birth 2003–2011 (n = 8209), adjusting for differences between women who received (n = 6103) and did not receive the Healthy Baby Prenatal Benefit (n = 2106) with using propensity score weighting. Using multi-variable regressions, we compared rates of low birth weight, preterm, and small- and large-for-gestational-age births, 5-min Apgar scores, breastfeeding initiation, birth hospitalization length of stay, hospital readmissions, complete vaccination at age one and two, and developmental vulnerability in Kindergarten. Results Women who received the benefit had lower risk of low birth weight (adjusted relative risk [aRR] 0.74; 95% CI 0.62–0.88) and preterm (aRR 0.77; 0.68–0.88) births, and were more likely to initiate breastfeeding (aRR 1.05; 1.01–1.09). Receipt of the Healthy Baby Prenatal Benefit was also associated with higher rates of child vaccination at age one (aRR 1.10; 1.06–1.14) and two (aRR 1.19; 1.13–1.25), and a lower risk that children would be vulnerable in the developmental domains of language and cognitive development (aRR 0.88; 0.79–0.98) and general knowledge/communication skills (aRR 0.87; 0.77–0.98) in Kindergarten. Conclusions A modest unconditional income supplement of CAD $81/month during pregnancy was associated with improved birth outcomes, increased vaccination rates, and better developmental health outcomes for First Nations children from low-income families.

Canadian First Nations Women Preservice Teachers' Experiences and Perceptions Regarding Technology

The primary purpose of this research was to collect data for Canadian First Nations educators and policy makers to use in making decisions surrounding issues of First Nations women and technology education. Nine First Nations women preservice teachers at the intern stage of their Indian Teacher Education Program at the University of Saskatchewan were engaged in indepth interviews concerning their experiences and perceptions regarding technology. The study found that the participants defined technology first and foremost as computer-related. Some viewed technology from the cultural aspect, and thought technology used for financial gain would take away from traditional family values. The participants thought that women needed technology training and that they needed to develop self-confidence and become role models in order for First Nations women to exercise leadership in the field of technology. The participants stated that their university experience was responsible for most of their learning about technology. They did not, however, feel prepared to face the technology they would encounter in schools. Intimidation, stereotypes, the lack of access and exposure to technology, the lack of a good self-image, lack of time, and lack of role models were perceived to be some of the biggest barriers to First Nations women learning about and using technology. Men in their use of intimidation and stories with negative images of women and technology were perceived as one of the strongest deterrents to First Nations women advancing in the area of technology. Findings from this study had significant implications. First Nations teacher preparation programs should include required credit courses and establish daycare centers. Band controlled schools should update computers and make provisions for technology education by providing for such courses. Further research such as a collection of stories embracing positive images of First Nations women involved in technological pursuits should be undertaken to help ameliorate the status of First Nations women in technology.