First Peoples Child & Family Review
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Voices of Students: We are Here! We are Ready to Care for the Next Generations! “Gathering & Sharing Wisdom Conference” and the Indigenous Child Welfare Research Network
No full textThis paper highlights the voices of four youth presenters at the first "Gathering and Sharing Conference" hosted onCoast Salish Territory, Songhees and Esquimalt, in Victoria,British Columbia. You will be guided through story about our role as leaders, planners, and facilitators for this conference which was convened to provide a central space for Indigenous youth and other community members to share stories about the caring and nurturing of our children, families and communities
“Conversation Method in Indigenous Research”
No full textIn reflecting upon two qualitative research projects incorporating an Indigenous methodology, this article focuses on the use of the conversational method as a means for gathering knowledge through story. The article first provides a theoretical discussion which illustrates that for the conversational method to be identified as an Indigenous research method it must flow from an Indigenous paradigm. The article then moves to an exploration of the conversational method in action and offers reflections on the significance of researcher-in-relation and the inter- relationship between this method, ethics and care
Indigenous Knowledge, Community and Education in a Western System: An Integrative Approach
No full textColonization attempted to eradicate Indigenous knowledge and Indigenous Ways of knowing through coerced education, yet education may be the key to the healing journey for Aboriginal people in Canada. At present the educational system is not serving Aboriginal students well as measured by levels of student success. The integration of Indigenous knowledge, community and education increases the likelihood of success of students in educational settings and promotes healing from colonization. Research suggests that a community based model of education is not only appropriate for Aboriginal students but is likely to enhance their education by providing community controlled and culturally relevant experiences.Keywords: Indigenous knowledge, community-based education, policy
Le dépistage des retards de développement chez les jeunes enfants d’une communauté des Premières Nations
No full textBien qu’il importe d’utiliser des instruments d’évaluation adaptés aux caractéristiques et à la réalité des communautés autochtones, l’absence de normes psychométriques pour ces communautés est fréquemment déplorée. Le but est de documenter la pertinence et l’utilité de l’instrument de dépistage des retards de développement Age and Stages Questionnaires (ASQ) utilisé par des enseignantes auprès d’enfants (n = 213) Mohawks du Québec âgés entre 29 et 60 mois. Au niveau de la consistance interne pour les quatre questionnaires étudiés, sept résultats révèlent des alphas de Cronbach inférieurs à 0,60 : « communication » (Q42), « motricité globale » (Q36 et Q42), « motricité fine » (Q42) et « aptitudes individuelles ou sociales » (Q36, Q42 et Q54) tandis que treize présentent des alphas de Cronbach variant entre 0,61 et 0,90. Globalement, le groupe de discussion réalisé auprès des enseignantes révèle leur appréciation de l’instrument et le fait que son utilisation apparaît approprié pour cette communauté.Mots clés: children, Mohawks, development, developmental delay, screening, psychometric, instrument, early identification
“Home and Native Land”: Aboriginal Young Women and Homelessness in the City”
No full textThe homelessness of Aboriginal young women takes place in the historical context of lost homes and lost homelands. This article focuses on homeless Aboriginal women in the city of Edmonton and explores their perception of this experience. Involving nine young women who were interviewed over a two year period, researchers further investigated the historical profiles of their families and their attempts to transition out of homelessness. Part of a larger study of the homeless experience of eighteen girls and young women in Edmonton, this article breaks out data that focuses on the experience of Aboriginal participants and contextualizes their discourse in light of enforced home loss in western Canada. While their experience overlaps with the non-Aboriginal participants in our study we also find significant cultural and historically located differences
Voice of a Leader: If you Truly Believe Children are our Future - the Future is Now!
No full textThis paper is based on a speech by Chief Wayne Christian the Co-keynote speaker for the “Gathering and Sharing Wisdom Conference” held in Victoria BC October 6th & th, 2010. He shares the history of his community, their children and how state policies, legislation and laws have affected a way of life for his people. He illustrates through narrative the importance of re-learning our cultural practices. Chief Christian begins his account by quoting a historical approach remembered by many Indigenous people in which the government policy of the day sought to “Kill the Indian in the Child.” Chief Christian noted that First Nations people have resisted this policy, but importantly, he discussed how balance can be restored today for Indian children
Co-location of a Government Child Welfare Unit in a Traditional Aboriginal Agency: A Way Forward in Working in Aboriginal Communities
No full textThis article describes the learning that took place in the context of a provincial family enhancement unit within an Aboriginal child welfare agency. Many benefits were identified for the workers, the families, and the relationship to the community. Most notable were the positive effects on non-Aboriginal government staff who were immersed in a more traditional Aboriginal agency. Key learnings include the importance of relationship in child welfare practice, the desire of child welfare workers for greater creativity in their responses to children and families and the need for more supportive leadership in the creation of the conditions necessary for this to happen. Recommendations are made to provincial officials to assist in the creation of such an environment.Keywords: Aboriginal worldviews, child welfare practice, leadership, learning environment, creativity, relationship building, Participatory Action Research
Indigenous Wholistic Theory: A Knowledge Set for Practice
No full textIn this article, the author, establishes a knowledge set for Indigenous social work practice based on Indigenous wholistic theory. An overall framework using the circle is proposed and introduced followed by a more detailed and elaborated illustration using the four directions. The article identifies the need to articulate Indigenous wholistic theory and does so by employing a wholistic framework of the four directional circle. It then systematically moves around each direction, beginning in the east where a discussion of Spirit and Vision occurs. In the south a discussion of relationships, community and heart emerge. The western direction brings forth a discussion of the spirit of the ancestors and importance of Indigenous knowledge and Indigenous knowledge production. The northern direction articulates ideas surrounding healing and movements and actions that guide practice. Finally, the article begins with a discussion on all four directions together with a final examination of the center fire where all elements interconnect and intersect. Lastly, the article proclaims the existence of Indigenous wholistic theory as a necessary knowledge set for practice. Keywords:Indigenous wholistic theory, social work practice, theory, four directional circle, relationships, community, healin
“Youth Custody: Exercising Our Rights and Responsibilities to Indigenous Youth”
No full textColonization is a common experience amongst Indigenous youth; the effects of which have contributed to an over representation of Indigenous youth in correctional facilities in British Columbia (B.C). Placing youth in custody violates Indigenous values and child rearing practices and advances internalized oppression by focusing on the individual as the problem. In order to counter these effects, Indigenous youth in custody require education and engagement in the areas of colonization and decolonization. This paper discusses how the youth justice system in B.C fails Indigenous youth and how one group of young Indigenous people have acted upon their responsibility to support their incarcerated brothers and sisters