Aboriginal Symposium: Taking Stock March 15, 2013

www.usask.ca/plan Aboriginal Symposium: Taking Stock Poster booklet March 15, 2013 “Our third integrated plan identified a number of commitments around First Nations, Métis and Inuit education. Today is the beginning of the fulfilment of one of those commitments: to celebrate success and leverage internal expertise.” President Ilene Busch-Vishniac Preamble Aboriginal Engagement: Relationships, Scholarship, Programs: We will be characterized as a place with diversified approaches and flourishing initiatives in every college and school involving rigorous and supportive programs for Aboriginal student success, engagement with Aboriginal communities, inclusion of Indigenous knowledge and experience in curricular offerings and intercultural engagement among faculty, staff and students. - Promise and Potential: The Third Integrated Plan 2012-2016 Promise and Potential, the University of Saskatchewan’s third integrated plan identified Aboriginal Engagement: Relationships, Scholarship, Programs as one of four areas of focus in March 2012. Within this area of focus, the University of Saskatchewan committed itself to a set of activities and key performance indicators. One of these commitments was to celebrate success and leverage internal expertise. The first step in this commitment was the hosting of the first in a two-part Aboriginal Symposium titled Part I: Taking Stock on March 15, 2013. This event was designed to raise awareness across campus of current Aboriginal initiatives and to celebrate concrete achievements related to the Aboriginal Framework (shown on the right) and initially described in Forging New Relationships, the Aboriginal Foundational Document. Part I: Taking Stock included: • A speech by President Busch-Vishniac; • The launch of a geographic information system powered community engagement map (found online at aboriginal.usask.ca) • The signing of a partnership between the Saskatoon Tribal Council and the Department of Art and Art History; • A poster display of academic programs, research programs, cultural programs and student affairs programs taking place across campus; • A graduate student poster competition; • A cultural gathering meal with a blessing from an elder; and • A round dance with instructions provided by a caller. The posters displayed at the event, and included in the following pages, were the result of an open call to submit posters that was made to campus leadership, students and faculty undertaking research for, by and with Aboriginal people. These posters highlight several Aboriginal research and program initiatives at the University of Saskatchewan, but do not reflect all of the work currently underway across the university. The posters are arranged in three sections: 1. Academic, student support and community outreach programming 2. Graduate student research 3. Faculty research page 2 page 45 page 74 For more information, please visit www.aboriginal.usask.ca or www.usask.ca/plan. Table of Contents Academic, Student Affairs and Community Engagement Programming University-wide/Multi-Unit Gordon Oakes – Red Bear Student Centre Indigenous Voices: Staff and Faculty Development Wāskamisiwin Series We are all Treaty People College of Agriculture and Bioresources Indigenous Land Management Institute (ILMI) Indigenous Peoples Resource Management Program College of Arts and Science Aboriginal Student Achievement Office (ASAO) Aboriginal Student Achievement Program (ASAP) Learning Communities NNEC & U of S: Where Physics and Culture Meet The Science Ambassador Program Science Outreach Programming PotashCorp Kamskénow College of Education Aboriginal Education Research Centre (AERC) Indian Teacher Education Program (ITEP) Indian Teacher Education Program (ITEP) First Nation Community-based Programs Northern Teacher Education Program (NORTEP) Saskatchewan Urban Native Teacher Education Program (SUNTEP) Edwards School of Business Aboriginal Business Admin Certificate (ABAC) College of Engineering Northern Outreach, Sci-Fi Science Camps Facilities Management Division Building an Inclusive Workforce Financial Services Division Tuition and Student Sponsorship Johnson-Shoyama Graduate School of Public Policy Programs Overview College of Law Program of Legal Studies for Native People College of Medicine Aboriginal Health Curriculum Aboriginal, Rural and Remote Health Group Making the Links Certificate in Global Health Miyo Maskihkiy: Good Medicine p. 1 p. 2 p. 3 p. 4 p. 5 p. 6 p. 7 p. 8 p. 9 p. 10 p. 11 p. 12 p. 13 p. 14 p. 15 p. 16 p. 17 p. 18 p. 19 p. 20 p. 21 p. 22 p. 23 p. 24 p. 25 p. 26 p. 27 i College of Nursing Native Access Program to Nursing (NAPN) Strategic Planning for Outreach and Indigenous Engagement College of Pharmacy and Nutrition Diversity/Cultural Competency Initiatives Education Equity Program for Aboriginal Students Indigenous Knowledge and Experiences in Nutrition Indigenous Knowledge and Experiences in Pharmacy Recruitment of Aboriginal Students University Learning Centre Overview of Programs University Library Library & Archival Aboriginal Collections and Initiatives Student and Enrolment Services Division Aboriginal Students Centre (ASC) Aboriginal Achievement Week Graduation Powwow Partnership with the Office of the Treaty Commissioner ASC in partnership with Student Health Services and CHEP Good Food Inc Fresh Produce Market Student Cooking Group International Student and Study Abroad Centre North 2 North (N2N) “I Declare”: Aboriginal Students Self-Declaration Campaign p. 28 p. 29 p. 30 p. 31 p. 32 p. 33 p. 34 p. 35 p. 36 p. 37 p. 38 p. 39 p. 40 p. 41 p. 42 p. 43 p. 44 Graduate Student Research* Indian Teacher Education Program (ITEP) Program for Success Yvette Arcand p. 45 Research Begins with Relationships Maya Basdeo p. 46 Governance of “new” ungulates under plausible future scenarios in the southwest Yukon landscape Dylan Beach p. 47 On-Reserve First Nations Youth on Being and Becoming Well Deanna Bickford p. 48 Winter Counts as a First Nations Way of Sharing Knowledge Deanna Bickford p. 49 Soul-to-Soul Deconstructing Deficit Thinking in the Classroom Mary Bishop p. 50 “Youth Making Place” and Sustainability Education Jeh Custerra p. 51 wihtiko-totamowin: Into the Heart of Kronos-Toward an Indigenous Social Theory of Colonial Identity Roberta Desnomie p. 52 Community Focused Assessment of Drinking Water Contaminants Stanley Enebeli p. 53 ii The Influence of Aboriginal Literature on Aboriginal Student Resilience Christine Fiddler p. 54 Fetal Alcohol Spectrum Disorder (FASD) Is there any justice in our Society? Christine Goodwin p. 55 Through an Indigenous Lens: Indigenous Male Gang Identity on the Prairies Robert Henry p. 56 Mandatory Minimum Sentencing Legislation and Its Implications for Aboriginal Justice Emily Kaplan p. 57 Aboriginal Childcare Issues: Kikosewin Andréa Ledding p. 58 The Wolf Willow Site Maria Mampe p. 59 Contributing Factors to an Aboriginal Student’s Successful Teacher Candidate Internship Leslie Martin p. 60 Unheard Voices: Listening to resilient youth on reserve Megan McDowell p. 61 Decolonizing Pedagogies for Struggling Readers with FASD Rae Mitten p. 62 Inspired Minds: All Nations Creative Writing Allison Piche p. 63 Family Roles during Emergency Evacuation: The Hatchet Lake First Nation Case Julia Scharbach p. 64 Talking Bear: Understanding Polar Bear Human-Interactions through Narrative Aimee Schmidt p. 65 Indigenous Knowledge Chris Scribe p. 66 Good Health Now, Good Health for the Future Serene Smyth p. 67 Traditions and the City: Food insecurities and preferences for urban Aboriginal youth Serene Smyth p. 68 A Textual Analysis of Post-Secondary Funding in Indian Affairs Annual Reports: 1947 – 1988 Josie Steeves p. 69 Teaching and Learning to Nurture Spiritual Relations with Nature Christina Thomson p. 70 Services for Post-Secondary Aboriginal Students Edie Venne Hyggen p. 71 Aboriginal Student Experiences in Mediating Identities at University Kaitlyn Watson p. 72 How Much is Too Much? Jenna Zee p. 73 *Student presenters are indicated iii Faculty Research Decolonizing Sustainability Education M.J. Barrett, Matt Harmin & Christie Thomson p. 74 Examining eating problems in Aboriginal and NonAboriginal perinatal women Angela Bowen, Julia Kirkham, Marilyn Baetz, Nazeem Muhajarine p. 75 The Cree Wanderer M. Cichon & M. Doerksen p. 76 Trading on Tradition: Innovative Aboriginal Enterprise Isobel M. Findlay p. 77 Experiences of Aboriginal Beginning Teachers L.M. Hellsten, J.P. Preston & M.P. Prytula p. 78 Reconciling Sovereignties: Aboriginal Nations and Canada Felix Hoehn p. 79 A Healthy Journey: Indigenous Knowledge as a Framework for Physical Education Curriculum p. 80 Brenda Kalyn Lung Health Intervention for the Next Generation Kathleen McMullin, J. Dosman, P. Pahwa, S. Abonyi & J.Episkenew p. 81 The Duty to Consult Dwight Newman p. 82 Green Light Program V.R. Ramsden, S.McKay, S. Bighead, G. Boucher, C. Bourassa, P. Butt, A. Clinton, J. Crowe, F. Felix, D. Jorgenson, K. LaRocque, N. McKee, I Nketia, N. Rabbitskin C. Troupe, T. Turner & E. Thunderchild p. 83 Aboriginal Culture as Intervention Nicki Sartoris & Project Team p. 84 Studying Traditional Healing Among the Q’eqchi Maya of Belize James B. Waldram p. 85 Urban Aboriginal Knowledge Network Ryan Walker and Gwen Bear p. 86 Historical Atlas of First Nations in Manitoba Winona Wheeler p. 87 iv Gordon Oakes – Red Bear Student Centre A Vibrant & Inclusive Gathering Place The Gordon Oakes – Red Bear Student Centre will be a vibrant, inclusive gathering place that welcomes everyone—Aboriginal and nonAboriginal alike—to come together and learn from each other in respectful ways. Irene Oakes and family on October 4, 2011, when the University of Saskatchewan announced it will be building the The Gordon Oakes-Red Bear Student Centre. Aboriginal Framework The University of Saskatchewan is committed to becoming the pre-eminent Canadian medical-doctoral university in Aboriginal education and we want to be the university-of-choice for Aboriginal students in Canada. Construction of the Gordon Oakes – Red Bear Student Centre will be a key milestone in meeting that goal. For more information, visit http://facilities.usask.ca 1 www.aboriginal.usask.ca INDIGENOUS VOICES: STAFF AND FACULTY DEVELOPMENT COLLEGE OF EDUCATION & GWENNA MOSS CENTRE FOR TEACHING EFFECTIVENESS Working Together to Create a Shared Future Indigenous Voices is a staff and faculty development initiative that aims to create a shared space for dialogue, learning, and collective action to catalyze individual and systemic change at the University of Saskatchewan. The College of Education and Gwenna Moss Centre for Teaching Effectiveness (GMCTE) are leading this work with the guidance and support of local Elders and community members. Programming is presently being piloted in the College of Education and GMCTE. Core Program Background Faculty in the College of Education’s BEADWORK committee proposed this initiative to address the inadequacies of formal education for Aboriginal people in Canada. The emphasis placed on Indigenous peoples, knowledges, and ways of knowing in Saskatchewan’s revised K-12 curricula underscores the need to enhance the College’s capacity to provide relevant support to pre-service teachers. The GMCTE is similarly aiming to strengthen its ability to assist instructors, departments, and colleges that are interested in bringing Indigenous people and perspectives into their teaching, programming, and disciplinary communities. The University of Saskatchewan’s commitment to Aboriginal Engagement provides strong impetus for expanding this programming to the entire campus community. The Indigenous Voices core program consists of thirteen gatherings. Introductory topics are located nearer to the centre of the circle, and participants are encouraged to begin their learning journey wherever they feel is appropriate. Gatherings in dark green are three hours in duration and those in light green are six hours. Programming Indigenous Voices programming consists of a Core Program (right) and extended learning opportunities (e.g., conversation circles, cultural events, consultations). Programming is designed to meet the learning needs of a range of participants with various levels of knowledge and experience in Aboriginal education. Programming will engage, enlighten, and support faculty and staff to explore four layers of themed knowledge: Contact For more information on the Indigenous Voices initiative please visit our website at www.usask.ca/indigenousvoices or e-mail us at indigenous.voices@usask.ca. • Aboriginal peoples in Saskatchewan, including: languages, cultures, histories, and relationships with governments; • The Indigenous renaissance of reclaiming and restoring Indigenous knowledges, languages, cultures, and governance; • Aboriginal learners and the role of professional identities in creating in a postcolonial Canada; and • Decolonizing pedagogies and the inclusion of Indigenous knowledge and ways of knowing in curricula and assessment. Project Lead: Jeff Baker, Faculty Development Specialist - Aboriginal Programs jeff.baker@usask.ca Aboriginal Framework 2 www.aboriginal.usask.ca WĀSKAMISIWIN SERIES GWENNA MOSS CENTRE, MEDICINE, NURSING, EDUCATION Description: ǁĈƐŬĂŵŝƐŝǁŝŶ ;WůĂŝŶƐƌĞĞĨŽƌ“ďĞĐŽŵŝŶŐŵŽƌĞĂǁĂƌĞ”ͿŝƐĂƉƌŽĨĞƐƐŝŽŶĂůĚĞǀĞůŽƉŵĞŶƚ ƐĞƌŝĞƐŽƉĞŶƚŽĨĂĐƵůƚǇĂŶĚƐƚĂĨĨĂĐƌŽƐƐĂůůĚĞƉĂƌƚŵĞŶƚƐĂŶĚƵŶŝƚƐĂƚƚŚĞhŶŝǀĞƌƐŝƚǇŽĨ ^ĂƐŬĂƚĐŚĞǁĂŶ͘dŚĞƐĞƌŝĞƐŝƐĂĐŽůůĂďŽƌĂƚŝǀĞƉƌŽũĞĐƚďĞƚǁĞĞŶƚŚĞ'ǁĞŶŶĂ DŽƐƐĞŶƚƌĞĨŽƌ dĞĂĐŚŝŶŐĨĨĞĐƚŝǀĞŶĞƐƐĂŶĚƚŚĞŽůůĞŐĞƐŽĨEƵƌƐŝŶŐ͕ĚƵĐĂƚŝŽŶĂŶĚDĞĚŝĐŝŶĞ͘ 'ŽĂůƐ dŚĞŐŽĂůƐŽĨƚŚĞǁĈƐŬĂŵŝƐŝǁŝŶ ƐĞƌŝĞƐĂƌĞ͗ - dŽŐĞŶĞƌĂƚĞŝŶĐƌĞĂƐĞĚĂǁĂƌĞŶĞƐƐŽĨƚŚĞŚŝƐƚŽƌŝĐĂůƌŽŽƚƐŽĨĐŽŶƚĞŵƉŽƌĂƌǇƐŽĐŝĂů ƌĞůĂƚŝŽŶƐ͖ - dŽĨŽƐƚĞƌŵŽƌĞƉŽƐŝƚŝǀĞĂŶĚƌĞƐƉĞĐƚĨƵůƌĞůĂƚŝŽŶƐŚŝƉƐĂŵŽŶŐ/ŶĚŝŐĞŶŽƵƐĂŶĚŶŽŶ/ŶĚŝŐĞŶŽƵƐƉĞŽƉůĞƐ͖ĂŶĚ - dŽĐŽŶƐŝĚĞƌƚŚĞŝŵƉůŝĐĂƚŝŽŶƐƚŚĂƚƚŚŝƐŚŝƐƚŽƌǇŚĂƐĨŽƌƉĞĚĂŐŽŐŝĞƐďĞŝŶŐƵƚŝůŝǌĞĚǁŝƚŚŝŶ ĂĐĂĚĞŵŝĐŝŶƐƚŝƚƵƚŝŽŶƐ WĂƌƚŝĐŝƉĂŶƚ&ĞĞĚďĂĐŬ͗ “/ǁĂƐƚƌƵůǇƚŽƵĐŚĞĚďǇƚŚĞƐŝŶĐĞƌĞ͕ǁĂƌŵĂŶĚ ĞŶƚŚƵƐŝĂƐƚŝĐŚŽƐƉŝƚĂůŝƚǇŽĨƚŚĞŽůůĞŐĞ ĐŽŶǀĞŶĞƌǁŚŽĂĚŵŝŶŝƐƚĞƌĞĚƚŽŵĂŬŝŶŐƚŚŝƐ ƐĞƐƐŝŽŶƉŽƐƐŝďůĞ͘/ůŽŽŬĨŽƌǁĂƌĚƚŽĂƚƚĞŶĚŝŶŐ ŵŽƌĞŽĨǇŽƵƌƐĞƐƐŝŽŶƐ͘Η “/ǁĂƐĂďůĞƚŽƌĞĨůĞĐƚŽŶƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨ ŐƌŽƵŶĚŝŶŐƚŚĞŚŝƐƚŽƌǇ/ƚĞĂĐŚŝŶƚŚĞůŽĐĂůĞĂŶĚ ƉĞŽƉůĞǁŚŽůŝǀĞŚĞƌĞĂŶĚƵŶĚĞƌƐƚĂŶĚŝŶŐƚŚĞŝƌ ĐŽŶƚƌŝďƵƚŝŽŶƚŽƚŚĞΗŚŝƐƚŽƌǇŽĨƉůĂĐĞ͘ΗΗ dŚĞƐĞƌŝĞƐƉƌĞƐĞŶƚƐĂŶŽǀĞƌǀŝĞǁŽĨƚŚĞŚŝƐƚŽƌŝĐĂůƌĞůĂƚŝŽŶƐŚŝƉďĞƚǁĞĞŶ/ŶĚŝŐĞŶŽƵƐĂŶĚ non-/ŶĚŝŐĞŶŽƵƐƉĞŽƉůĞƐ͕/ŶĚŝŐĞŶŽƵƐǁŽƌůĚǀŝĞǁƐ͕ĂŶĚƉƌŽƚŽĐŽůƐƚŽŐƵŝĚĞƌĞƐƉĞĐƚĨƵů ĐŽŵŵƵŶŝĐĂƚŝŽŶĂŶĚŝŶƚĞƌĂĐƚŝŽŶǁŝƚŚ/ŶĚŝŐĞŶŽƵƐƉĞŽƉůĞƐĂŶĚĐŽŵŵƵŶŝƚŝĞƐ͘dŽǁĂƌĚƚŚĞ ĞŶĚŽĨƚŚĞƐĞƌŝĞƐĞĂĐŚǇĞĂƌ͕ĂƉĂŶĞůŽĨ/ŶĚŝŐĞŶŽƵƐĨĂĐƵůƚǇĨƌŽŵƚŚĞhŶŝǀĞƌƐŝƚǇŽĨ ^ĂƐŬĂƚĐŚĞǁĂŶǁŝůůƉƌĞƐĞŶƚŽŶƚŚĞƚŽƉŝĐŽĨ/ŶĚŝŐĞŶŽƵƐƉĞĚĂŐŽŐǇ͘ ĂĐŚƐĞƐƐŝŽŶĐůŽƐĞƐǁŝƚŚĂĨĂĐŝůŝƚĂƚĞĚĚŝƐĐƵƐƐŝŽŶǁŚĞƌĞƉĂƌƚŝĐŝƉĂŶƚƐĂƌĞŝŶǀŝƚĞĚƚŽƌĞĨůĞĐƚ͕ ƐŚĂƌĞĂŶĚĂƐŬƋƵĞƐƚŝŽŶƐ͘ ^ƵĐĐĞƐƐĞƐĂŶĚ,ŝŐŚůŝŐŚƚƐ - ŝƌĐůĞdĞĂĐŚŝŶŐƐǁŝƚŚƌƐ͘DĂƌŝĂĂŵƉďĞůůĂŶĚtŝŶŽŶĂtŚĞĞůĞƌ͕EŽǀĞŵďĞƌ͕ϮϬϭϭ - EġŚŝǇĂǁ WŝŵĂƚŝƐŝǁŝŶ͗hŶĚĞƌƐƚĂŶĚŝŶŐƚŚĞWůĂŝŶƐƌĞĞtĂǇŽĨ>ŝĨĞǁŝƚŚĐĞƌĞŵŽŶŝĂů ůĞĂĚĞƌĂƌƌǇŚĞŶĂŬĞǁ͕:ĂŶƵĂƌǇϮϬϭϮ - dŚĞ/ŶĚŝĂŶĐƚĂŶĚZĞƐŝĚĞŶƚŝĂů^ĐŚŽŽůƐǁŝƚŚƌ͘:ŝŵDŝůůĞƌ͕&ĞďƌƵĂƌǇϮϬϭϮ - /ŶĚŝŐĞŶŽƵƐDǇƚŚƵƐƚĞƌƐ͗&ŝƌƐƚƚŚĞĐĂĚĞŵǇ͕ƚŚĞŶƚŚĞtŽƌůĚǁŝƚŚƌ͘:Ž-ŶŶ ƉŝƐŬĞŶĞǁ͕KĐƚ͘Ϯϲ͕ϮϬϭϮ hƉĐŽŵŝŶŐǀĞŶƚƐ /ŶƚĞŐƌĂƚŝŶŐ/ŶĚŝŐĞŶŽƵƐƉĞĚĂŐŽŐǇŝŶƚŽǇŽƵƌ ƚĞĂĐŚŝŶŐ͕DĂǇϮϬϭϮ͘;:ĞĨĨĂŬĞƌ;ŽƌŐͿ͕ƌ͘<ĂƌůĂ :͘tŝůůŝĂŵƐŽŶ;ƉͿ͕sĂůƌŶĂƵůƚ-WĞůůĞƚŝĞƌ;ŽƌŐͿ͕ƌ͘ DĂƌŝĞĂƚƚŝƐƚĞ ;ƉͿ͕ƌ͘DĂŐŐŝĞ<ŽǀĂĐŚ;ƉͿ͕ƌ͘ ,ŽůůǇ'ƌĂŚĂŵ-DĂƌƌƐ ;ŽƌŐͿ͖ŵŝƐƐŝŶŐ͗dĞƌĞŝŐŚ ǁĞƌƚ-ĂƵĞƌ;ŽƌŐͿͿ ŽŶƚĂĐƚ/ŶĨŽƌŵĂƚŝŽŶ͗ &ŽƌŵŽƌĞŝŶĨŽƌŵĂƚŝŽŶŽƌƚŽƌĞŐŝƐƚĞƌĨŽƌĞǀĞŶƚƐ ƉůĞĂƐĞǀŝƐŝƚŽƵƌǁĞďƐŝƚĞĂƚ ŚƚƚƉ͗ͬͬǁǁǁ͘ƵƐĂƐŬ͘ĐĂͬŐŵĐƚĞͬǁĂƐŬĂŵŝƐŝǁŝŶͬŽƌ e-ŵĂŝů:ĞĨĨĂŬĞƌĂƚũĞĨĨ͘ďĂŬĞƌΛƵƐĂƐŬ͘ĐĂ͘ Aboriginal Framework - ƵůƚƵƌĂů^ĂĨĞƚǇǁŝƚŚƌ͘sĞƌŽŶŝĐĂDĐ<ŝŶŶĞǇ͕DĂƌĐŚϭϴͬϮϬ͕ϮϬϭϯ - /ŶĚŝŐĞŶŽƵƐWĞĚĂŐŽŐǇWĂŶĞůWƌĞƐĞŶƚĂƚŝŽŶǁŝƚŚƌƐ͘DĂƌŝĞĂƚƚŝƐƚĞ͕<ĂƌůĂ:͘tŝůůŝĂŵƐŽŶ͕ ĂŶĚ/ĚĂ^ǁĂŶ͕Ɖƌŝůϰ͕ϮϬϭϯ - dƌĞĂƚŝĞƐĂŶĚZĞƐŝĚĞŶƚŝĂů^ĐŚŽŽůƐǁŝƚŚ'ĞŽƌŐĞ>ĂĨŽŶĚ͕DĂǇϭϰ͕ϮϬϭϯ 3 www.aboriginal.usask.ca “WE ARE ALL TREATY PEOPLE” OFFICE OF THE VP OF TEACHING & LEARNING, AND THE GWENNA MOSS CENTRE FOR TEACHING EFFECTIVENESS “In the spirit of Treaty Six, in whose territory the University of Saskatchewan is located, our vision is to be recognized as a place where many peoples come together to engage in mutually respectful relations and dialogue” –Promise and Potential, the Third Integrated Plan of the University of Saskatchewan Spirit of the Project The University’s commitment to create an institution that supports the success of Aboriginal students, faculty, and staff, demands that as a community, we take responsibility for “promot[ing] understanding of Aboriginal society by nonAboriginal students, staff and faculty” (Promise and Potential). Recognizing that most faculty and staff at the U of S know little of the treaty relationship between First Nations and non-First Nations people in Saskatchewan, the Office of the VP Teaching and Learning, and the GMCTE (with many resources and much support from the Office of the Treaty Commissioner), developed a dynamic learning module on treaties. Through education and challenging misinformation, we will be better equipped to “engage in mutually respectful relations and dialogue.” Body of the Project “I learned about a different way to think about the world in relationships between Aboriginal and non-Aboriginal people.” The treaty learning module, called “We Are All Treaty People,” has two components. First, learners go through an online learning environment, watching videos, trying quizzes, exploring content, and asking questions of a moderator. In this part of the module, participants learn about treaty history, current treaty issues, and myths and misconceptions. The second component of the module is a three-hour face-to-face session with a First Nations Knowledge Keeper, who teaches about First Nations’ world view in relation to treaty making, about other critical historical events occurring during and after treaty-making, and who dispels many misconceptions about treaty rights and responsibilities. These modules are offered (roughly) monthly, providing participants three weeks to access the online learning environment, which then prepares them for the face-toface gathering. Value of the Project * the online portion of the module allows participants to learn at a speed, and in a place, that is most comfortable for them * participants have indicated their appreciation for the “safe” learning environment, both online, and face-to-face * the module has both a cognitive and an affective impact, teaching the “whole person” * participants gain historical and cultural knowledge and insight that often alters their pre-existing understanding of treaties, and of the relationships between the treaty parties in Saskatchewan * overwhelmingly, participants have provided positive feedback on the module “Thank you for the opportunity to learn more in a safe and positive learning environment.” Aboriginal Framework For more information please contact: Laura McNaughton – Research and Projects Officer To the Vice-Provost, Teaching and Learning laura.mcnaughton@usask.ca 966-5809 4 www.aboriginal.usask.ca INDIGENOUS LAND MANAGEMENT INSTITUTE (ILMI) COLLEGE OF AGRICULTURE AND BIORESOURCES Description The Indigenous Land Management Institute (ILMI) at the University of Saskatchewan brings research, teaching, outreach and engagement activities in the area of Indigenous land and resource management together under one umbrella unit. The mission of the centre is to “work with Indigenous Peoples to realize a more prosperous future through optimal land and resource management. The objectives of the institute are: (1) to bring the university’s intellectual resources in teaching, research and outreach and engagement to bear in a coordinated way on Indigenous land and resource management issues (2) To collaborate with communities and governments in making informed policy and economic decisions by conducting the necessary applied research (3) To assist communities in realizing optimal productivity from their lands and resources (4) To provide a forum for dialogue between Aboriginal communities and stakeholders in both the public and private sector Why was the centre established? ILMI addresses the applied research needs of Indigenous communities in the area of land and resource management. The research program reflects the expressed needs of Indigenous Nations for relevant and practical information that can inform policy-making, support selfdetermined resource management objectives, and enhance Indigenous resourcemanagement practices. ILMI concentrates on three areas: (1) Land-based wealth creation – a process by which Indigenous people are able to improve their overall standard of living (2) Environmental and community sustainability – exploring methods for incorporating Aboriginal values, rights and knowledge into environmental management processes (3) Governance of land and resources – identifying the historical conditions and cultural precedents inherent in Indigenous governance and land management systems while considering the nature and effectiveness of contemporary Indigenous land management systems Successes and highlights Contact: Indigenous Land Management Institute Email: ilmi.info@usask.ca Tel: (306) 966-4045 College of Agriculture and Bioresources Aboriginal Framework Scholarly activity within ILMI since 2009 has produced four books and 17 chapters, 20 refereed journal articles, seven refereed published conference proceedings, nine commissioned technical reports and 18 research partnerships. Twelve Masters and seven PhD students completed or in progress since October 2008. ILMI has been active in consultations with Tribal Councils; consultations with Sprott Resources, Inc. in the establishment of One Earth Farms; exploring food security in remote First Nation communities; and promoting entrepreneurship. ILMI has organized and hosted 18 information sessions and workshops at the U of S English River site to inform Aboriginal communities in topics such as soil management, water quality and protection, traditional land planning, wildlife and resource management and First Nation jurisdiction of lands and resources. 5 www.aboriginal.usask.ca INDIGENOUS PEOPLES RESOURCE MANAGEMENT PROGRAM COLLEGE OF AGRICULTURE AND BIORESOURCES Description This program trains First Nations land managers from across Canada to examine basic environmental, legal and economic aspects of land and resource management. The programs consists of six courses and is delivered through a combination of face-to-face and home study activities. Courses address: (1) how to recognize and deal with environmental impacts (2) how to keep track of and manage land resources (3) how to economically assess resource based projects (4) how to deal with the basics of contract, trust and property law. “Our year was busy in 2012. We spent May to October meeting with Aboriginal communities from across Saskatchewan. A key message received from the Aboriginal communities was the importance of experiential learning.” Candice Pete Director, IPRM This program is a partnership between the college, Aboriginal Affairs and Northern Development Canada (AANDC), and the National Aboriginal Land Managers Association (NALMA). Why was the program put in place? This program addresses a recognized need in Aboriginal communities. First Nations land management is a specialized field requiring professional and technical expertise of the environment, law and economics and incorporates First Nations values and beliefs in land management practices. The college works with NALMA, an organization with an objective to raise the professional standards for First Nations Land Managers. Program successes With a success rate of 76% over the past seven years and a total of 149 professional land managers who have graduated from across Canada, the Indigenous Peoples Resource Management Program has provided professionals with the opportunity to gain a Certificate of Proficiency in Land Management from the University of Saskatchewan. Contact: Candice Pete Director, Indigenous People Resource Management Program candice.pete@usask.ca Tel: (306) 966-4041 College of Agriculture and Bioresources Aboriginal Framework "All First Nations involved with any form of land management will benefit from the courses offered at the U of S. The range of benefits covers the spectrum of land management - from financial management to the all-important ecosystem and the life that exists within.” Calvin C. George ͒Tsleil-Waututh First Nation ͒North Vancouver 6 www.aboriginal.usask.ca Aboriginal Student Achievement Office (ASAO) The ASAO is located in Arts 248 and offers; 9 Academic advising in a culturally sensitive environment; 9 A gathering place for Aboriginal students; 9 Information on Aboriginal programs; 9 Assistance with course selection and registration; 9 Partnering with Post-Secondary Coordinators and Funding Agencies; 9 A part of the Undergraduate Student Office (UGSO) Advising team. Associate Dean of Aboriginal Affairs, Kristina Bidwell ¾ Established the ASAO in 2011 ¾ Initiated the Aboriginal Student Achievement Program – ASAP in 2012-13 Academic year. ¾ Associate Professor of English and teaches in ASAP. ¾ Focused on Aboriginal student success. 9 ASAO Aboriginal Advisors: Lorie Peters-Whiteman Chelsea Millman 9 Questions or information email: asao@arts.usask.ca Check out the website for Aboriginal students and view our ‘Welcome Message’: http://artsandscience.usask.ca/students/aboriginal/ www.facebook.com/aboriginalachievement Aboriginal Framework 7 www.aboriginal.usask.ca Aboriginal Student Achievement Program (ASAP) Learning Communities First Year Aboriginal Students Join an ASAP LC: ¾ ¾ ¾ ¾ ¾ Build a community on campus Discover your interests Enrich your academic skills Explore diverse Aboriginal worldviews Enjoy the small classroom experience To register, contact asao@arts.usask.ca ASAP Learning Communities bring together Aboriginal First Year students who take a common set of courses, meet weekly with upper year students called Peer Mentors and connect with Aboriginal role models. ASAP focuses on student success by providing support in multiple areas: 9 Aboriginal Student Achievement Office (ASAO) Advisors offer holistic support; 9 Academic support through tutorials; 9 Social interactions through Learning communities; 9 Financial support from Bursaries; 9 Culturally sensitive Instructors; 9 Courses to build academic skills; 9 Cultural events and time with Elders. Aboriginal Framework 8 www.aboriginal.usask.ca NNEC & U of S: WHERE PHYSICS AND CULTURE MEET DEPARTMENT OF PHYSICS AND ENGINEERING PHYSICS Northwest Nations Education Council (NNEC) is a school division supporting the K-12 education needs of six bands including the Little Pine and Chief Poundmaker First Nations. The Department of Physics and Engineering Physics (P&EP) joined their efforts about four years ago and involved the Innovation Centre for Advanced Sensors and Sensor Systems (INCAS3) of Assen, Netherlands (http://www.incas3.eu) to enhance science, culture and literacy education among students in the schools. NNEC decided to address the issue that their students have been under-performing compared to their peers from non-reserve, and especially urban, schools. They approached university departments for collaboration. P&EP believes in capacity-building by: a) engaging and working with school teachers; b) providing access to our laboratories and instructional materials; and (c) acclimatizing youth to a post-secondary atmosphere in an urban setting beyond what they experience on their reserves. P&EP has prepared hands-on instruction modules with lab components that fit into the curriculum being taught in schools. We offer modules on optics, electricity & magnetism, and nuclear radiation. Sessions can be booked during the regular academic terms although days in December and April-June are preferred. NNEC and several urban schools take advantage of this arrangement. NNEC conceived and organized a culture/science camp for their students. P&EP and INCAS3 joined these efforts, with INCAS3 providing the advanced sensors so that pH, radiation, temperature etc., can be readily measured on laptops and the results graphically displayed instantaneously. Both P&EP and INCAS3 provided the technical and teaching support for the young technical staff and undergraduate students taking part in these efforts. NNEC organized a 5-day camp where tradition met science. Here, students along with the P&EP undergraduates and INCAS3 technical staff immersed themselves in the study of nature in a traditional Teepee setting (see photo at left below). The adjoining photo shows Mr. Wes Fineday, the story-teller/ medicine man, familiarizing the school students to their natural surroundings in a traditional way. Moving forward, NNEC and P&EP are engaged in the following activities: Aboriginal Framework a) to access the P&EP practicum outreach program more regularly, involving both the teachers and students for capacity-building in aboriginal schools to enrich the curriculum; b) to establish regular nature/science camps on campus and the surrounding area to familiarize the youth to life outside the reserve; c) to engage in the Science Ambassadors program for the benefit of students/ teachers on the reserves and the young scientists of the campus d) to bring students to campus for the annual Nobel symposia, initiated by P&EP. The above list is not exhaustive. The commitment of NNEC and P&EP towards educating the youth is unwavering. Chary Rangacharyulu and Brian Zulkoskey (P&EP) Wayne Messer, Gerry Guillet, and Wes Fineday (NNEC) 9 www.aboriginal.usask.ca THE SCIENCE AMBASSADOR PROGRAM COLLEGE OF ARTS & SCIENCE Making Science Fun & Relevant, One Community at a Time! Program overview The Science Ambassador Program (SAP) pairs senior undergraduate and graduate students in science, engineering, agriculture, and the health sciences with remote Aboriginal community schools for placements of 4-6 weeks each spring. These Science Ambassadors provide creative and culturally relevant support for science teaching and learning. Their activities include acting as a ‘science contact’ for teachers, mentoring senior students about career choices and continuing education, planning and leading hands-on science activities across all grade levels, and engaging with community by participating in school and cultural events. . “This program has drawn support from a diverse group who are committed to providing the best possible experience of science learning to students in Saskatchewan, which include a growing percentage of Aboriginal youth. We are fortunate to have such a young, talented, and energetic population. I look forward to meeting today’s elementary and high school students among the scientists, engineers, and health professionals of the future.” — Dr. Peta Bonham-Smith, Vice Dean, Science our goals… ͻ to provide fun and engaging learning experiences to teachers and students in remote communities, counteracting attitudes that dismiss math and science as boring, difficult, and/or irrelevant ͻ to have Science Ambassadors serve as role models and academic mentors for students in the schools ͻ to form learning partnerships with teachers, schools, and communities ͻ to engage schools and post-secondary institutions in dialogue to enhance science education overall ͻ to broaden the pool of future University of Saskatchewan students! Program reach and scope Initiated in 2007 by Dr. Julita Vassileva, NSERC/Cameco Prairie Women in Science and Engineering Chair, as of 2012 the SAP has arranged 29 Science Ambassador placements in 11 remote communities, reaching > 100 teachers and > 4500 First Nations and Metis students. Qualitative surveys and questionnaires indicate a strong positive correlation between time spent with Science Ambassadors and student attitudes toward high school science enrollment, jobs in science and engineering, and the success of women in these careers. Gaining momentum through positive feedback from Science Ambassadors and participating schools, communities, and youth, the SAP has grown each year. In spring 2013, 18 Science Ambassadors representing 5 University Colleges will be hosted in: Fond du Lac, Black Lake, Stony Rapids, Wollaston Lake, Pinehouse, Beauval, and Green Lake (Saskatchewan), and The Pas, Opaskwayak Cree Nation, and Flin Flon (Manitoba). "The Science Ambassador Program is a much different outreach project because it is based on STEM people building strong relationships with Indigenous students and their science teachers… An Indigenous perspective and focus on a relational world was taken seriously in planning the Science Ambassador Program. It is a model of culturally appropriate STEM programming."— Dr. Glen Aikenhead 1 Learn more & find the 2012 SAP Report online at: www.ourscienceambassadors.com Aboriginal Framework 1'Science, Technology, Engineering & Mathematics Education and Related Employment for Indigenous Students and Citizens of Saskatchewan: A Report for the Australian Council of Learned Academies', 2012 The Science Ambassador Program is offered by the Division of Science, College of Arts & Science with support from: The College of Medicine, The College of Nursing, The College of Kinesiology, The College of Pharmacy and Nutrition, The College of Engineering, The College of Agriculture and Bioresources, and The Western College of Veterinary Medicine thank you to our sponsors! 10 www.aboriginal.usask.ca Science Outreach Division of Science, College of Arts and Science General Outreach Programming Math Mania TheDivisionofSciencepartnerswithschooldivisionsandtribalcouncilstosupport scienceliteracyandscienceprogramminginschools.Theprogramsmayinclude offͲcampusoronͲcampushandsͲonactivitiesprovidedbyScienceOutreachteam orhostedbydepartmentsintheDivisionofScience.Opportunitiesarereadily availablethroughtheDepartmentofPhysicsandEngineeringPhysicsaswellasthe DepartmentofComputerScience.Otheropportunitiesmaybeavailableby request. STC Robotics Challenge TheSTCRoboticsChallengeisoneexampleofpartnershipbetweentheDivisionof ScienceandSaskatoonTribalCouncil.InNovember2011,approximately60 studentsfromsixSTCFirstNationsjoinedvolunteersfrom6organizationson campus.ThiseventwascoordinatedthroughtheDivisionofScience,Saskatchewan ScienceCentreandIBM. Inadditiontoscientistsfromthe UniversityofSaskatchewan,volunteers fromIBM,Cameco,Refresh,the SaskatchewanScienceCentre,and Zu.comalsolenttheirtimeandexpertise totheevent. MathManiawasaliveandwellin NorthernSaskatchewanofferinghandsͲ on,interactivemathactivitiestostudents inFirstNationsschools.Theinitiativewas heldinconjunctionwithFederationof SaskatchewanIndianNations(FSIN) ScienceFestivals,whicharelarge,oneͲ dayeventsforGrade7to12studentsat FirstNationsschoolsacross Saskatchewan.TheArts&Scienceconvoy toNorthernSaskatchewaninvolvedRaj Srinivasan,headoftheDepartmentof MathematicsandStatistics;Stavros Stavrou,agraduatestudentinthe DepartmentofMathematicsand Statistics;andLanaElias,directorof ScienceOutreachwiththeDivisionof Science,CollegeofArtsandScience. Aboriginal Framework “OurFirstNationstudentshada wonderfuldaythatcombinedfunand learning”saidJosephineMcKay,career educatorcoordinatorfortheSTC. 11 www.aboriginal.usask.ca PotashCorp Kamskénow Division of Science, College of Arts and Science What is it? Impact PotashCorp Kamskénow providesqualityhandsͲonscienceandmathematics activitiestoSaskatoonCommunitySchoolsandschoolswithinSaskatoonTribal Council.Thegoalofthisprogramistoincreasescienceliteracy,withthelongͲterm aimofincreasingtheparticipationofAboriginalpeopleinthesciences. ThisyearthePotashCorp Kamskénow programwillbein40classroomsreaching nearly500studentseachweekeach Afterlastyear’sprogram: • 93%ofstudentsresponded“yes”they likedsciencemoreafterbeingpartof ourprogram. • 77%ofthestudentsresponded“yes” theywouldconsideracareerinmath orscience. Thisprogramisuniqueinthecontinuousnatureofinstruction.Thesamestudents areinstructedweekly,duringschoolhours,overafourͲmonthperiod.Thisregular interactionbetweenScienceOutreachInstructors,classroomteachersand students,resultsinarelationshipwheretheenthusiasmforscienceanddiscovery canbeconstantlyreinforcedandhavelongͲtermeffects. Eachofthesciencedisciplinesinthe DivisionofScience(Biology,Chemistry, ComputerScience,Geological Sciences,Mathematics,andPhysics)is introducedintheprogram.Thelast weeklysessionisattheUniversityof Saskatchewancampus,where studentstourscientificlaboratories, hearfromUniversityfacultyaboutthe worktheydoandparticipatein activitiesoncampus. Title Sponsor Sponsors OurScienceOutreachInstructorsareseniorundergraduatesorgraduatestudents inthenaturalsciences,education,engineeringorthehealthsciences.These instructorsserveasarolemodelsfromdifferentscientificdisciplinesandcultural backgrounds. Aboriginal Framework What are teachers saying? “Ihavebeenblownawaybythequalityoftheinstructorsandactivities.”Heather Rowson – grade4/5teacherWestmountCommunitySchool “Mystudentstalkabouttheactivitiesfordaysafterandreallyenjoytakingpart.” TammyLeMay – grade6teacherSt.FrancesSchool “Thegreatestimpactonstudentswasexposingthemtoexperimentsthatthey wouldn’tregularlybeexposedto.Theprogramisgreat!Iwouldrecommendtoall teachersandstudents.”AlisaFavel – grade4teacherWhitecapDakotaSchool 12 www.aboriginal.usask.ca ABORIGINAL EDUCATION RESEARCH CENTRE (AERC) COLLEGE OF EDUCATION Description Educational decolonization is a key activity of AERC. Through development of innovative research project with diverse partners, AERC is exploring many facets of Aboriginal education as it develops vibrant ethical dialogic process and results that contribute to increased success for Aboriginal learners. This Centre will build research capacity and nourish leadership in a new generation of scholars as they take their place in the Canadian academy, in the administration of schools, colleges, and universities and in advancing Aboriginal education. Dr. Marie Battiste Academic Director, AERC 2005 - 2012 Goals • Research and study the needs of Aboriginal student populations, successful pedagogy and practices, and experimental methods to shape future policy and directions of provincial and band schools • Improve the educational capacity of schools to retain and meet the needs of Aboriginal students, while improving the knowledge and sensitivity of other students and school staff to Aboriginal peoples • Develop supportive partnerships with Aboriginal communities, elders, institutions and organizations • Build local and Canadian capacity to value and learn from the knowledge and educational practices of diverse Aboriginal peoples • Mobilize knowledge and practices among educational institutions through dialogues, conferences, publications and websites on Aboriginal education • Develop research activities as decolonizing sites to improve Indigenous education across disciplines, throughout Canada and internationally • Facilitate dialogue with Aboriginal communities, organizations and elders to develop collaborative protocols and practices for ethical research, learning and teaching • Support and enrich graduate students and faculty in scholarly interests and subsequent research in Aboriginal education • Create local, provincial, national and international partnerships with other pre-eminent universities and groups Who has been served? Researchers & Research Assistants AERC funded 46 research positions between 2009 and 2011, including 36 student assistants (27 graduate students and 9 undergraduate students). Contact: Dr. Alex Wilson Academic Director Room 1212, College of Education www.aerc.usask.ca aerc@usask.ca (306) 966-1360 Aboriginal Framework Learners AERC mentors students in Indigenous research theory and methodology, and qualitative research processes in assessments and evaluations. Partners AERC supports student organizations - for example, Student Teachers Against Racism Society (STARS) in their speaking events, workshops, conferences and activism. 13 www.aboriginal.usask.ca INDIAN TEACHER EDUCATION PROGRAM (ITEP) COLLEGE OF EDUCATION Description The Indian Teacher Education Program (ITEP) at the College of Education, University of Saskatchewan, is a preparation program for First Nations teacher candidates to achieve a Bachelor of Education degree. The program was established in 1972-73; as a result of Indian Control of Indian Education policy. The program has prepared First Nations teachers for the last forty-one years and has been a model used throughout Canada to ensure the success of First Nations students in many areas of post-secondary education. Who has the program served? Holistic approach to Education ITEP provides an opportunity for First Nations people to become elementary and high school classroom teachers , and provides an educational experience which will give individuals more freedom to specialize in specific areas in education. ITEP has hugely increased the numbers of First Nations teachers in Saskatchewan and other parts of Canada who will meet the social and cultural needs of the Aboriginal community as well as contribute to school systems where Aboriginal and non-Aboriginal children make up the student population. ITEP reinforces cultural awareness and identity so the teacher will encourage students to appreciate their heritage. ITEP also develops and implements relevant materials and techniques in the classroom that will better serve the needs of First Nations children. Intellectual Spiritual • Academic • Tutorials • Writing and Reading Tutorial • • • • Elders program Traditional feasts Powwows/round dances Cultural camp Sports activities BBQs/potlucks Social events Round dance • • • • Personal Counselors Workshop Series Talking Circles First-year orientations • • • • Physical Emotional For more information, contact: Indian Teacher Education Program Room 3076, College of Education University of Saskatchewan Saskatoon, SK S7N 0X1 306-966-7686 itep@usask.ca www.usask.ca/education/itep ITEP has graduated 1500 Undergraduate students, over 200 graduate students, and 7 PhD students. Aboriginal Framework 14 www.aboriginal.usask.ca INDIAN TEACHER EDUCATION PROGRAM (ITEP) FIRST NATION COMMUNITY-BASED PROGRAMS COLLEGE OF EDUCATION Description The ITEP First Nation Community-Based Program has evolved since 1978 into a massive delivery structure of the 4 year B.Ed degree program to First Nation communities. ITEP delivers programs in accordance with community educational needs and provides teacher candidates with teaching areas in the sciences, English, Native studies, and Cree language. The First Nation Community-Based Program delivery has now extended its focus to PreProfessional Nursing programs, as well as Science and Math. The advent of graduate program delivery has been a result of First Nation communities wanting a continuation and advancement of education opportunity for their membership. THE SUCCESS OF ITEP IS THE SUCCESS OF ITS 1500 GRADUATES! Artin Lahiji, 2013 Who has the program served? Aurora College- Ft Smith and Inuvik NWT…….. Littlepine/Poundmaker First Nation…………….. Onion Lake First Nation………………………….. Battleford Tribal Council (BTC)…………………. Shoal Lake/Red Earth First Nation…………….. Beardy’s & Okemasis First Nation…………...... Thunderchild First Nation…………………….… Big River First Nation ………………………….... Northwest Nations Education Council (NNEC).. Ahtahkakoop First Nation ………………………. Battleford Agency Tribal Chiefs (BATC)……….. Makwa Sahgaiehcan First Nation ……………… Canoe Lake First Nation ………………………... 1977 1978 1979 1983 1984 1997 1999 2000, 2005, 2010, 2012 2004 – 2009 2007 2009 - 2012 2009 2011 15 For more information, contact: Indian Teacher Education Program Room 3076, College of Education University of Saskatchewan Saskatoon, SK S7N 0X1 306-966-7686 itep@usask.ca www.usask.ca/education/itep Aboriginal Framework www.aboriginal.usask.ca NORTHERN TEACHER EDUCATION PROGRAM (NORTEP) COLLEGE OF EDUCATION Description This La Ronge based program provides the opportunity for residents from over 45 northern communities to complete a B.Ed degree while remaining close to their families and home. The program is offered in partnership with the College of Education, University of Saskatchewan and the University of Regina. It is designed for northern residents, preferably with fluency in an Aboriginal language (Cree or Dene). NORTEP program began in 1977 and is widely recognized as one of the most successful First Nations and Métis education programs in Canada. Why was the program put in place? - Prior to 1977, 97% of all school staff in the north were English-speaking teachers from the south, while 75% of the students were First Nations and Métis, many with Cree or Dene as their first language. - Teacher turnover was high leading to instability and lack of continuity in school programs. - Aboriginal values, languages and concepts were not present in the schools and students had few Aboriginal role models within the education system. At NORTEP-NORPAC, northern Elders, trappers, fishermen, and traditional land users play a vital role as resource people in our classrooms. Despite massive social changes, they carry place-based knowledge and wisdom from previous generations. They are gifted in diverse ways. We want our students to learn the very best that modern education has to offer. We also want them to learn about their cultures and most importantly to celebrate who they are and to share their community knowledge with others. Dr. Herman Michell, President CEO Who has been served? Aspiring Teachers NORTEP applicant must be northern residents – i.e., they must have lived in northern Saskatchewan for at least ten years or half their life. NORTEP has given me an opportunity to further my education and fulfill my goal of being an educator.… NORTEP is our own little community made up of other various communities, coming together as one. I am so fortunate and grateful to be attending this program in my home community of La Ronge. I am proud to say that I am a role model to my family, community and future students. - Sarah Studer, NORTEP Student Children and Families of the North - NORTEP has graduated 411 students who were northern residents - The number of NORTEP graduates who teach in Northern Lights School Division has increased from 3% to about 27%. - Teacher turnover in Northern Lights School Division has decreased from 75% to 20%. - NORTEP graduates have a tremendous impact on northern Saskatchewan communities and schools and especially Aboriginal students in both First Nation and Metis communities. Many have gone on to graduate studies and have taken on leadership roles in schools, communities and other sectors. 16 Contacts: Linda deBruin, Registrar Tammy Robinson, Academic Advisor Telephone: 306-425-4414 http://nortep-norpac.webs.com/ Aboriginal Framework www.aboriginal.usask.ca SASKATCHEWAN URBAN NATIVE TEACHER EDUCATION PROGRAM (SUNTEP) COLLEGE OF EDUCATION Description This direct entry program is designed for Métis and Non-Status Aboriginal students and is offered through a collaborative partnership between the Gabriel Dumont Institute and the College of Education, University of Saskatchewan. SUNTEP offers a cross-cultural education with an emphasis on Métis and First Nations history and culture and is available to students in both Prince Albert and Saskatoon. Students have many opportunities for learning through both traditional and holistic approaches, ensuring that Aboriginal culture is present throughout their education. The primary goals of SUNTEP are (1) to ensure that people of Métis ancestry are well prepared to fill their just share of teaching positions in the province and (2) to ensure that SUNTEP graduates are educated to be sensitive to the individual educational needs of all students, and those of Métis and First Nations ancestry in particular. Movements and great causes can only advance when they produce leaders of integrity…Teaching…the value of education and struggle, our program must always be…in close touch with…the everyday life of our people… Jim Brady, Métis Leader Why was the program put in place? At its inception, the Gabriel Dumont Institute (GDI) focused on education through cultural research, but it soon became apparent that the Institute would need to become more directly involved in education if it were to fully serve the multifaceted needs, including the employment needs, of Saskatchewan's Métis community, so GDI began developing Métis-specific curriculum and historical publications and to deliver programming contracted from the province's universities, colleges, and technical institutes. SUNTEP, the first and perhaps the best known of these efforts, educates Métis and First Nations teachers to meet the needs of the province's Aboriginal students in the K-12 system. SUNTEP also serves as a model for Aboriginal adult education programs across Canada. As a completely Métis-directed educational and cultural entity, GDI is unique in Canada. Gabriel Dumont Institute of Native Studies and Applied Research Contacts: SUNTEP Prince Albert Phone: (306) 764-1797 SUNTEP Saskatoon Phone: (306) 975-7095 Who has been served? www.gdins.org Aspiring Teachers SUNTEP has helped me nurture and develop a sense of myself as a teacher through school experiences, cultural knowledge and a supportive community. SUNTEP has encouraged me to become a teacher that is proud, sensitive and respectful of the lives and experiences of each individual child that I encounter. - Elise Hoey, SUNTEP Saskatoon student Aboriginal Framework Métis, First Nations and Non-Aboriginal Children and Families Over 1000 SUNTEP students have graduated with B.Ed. degrees through programs offered in Prince Albert, Saskatoon & Regina. As a participant in bridging the education gap, SUNTEP has contributed to a social benefit calculated to be in the range of $90 billion. 17 www.aboriginal.usask.ca ABORIGINAL BUSINESS ADMIN CERTIFICATE (ABAC) EDWARDS SCHOOL OF BUSINESS The Aboriginal Business Administration Certificate (ABAC) is designed to provide pathway programming for those Aboriginal students who do not meet the criteria for direct admission or transfer admission to the undergraduate program and for Aboriginal students who wish to obtain a certificate in business but do not want to study the four year degree program. Quick Facts • Only 2 years to complete the certificate (based on 24 credits per year) • Flexible admission standards • Enhanced cultural support through peer networks & on campus student groups • Accessible tutoring for specified courses • Math bridging programming available for students who need to upgrade their high school mathematics • All courses transfer to the Bachelor of Commerce degree program providing students with the opportunity to pursue further education • Students receive a certificate of proficiency upon successful completion of the program Contact Us “The Rawlco Resource Centre is a very valuable service offered to aboriginal students. When I first came to Edwards, I was shy and didn’t know anybody. The time I have spent studying and using the computers in the Rawlco Centre has given me the opportunity to make friends with other First Nations students at Edwards.” -Kim Gamble, Edwards student Tel: 306.966.1307 or 306.966.4785 Email: aboriginalinitiatives@edwards.usask.ca For information on the B.Comm. Degree program please contact us or visit our website: edwards.usask.ca/undergrad www.edwards.usask.ca/programs/aboriginal Aboriginal Framework 18 www.aboriginal.usask.ca NORTHERN OUTREACH, SCI-FI SCIENCE CAMPS COLLEGE OF ENGINEERING SCI-FI Northern Camps and School Workshops SCI-FI Science Camps is a non-profit organization that operates various programs that promote science and engineering to children through science camps, clubs and workshops. In 2012, SCI-FI brought its enthusiasm to over 12,000 Saskatchewan youth. Since 2002, SCI-FI has delivered science and technology programming to communities in northern Saskatchewan. In 2012 this included school workshops in La Ronge as well as week-long science camps in Wollaston Lake, Fond du Lac, La Ronge, Black Lake and Stony Rapids. Website: www.scifi.usask.ca Why was this program put in place? Phone: (306) 966-7755 SCI-FI, founded in 1989, has always been dedicated to providing hands-on science to all Saskatchewan youth. The purpose of our northern programming is the same as our Saskatoon programming, to inspire Saskatchewan’s youth towards pursuing higher education in sciences and engineering. Our Northern Outreach programming has been made possible by a long term partnership with Cameco, Areva, the Athabasca Health Authority as well as the CAPES program (Cameco Access Program for Engineering and Science). Email: science.camps@usask.ca “I’ll come back to SCI-FI next year!”– camper Aboriginal Framework Northern Program Sponsors SCI-FI is a proud member of Actua. Actua provides training, resources and support to a national network of local organizations offering science, technology, engineering and mathematics (STEM) education programs. Actua members reach over 200,000 youth per year. Please visit Actua on the web at www.actua.ca 19 www.aboriginal.usask.ca Building an Inclusive Workforce Facilities Management Division Come build a career with Facilities Management Division The Facilities Managment Division (FMD) is committed to developing a diverse and inclusive workplace that empowers all employees to reach their full potential. To increase Aboriginal peoples participation in apprenticeship and trade-related employment at the U of S, FMD has developed a partnership with Gabriel Dumont Institute. FMD actively encourages Aboriginal peoples to join FMD – one of the largest units on campus. Help us create and maintain a safe and sustainable environment that supports learning, working, and living at the U of S. Share the commitment of hundreds of skilled trades personnel, conscientious service workers, and dedicated professionals who care for the university’s buildings and grounds. Participate in the plan for future development that will meet the needs of tomorrow’s students, faculty, and staff. Apprenticeship Opportunities FMD’s apprenticeship program is helping us plan now to meet our future workforce needs. t Enjoy a broad range of realwork experiences. t Attain the skills necessary for certification. t Learn from certified journeypersons in a supportive environment. t Get paid while you learn. Check out the U of S website for apprenticeship opportunities/ work terms: facilities.usask.ca/ about_fmd/careers.php Aboriginal Framework For more information email fmd.careers@usask.ca To apply for positions please visit www.usask.ca/hrd/work/index.php 20 www.aboriginal.usask.ca TUITION AND STUDENT SPONSORSHIP STUDENT ACCOUNTS & TREASURY, FINANCIAL SERVICES DIVISION More than 100 First Nations across our province and Canada sponsor more than 1,000 Aboriginal students at the U of S. Whether you are a sponsored student or not, make sure you understand how tuition and fees payments work at the university. Aboriginal students participating in a transition class at the U of S Information about paying tuition and fees as well as the process and requirements for sponsored students and their sponsors can be found under “Students” on the Financial Services Division (FSD) website at www.usask.ca/fsd. Need direct assistance? You will find us at: Student Accounts & Treasury, FSD Aboriginal Framework E40 - 105 Administration Place University of Saskatchewan Saskatoon, SK S7N 5A2 Phone: Fax: Email: (306) 966-4595 (306) 966-8306 student_accounts@usask.ca 21 www.aboriginal.usask.ca JOHNSON-SHOYAMA GRADUATE SCHOOL OF PUBLIC POLICY Excel in both Aboriginal and non-Aboriginal policy environments. Have you ever considered pursuing a graduate degree in public policy or public administration to further your understanding of Canada’s federal and provincial governing institutions? Do you want insight into how mainstream government forms and implements policies? Our programs include: Master of Public Administration | Master of Public Policy | Doctor of Philosophy in Public Policy | Master of Health Administration | Master of International Trade Benefits to attending the Johnson-Shoyama Graduate School include: - A course focused on Aboriginal Peoples and Public Policy - Faculty expertise, including one of Canada’s leading scholars on Aboriginal land claims and equity - JSGS public lectures featuring both Aboriginal and non-Aboriginal leaders presenting on policy issues affecting Aboriginal peoples - Encouragement from faculty to explore issues affecting Aboriginal and Indigenous peoples and to incorporate such content into projects assigned in your courses - Opportunity to co-author opinion editorials with faculty on issues impacting Aboriginal people and their communities “JSGS has already provided me with a wealth of knowledge in the Canadian federal and provincial government systems. With this knowledge I have gained confidence in my abilities as an NGO administrator. As a recent MPA student and as a First Nations woman, I feel that this experience at JSGS will leave me with knowledge and expertise of our government systems that would assist me in working towards the translation of government policies, language, ideas and systems that will ultimately contribute to the efforts of First Nation organizations and NGOs. The strengths of JSGS can be seen in their instruction, faculty, research, guest speakers and encouragement; I feel that I have made the right choice in JSGS. This experience has been both challenging and positive.” - Nicole Callihoo, MPA candidate Examples of JSGS student research include: - Linsay Martens, PhD candidate, is exploring how policy changes could create opportunities for First Nations involvement in renewable energy production - Cassandra Opikokew, PhD candidate (U of R campus), is researching how to develop effective policies that could close the education gap between Aboriginal and non-Aboriginal post-secondary students in Saskatchewan. “What I liked best about the U of S is that it provided a place where I could meet new people from all over the world and where we could share our ideas and grow from each other. The JohnsonShoyama Graduate School of Public Policy has created many opportunities for me now and in the future.” Aboriginal Framework - Neil Kewistep, MPA alumni www.schoolofpublicpolicy.sk.ca 22 www.aboriginal.usask.ca PROGRAM OF LEGAL STUDIES FOR NATIVE PEOPLE COLLEGE OF LAW About the PLSNP The PLSNP is an eight-week summer course that prepares Aboriginal (First Nations, Métis, and Inuit) students for success in their first year of law school. Students develop legal reading, legal writing, and legal analysis skills in the context of an intensive Property Law course. The PLSNP provides legal writing workshops, mentorship, and a supportive and collaborative classroom experience. The PLSNP also offers a culturally relevant curriculum: a Customary Law component gives the students access to Elders and traditional ceremonies, and both the Aboriginal and Personal Property Law classes emphasize Aboriginal legal issues. The PLSNP has prepared over 1000 students for law school since it began 40 years ago. Graduates have gone on to be successful lawyers, judges, educators, politicians, and policy experts. Contact Us: usask.ca/PLSNP plsnp@usask.ca @NativeLawPLSNP PLSNP Alumni Achievements (306) 966-6189 Dianne Corbiere Dianne is from the M’Chigeeng First Nation in Ontario and is currently a partner with Nahwegahbow, Corbiere law firm. A PLSNP student in 1993, Dianne was called to the bar in1998. In 2012, Dianne was named one of Canada’s Top 25 Most Influential in the Justice System and Legal Profession in the Changemaker category by Canadian Lawyer Magazine. “In being humbled with this recognition, it does remind me that PLSNP continues to serve as a vital connection with my current success. I have gained a powerful and significant network – both student and faculty – that continues to serve my career growth even today.” Jamie Hammersmith Jamie is a Cree-Métis lawyer from Prince Albert, SK, with roots in Île-à-la-Crosse, SK, where his Cree family is from. He attended the PLSNP in 2003 and finished law school in 2006. Jamie is currently a lawyer with Maurice Law, where he is proud of his work on behalf of over 40 Indian Residential School survivors, which he calls “a humbling and rewarding experience.” “The PLSNP was an indispensable part of my legal education because it combined traditional aboriginal culture with Canadian legal principles. Indigenous lawyers and legal scholars must balance these two ways of thinking in order to thrive and succeed.” Aboriginal Framework Sarah Arngna’naaq Sarah is originally from Baker Lake, NU. She attended the PLSNP in 2009 and studied law at the University of Victoria. She has worked for Public Prosecutions in Yellowknife; the Nunavut Department of Justice, Legislation Division in Iqaluit; and the Waitangi Tribunal in New Zealand. Sarah is currently completing her articles at the Department of Justice in Yellowknife. “The PLSNP provided skills and knowledge invaluable in law school and beyond. The Program was more intensive than law school and that showed me that I really could make it through the next three years. Best of all, PLSNP gave me some of my best friends today.” 23 www.aboriginal.usask.ca ABORIGINAL HEALTH CURRICULUM COLLEGE OF MEDICINE In addition to our current curriculum we are continuing to develop further learning resources and consulting with experts on Aboriginal health, medical students, community leaders, youth, and Elders. In Saskatchewan, Aboriginal people are a quickly expanding demographic group, yet the health disparity between Aboriginal Peoples and the general Canadian population is large. One approach to improving the delivery of adequate and culturally safe care is to ensure that doctors receive competency based training on Aboriginal health issues. The College of Medicine offers many opportunities for students to learn about Aboriginal health and continues to develop further curricular content to assist in the development of culturally safe physicians. Highlights of our Aboriginal Health Curriculum: Guest lectures from Aboriginal and nonAboriginal physicians and health experts working in Aboriginal communities A lecture series has been piloted to first year medical students (12) who were going to work in Aboriginal communities for the summer. The material was delivered through four modules that were two and half hours in length. The students were given a pre-test on knowledge and attitudes about Aboriginal health. After all of the modules were delivered the same test was given as a post-test. Results revealed a significant difference between pre-test knowledge and post-test knowledge. There was also a significant difference between pre-test attitudes and posttest attitudes. These results suggest that the delivery of an Aboriginal health lecture series bettered medical student attitudes and knowledge on Aboriginal health. The objectives and material delivered in this pilot will be integrated into the curriculum in 2014 as the College renews its curriculum. A paired sample t-test was conducted to compare the pre-test marks and the post-test marks. Mean pre-test knowledge (M=9.92, SD=2.97) and post-test knowledge (M=13.63, SD=3.42), t(11)= -4.6, p= .001. Mean pretest attitudes (M=4.2, SD=.35) and post-test attitudes (M=4.39, SD=.30), t(11)= -4.0, p= .002. Community service learning projects Inter-professional problem based learning case on diabetes Aboriginal health clerkship, which places students in a rotation at All Nations Healing Hospital for two weeks Aboriginal Framework Obstetrics and gynecology Aboriginal case study Inter-professional health booth at Powwow where students gain community experience hours Serene Smyth Aboriginal Curriculum Development Coordinator College of Medicine Ph: (306) 966-8437 serene.smyth@usask.ca 24 http://www.medicine.usask.ca/aboriginal-initiatives/index.html www.aboriginal.usask.ca ABORIGINAL, RURAL AND REMOTE HEALTH GROUP COLLEGE OF MEDICINE The Aboriginal, Rural and Remote Health Group (ARRHG) is an interprofessional, student-led initiative whose mission is to raise awareness of and promote an interdisciplinary approach to Aboriginal, rural and remote health issues. Through the Student Council on Representative Admissions (SCRA), the group also seeks to raise awareness about careers in the health sciences among youth in Aboriginal, rural and underserved communities. The group’s approach is through professional/educational opportunities through experiential learning, outreach and peer education. Past Initiatives 2008-2012: Community Trips: Students have travelled to La Ronge, Stony Rapids, Fort Qu’Appelle and Regina to learn about healthcare services and initiatives related to Aboriginal, rural and remote health. These trips focus on experiential learning and cultural education. Guest Speakers: - Roselena and Phyllis Smith spoke about the empowerment of their community of Pinehouse. - Charlene Hellson performed “Unpacking the Backpack”. - Dr. Vernon Hoeppner presented his work on Tuberculosis Control. - Al Brabant spoke about All Nations Healing Hospital in Fort Qu’Appelle. Video Viewings: -”Water” from The Sharing Circle, followed by a discussion with elders Walter and Maria Linklater. - Completing The Circle, on end-of-life care with Aboriginal families, followed by a discussion with Dr. Angelina Baydala and Ron Thompson. - Stolen Sisters, a documentary on violence against Indigenous women. Interprofessional Problem Based Learning: - ARRHG has developed two student-led IPBL series focusing on zoonotic diseases, Food Safety and the One Health model. Future Directions: Cree Talking Circles: An opportunity for students to participate in drop-in Cree language lessons, with a focus on casual conversation, medical vocabulary and cultural education. Contact Us Email: arrhg.sk@gmail.com Facebook: Aboriginal Rural and Remote Health Group – UofS Membership: Is open at all times. We welcome students, faculty, staff and healthcare professionals in all fields. Aboriginal Framework Traditional Healing: We hope to offer an educational introduction to the diversity of Traditional Healing practices among the Aboriginal peoples of Saskatchewan. Guest Speakers, Spring 2013: - Dr. Cornelia Wieman, MD, FRCPC, Canada’s first Aboriginal female psychiatrist: “Delivering Mental Health services to Aboriginal Peoples”. - Hon. Randy Weekes, Saskatchewan’s Minister of Rural and Remote Health, speaking on Collaborative Emergency Centers. - Dr. Alika Lafontaine, MD, FRCPC, an Indigenous anesthetist working in Northern Alberta. 25 www.aboriginal.usask.ca MAKING THE LINKS CERTIFICATE IN GLOBAL HEALTH DIVISION OF SOCIAL ACCOUNTABILITY, COLLEGE OF MEDICINE MAKING THE LINKS Northern Saskatchewan Experience Students spend 6 weeks during the summer in the Keewatin-Yathe Health Region in Northern Saskatchewan. In the communities of Ile-a-la-Crosse and the nearby reserve of Buffalo River Dene First Nation. Examples of student involvement may include helping to organize the South Bay Youth Conference, participating in a community-led participatory action research project or being involved in the Healthy Choices for Youth project. Being housed within the community, students spend their afternoons and evenings getting to know the local people on a more informal basis. They participate in the cultural and recreational life of the community through such events as sweat lodges and canoe trips. SWITCH Community Clinic Another important component of this program is the students’ regular involvement at SWITCH, a community health clinic in Saskatoon’s core neighborhood. SWITCH is a student-managed interdisciplinary wellness project that provides afterhours health care at West Side Community Clinic in Saskatoon. First Nations and Metis leaders, advisors or elders are also present at every shift. In the clinical and program setting, students, staff and mentors learn from working together and from clients. Global Health 1 CHEP 402 Course This comprehensive course offers content focusing on traditional health practice and aboriginal health issues, aboriginal health theories and models, and introduction to aboriginal history and the principles of community based primary health care. "Throughout the two years I've been involved in 'Making the Links', the most profound aspect for me is the people we encountered in Northern Saskatchewan, at SWITCH and in Mozambique. The people have made each experience that we have had unique and rewarding. The project gives medical students a unique learning opportunity that they don't get anywhere else in their medical education". Jacelyn Hanson (Making the Links 2004-2006) Aboriginal Framework CONTACT INFORMATION Coordinator, Making the Links Dr. Rosemary Courtney rosemary.courtney@usask.ca, 966-1797 Coordinator, Division of Social Accountability Carlyn Seguin carlyn.seguin@usask,ca, 966-1797 26 www.aboriginal.usask.ca MIYO MASKIHKIY: GOOD MEDICINE COLLEGE OF MEDICINE AND SCHOOL OF PHYSICAL THERAPY LEADING THE WAY The Aboriginal Coordinator, College of Medicine offers: Aboriginal Student Medical Mentorship Program - students spend either a half day or full day with a physician. During this program, students meet medical students, doctors and other health care workers. Pre-Medicine Awards – a number of awards are available to students in the College of Arts and Science at the University of Saskatchewan or the University of Regina. Entering awards are $1000, continuing awards are $2500. Equity Seats – 10% of the seats in Medicine, and 12% of the seats Physical Therapy each year are reserved for First Nations, Métis and Inuit students. “Our First Nation and Métis learners are going to be leaders in healthcare. The College of Medicine values our very successful Aboriginal programming and initiatives” Dr. Lou Qualtiere, Acting Dean “The School of Physical Therapy welcomes Aboriginal students who make us stronger in promoting health and wellness for all people.” Dr. Liz Harrison, Associate Dean, Physical Therapy and Rehabilitation Sciences Pre-Health Science/Pre-Med Student Activities: the Coordinator engages with Aboriginal students interested in Medicine or Physical Therapy, or other Health Science Colleges at the U of S. A “Toolkit for Admissions” booklet and national “Role Model Booklet” developed and published. Successes and Highlights National and international initiatives and representation – Indigenous Physicians Association of Canada, National Indigenous Health Science Circle, U of S Senate Roundtable on Outreach and Engagement Graduated 39+ First Nations, Métis and Inuit physicians since 1992 Currently have 36 (10.2%) Aboriginal students studying in Medicine and 12 First Nations and Métis students in residency programs – leading the way in Canada This year 7 Aboriginal students (9%) enrolled and studying in the Master of Physical Therapy Program. Future Initiatives: Indigenous Health Certificate, Aboriginal health curriculum and a proposed Centre of Excellence in Aboriginal Health Contact: Val Arnault-Pelletier, Aboriginal Coordinator Room 5B53.1, Health Sciences Building University of Saskatchewan Saskatoon, SK S7N 5E5 Phone: 306-966-5901 valerie.arnault@usask.ca Aboriginal Framework Indigenous Health Committee: inclusive of an Elder, students, faculty and staff pertinent to Indigenous people and health Admissions Policy – leading the way in Canada regarding admissions policy changes for Métis students applying to College of Medicine and School of Physical Therapy Individual meetings with all Aboriginal Medical students, as well as families and community members – building capacity in Aboriginal Health 27 www.aboriginal.usask.ca NATIVE ACCESS PROGRAM TO NURSING (NAPN) COLLEGE OF NURSING Sihtoskatowin: Supporting One Another Description The Native Access Program to Nursing (NAPN) recruits and supports Aboriginal students interested in or enrolled in the University of Saskatchewan undergraduate and graduate nursing programs. Aboriginal nursing advisors in Saskatoon, Regina and Prince Albert work with students to build community through gatherings and peer networks, provide academic and personal advisement and facilitate tutoring, mentorship and referrals to culturally appropriate supports as requested. “NAPN has been an amazing resource for me throughout my education and I am grateful for the experiences I had with NAPN” Lisa Francis , NEPS Graduate, 2011 Why was this program established? To improve the health status of Aboriginal peoples in SK by increasing the number of Aboriginal nurses. Under-representation in nursing for those of Aboriginal ancestry. To improve factors for students such as inadequate academic preparation, transition shock from moving to high-population areas to study, a lack of social support in educational programs and economic limitations. These factors contributed to low enrolment and high attrition for aboriginal students in nursing programs. Ultimate goal of increasing the number of Aboriginal peoples in nursing careers, working towards balanced healthy Aboriginal communities. Successes and Highlights (Photo of Lisa courtesy of Mike Dubois) Contact Information: SK Toll-Free 1.800.463.3345 Saskatoon napn.saskatoon@usask.ca Regina napn.regina@usask.ca Prince Albert deborah.phenix@usask.ca 25 years of support for over 250 graduates - more than any other nursing program in Canada. ~16% of total seats available to Aboriginal students. Aboriginal Framework Addition of a NAPN advisor in Prince Albert in Fall 2012. “I Love Culture Day” luncheon on September 25, 2012 organized by NAPN Regina for all Regina nursing staff, faculty & students was a great success. 28 www.aboriginal.usask.ca STRATEGIC PLANNING FOR OUTREACH AND INDIGENOUS ENGAGEMENT COLLEGE OF NURSING The College of Nursing has provided longstanding support for Aboriginal students through its Native Access Program to Nursing (NAPN) and has expanded opportunities for Aboriginal students to learn where they live – a critical indicator of success – by offering the full degree program in Prince Albert, La Ronge and Ile-a-la-Crosse through the innovative use of telementoring. The next step is to build on the College’s Aboriginal engagement in student affairs and services towards research and community outreach that positively affects indigenous health outcomes in local and global contexts. Community Outreach Ɣ Facilitate and conduct community-directed research Ɣ Disseminate knowledge in community-oriented venues and contexts Academic Programs Ɣ Incorporate curriculum that reflects and respects different ways of knowing Ɣ Clinical placements in Aboriginal health settings Ɣ Accessible education by learning where you live For further information: Dr. Heather Exner-Pirot Ph. 966-5770 heather.exner@usask.ca In order to fulfill its objectives around Aboriginal engagement in its Third Integrated Plan, the College of Nursing has hired a Strategist for Outreach and Indigenous Engagement. The position is meant to ensure leadership and coordination of activities and programs that improve the College’s contributions to indigenous engagement in all five priority areas of the aboriginal framework. Research Programs Ɣ Contribute to improved indigenous health through research, in particular on maternal health issues and on innovation in telehealth and telementoring applications Cultural Programs Ɣ Ensure cultural competency in faculty and students Ɣ Provide opportunities via workshops and field trips to better understand aboriginal health needs and contexts Aboriginal Framework Student Affairs Ɣ Continue to provide support to and improve retention of aboriginal students with NAPN Ɣ Ensure Aboriginal equity seats are filled at all campuses 29 www.aboriginal.usask.ca DIVERSITY/CULTURAL COMPETENCE INITIATIVES COLLEGE OF PHARMACY AND NUTRITION Successes and Highlights University leaders and units have for many years worked to bring employment and education equity and diversity understanding to the campus community. In our College, these efforts have been re-energized as a result of the dedicated and enthusiastic work of faculty, staff and students. The College of Pharmacy and Nutrition has done much to integrate cultural competence into the curricula. Notable among these endeavours were faculty, staff and students consultations and workshops provided by Trevor Wilson, Global Human Equity Strategist, and integrating cultural competency training. Cultural Competence for us is….. responding respectfully and effectively to people of all cultures, classes, races, ethnic backgrounds, sexual orientations and faiths --- not only in our individual day-to-day lives, but in our shared goal to develop best practices in the delivery of culturally sensitive health care. The College is committed to increasing opportunities for international experiences for faculty, staff and students. Faculty are pursuing exciting collaborations in Japan, India, China, Brazil, Ethiopia and Uganda. Our students regularly take part in international experiences around the globe. And back at home our students participate in interprofessional education, service experiential learning, that not only contributes to their education and understanding of social and community issues and most importantly their personal development in terms of leadership and solid citizenship. Future Plans Our College Strategic Plan 2012-2016 identifies strategies and activities to enable our faculty, staff and students to contribute to the University’s success in the Culture and Community: Our Global Sense of Place area of focus for this planning cycle. Examples include: Aboriginal Framework (1) Embed further cultural competency material in curricula. (2) Ensure programs include information on diversity of practice and health care in other countries. (3) Encourage faculty to take advantage of supports on campus (eg, the GMCTE) to help implement cultural competence in the classroom. (4) Increase opportunities for students to work with diverse communities. (5) Plan more opportunities to celebrate the diversity and cultural richness that exists among our faculty, staff, undergraduate and graduate student bodies. 30 www.aboriginal.usask.ca EDUCATION EQUITY PROGRAM FOR ABORIGINAL STUDENTS COLLEGE OF PHARMACY & NUTRITION Our Mission The College’s mission is to develop skilled and caring Pharmacy and Dietetics/ Nutrition professionals and scientists and to create knowledge – through excellence in teaching, research, scholarship, outreach and engagement – for the health of individuals and communities. Education Equity Program Begins 1994 Message from David Hill, Dean of Pharmacy and Nutrition Since 1913, men and women have graduated from our College and gone on to fulfilling careers as pharmacists and dietitians/ nutritionists. We are proud to report that the number of Aboriginal graduates has increased significantly over the last ten years and continues to grow, and this program helped to make this happen. Quoting University priorities, “the future of the University of Saskatchewan lies in ensuring that Métis and First Nations peoples see this University as theirs.” The goal of the College’s Education Equity Program is to encourage Aboriginal students to enroll in and graduate from the College of Pharmacy and Nutrition and enter the professions of Pharmacy and Dietetics/Nutrition. Each year there are four spaces in the first year of the Pharmacy program, and two positions in the first year of the Nutrition program for qualified Saskatchewan Aboriginal students. Enrolment of Aboriginal students in the Education Equity program currently totals 18. Each year, in addition to filling our Education Equity program, a number of Aboriginal students are admitted to the Pharmacy and Nutrition degree programs, outside of the Education Equity Program. Future Plans It is our goal to increase the spaces in our Education Equity program and this, along with recruitment initiatives aim to have a College enrolment of 50 Aboriginal students in the College by 2015-16. Website: www.usask.ca/pharmacynutrition Email: undergrad-pharmacynutrition@usask.ca Aboriginal Framework Students in the Education Equity program have a high rate of success in the two professional programs. However, it is a priority for the College to facilitate their success and leadership development, both through College-driven and campuswide initiatives, such as the Aboriginal Students’ Centre. We also annually distribute a general invitation to all students, asking Aboriginal students who did not apply through the Education Equity Program to self-identify, and bring all of the students together to advise on what we can be doing to enhance recruitment of, and support for, Aboriginal students. 31 www.aboriginal.usask.ca INDIGENOUS KNOWLEDGE AND EXPERIENCES IN NUTRITION COLLEGE OF PHARMACY AND NUTRITION Successes and Highlights The College of Pharmacy and Nutrition has done much to integrate Indigenous knowledge and experiences into the Nutrition curriculum. Examples include: (1) Aboriginal health and health care topics are included in many NUTR courses, notably community nutrition, clinical nutrition and nutrition program planning. The focus of NUTR 310.3 Food, Culture and Human Nutrition is diversity, and includes topics such as food traditions, nutrition transition and food security for Indigenous peoples, First Nations history, worldview, and traditional diets. (2) Experiential learning is the focus of the Year 2 and 3 Nutrition Professional Practice courses, where students work together with Aboriginal adults and children in community agencies, community schools, health region programs, Tribal Councils and programs such as the Canada Prenatal Nutrition Program. (3) Year 2 problem based learning module on Aboriginal Health and Healing, involving students in Nutrition, Pharmacy, Medicine, Physical Therapy and Social Work. (4) In Year 4 of the Nutrition professional program, students are placed with the Regina Qu’Appelle or Saskatoon Health Region, plus affiliated sites and have excellent learning opportunities to celebrate diversity, challenge assumptions and misconceptions, investigate historical roots of contemporary health issues and instills thinking forward towards change. භ RQHR students complete an “Aboriginal Awareness” training sessions. භ SHR students participate in a “Cultivating Change” workshop, about changing how health care professionals look at communities they serve. භ All students have placements with dietitians in First Nations communities. From our College Strategic Plan 20122016: College planning sessions involving students, faculty and staff were recently held to consider where we are, where we need to be, and we identified three strategies to get there – and contribute to the University’s success in Aboriginal Engagement: Relationships, Scholarship and Programs. Our New Nutrition Practice Coordinator This November the College welcomed Jennifer Eskes to provide academic and administrative support to the program. Jennifer came to us from Whitehorse, where she served as Traditional Diet Coordinator and Manager of Nutrition & Food Services for the Yukon Hospital Corporation, which included responsibilities as Director of the Yukon First Nations Dietetic Internship and Manager of the Diabetes Education Centre. She was a founding Board Member of the Food Bank Society of Whitehorse and served on the Board of the Arctic Health Research Network and Yukon Public Health Association. Aboriginal Framework Future Plans (1) In addition to the above, Nutrition faculty, academic staff and students take every opportunity to explore issues related to Aboriginal health – for example, this year’s annual Nutrition Professional Enhancement Day in March focuses on Aboriginal Culture and Diet, and will be held at Wanuskewin Heritage Park. (2) Events such as the one above are very valuable, and what the Nutrition program will be working on is a long term, consistent strategy to incorporate Aboriginal culture and health into the curriculum. 32 www.aboriginal.usask.ca INDIGENOUS KNOWLEDGE AND EXPERIENCES IN PHARMACY COLLEGE OF PHARMACY AND NUTRITION Successes and Highlights The College of Pharmacy and Nutrition has worked hard to integrate Indigenous knowledge and experiences into the Pharmacy curriculum. Examples include: (1) Focus on communications with diverse audiences and enhancing students’ knowledge and skills that recognize cultural personal variability. (2) Drug therapies for populations at risk, tailored to the Saskatchewan population. From our College Strategic Plan 20122016: “Through understanding of First Nations, Metis and Inuit cultures, the College will enhance the student experience for all students” ….. and develop essential cultural competence in future Pharmacy practitioners. (3) Determinants of health, including discussion of socioeconomic factors, and historical factors that impact on health of Aboriginal people. (4) Problem-based learning module on Aboriginal Health and Healing, involving students in Pharmacy, Nutrition, Medicine, Physical Therapy and Social Work. (5) Service learning experiences provide opportunities for individual students to be involved with Aboriginal communities and agencies. (6) All Pharmacy students have opportunities to provide counseling and patientcentered care to Aboriginal peoples through community and hospital structured practice experiences (SPEP), which is a required component of the Bachelor of Science in Pharmacy degree. Future Plans (1) Through a curriculum redesign and mapping process, which is underway, ensure full understanding of Aboriginal content and service/experiential learning and how best to increase content of culture and health throughout the curriculum. (2) Ensure sufficient cultural competency training for students needs, framed as professional and client-centered. (3) Provide students with “Help Become Leader” and Health Sciences Role Models’ video. From our Pharmacy students: Much positive feedback is received from our students regarding Aboriginal culture and health in their program, but they stress that more is needed, and needs to be continuous through all four years of the curriculum! Aboriginal Framework (4) Pursue interprofessional clinical placements in Aboriginal communities. (5) Build connections to the Institute for Northern Governance and Development, and pursue development of an SPEP specialty rotation for the North, by the North, from the north, and involve Tribal Councils and Elders in the process of planning this. (6) For students, faculty and staff together, provide more opportunities to acquire knowledge and understanding about the educational, research and service needs of Aboriginal communities. 33 www.aboriginal.usask.ca RECRUITMENT OF ABORIGINAL STUDENTS COLLEGE OF PHARMACY & NUTRITION Successes and Highlights (1) Participation in recruitment fairs, including Aboriginal Career Fairs, which are facilitated by NAPN/M. (2) Participation in the Pre-Health Professions Club in Regina and Prince Albert to present and discuss programs and careers in the health sciences; the sessions have been well attended by Aboriginal students. (3) Participation in the annual Discovery Days in Health Sciences. Jointly sponsored by the Canadian Medical Hall of Fame and TD Canada, the event gives secondary school Aboriginal students and teachers the opportunity to explore a variety of career options in the Health Sciences at U of S. Our College presented on “How Medicines Are Prepared” and “The Food Factor Challenge.” (4) Distribution of an informative new brochure “Information for Aboriginal students.” (5) Advertising the Pharmacy and Nutrition professional programs, including in the U of S Aboriginal Students' Handbook each year. “As you pursue your education, you are surrounded by equally motivated and dedicated people that can help to cheer you on.” Erin Woods, pharmacy student (6) The national Rx & D Health Research Foundation has generously worked with the College to provide two undergraduate awards annually, valued at $2,000 each, with preference to Aboriginal students. In addition, the HRF supports other initiatives, including Aboriginal student recruitment initiatives and graduate summer student research support, with preference given to Aboriginal students. (7) Use of alternative learning strategies to offer the Basic Nutrition course online and distributed throughout the Province and inform about the Nutrition and Pharmacy programs. Future Plans (1) Deepen and broaden our understanding of Aboriginal engagement and best practices to recruit First Nations, Metis and Inuit students to the College, notably through seeking input directly from our Aboriginal students around recruitment. Website: www.usask.ca/pharmacynutrition Email: undergrad-pharmacynutrition@usask.ca Aboriginal Framework (2) Continue to rely on the generous expertise of Aboriginal support programs in other units and campus-wide, including the newly funded Aboriginal Recruitment Officer. (3) Develop a program similar to the College of Law model for Aboriginal students prior to beginning studies in Pharmacy or Nutrition. (4) Build on connections with dieticians in Tribal Councils and pharmacists in First Nations and Metis communities to assist in recruiting Aboriginal students. 34 www.aboriginal.usask.ca UNIVERSITY LEARNING CENTRE MURRAY LEARNING COMMONS The University Learning Centre was created to support and enhance teaching and learning at the University of Saskatchewan. Peer Assisted Learning Program (PAL) The Writing Help Centre The Peer Assisted Learning (PAL) Program at the University Learning Centre is led by academically strong undergraduate students, called Peer Mentors. They develop and deliver the academic support programs listed below to their peers at the U of S. We are always looking for students who want to give back to their university and the wider community, to help fellow students and those that have a desire to grow and learn with their peers. It is our mission “To place learning at the centre” by… •  Building an Environment that Fosters Culture •  Promoting Mentorship •  Connecting Theory & Practice •  Nurturing Proficiency and Effectiveness Study Skills We offer free online and drop-in tutoring, including a tutor for ITEP students. Our tutors and Peer Mentors host free workshops on topics including: essay-writing, punctuation, organization, paragraphing, and subject-specific writing. Our workshops are held in the Murray Building as well as in the ASC office. Visit us online or in the Murray Library, Room 142 The Math & Stats Help Centre Our tutors will provide free help within the areas of Math and Statistics courses to current U of S students. No appointment needed. Please see our web site for a listing of hours. Murray Library, Room 144 Our Peer Mentors help to deliver relevant study skills support and tips on topics such as time management, note-taking, learning styles, exam prep and more. Our small group workshops are sometimes offered in the Aboriginal Students’ Centre (ASC). Structured Study Sessions Led by Peer Mentors who have successfully completed a specific class and have received training in the theory of Supplemental Instruction and Study Skills. These weekly sessions are focused on helping students in traditionally difficult first-year courses. Technology Help Our Technology Help Peer Mentors offer free tech workshops including workshops for PAWS, Blackboard, Word, Excel, PowerPoint and more. Contact Us Visit our website at www.usask.ca/ulc or see us in person at the Murray Library, 1st Floor Aboriginal Framework Learning Communities (LC) An LC is a small group of students who share common interests, ideas, and/ or classes. Join a Learning Community to help you adapt to university expectations and campus life. An LC can help you to explore your interests, learn as a group and build a sense of place. Guided by our Peer Mentors, students find a dynamic potential of local and global community. The University Learning Centre (ULC) is pleased to partner with the Aboriginal Student Achievement Office to offer Learning Communities to the Aboriginal Student Achievement Program (ASAP) first-year students in the College of Arts & Science. 35   www.aboriginal.usask.ca LIBRARY & ARCHIVAL ABORIGINAL COLLECTIONS AND INITIATIVES UNIVERSITY LIBRARY Aboriginal Collections and Initiatives The University Library, through its seven branch libraries (Education, Engineering, Law, Health Sciences, Natural Sciences, Murray and Veterinary Medicine) holds significant collections, which support Aboriginal scholarship, learning and research. In addition, the University Library has access to extensive electronic resources available through remote access. The library's most significant collection in support of Aboriginal scholarship is available through the iPortal (see below). To complement its facilities, resources and collections, the University Library has an extensive liaison librarian program. Liaison librarians (including the Indigenous Studies Librarian) provide a range of professional services in support of student and faculty teaching, learning and research, including the teaching of information literacy skills and library instruction. Indigenous Studies Portal The iPortal is a digital library that links to more than 33,000 full-text online resources related to the interdisciplinary field of Indigenous Studies. These resources consist of articles, e-books, theses, book reviews, websites, film recordings and archival documents such as photos, correspondence, and transcripts of the RCAP round table hearings. See the site at: http://iportal.usask.ca/ kā-kī-pē-isi-nakatamākawiyahk : Our Legacy A portal of materials relating to First Nations, Métis, and Inuit peoples, from Saskatchewan cultural and heritage collections. This site currently has more than 7,000 descriptive records and 137,000+ digital items from 9 participating institutions. A variety of formats are represented: archival materials including video, photographs and textual records., as well as artifacts and published works. Introductory and help screens are available in English, Cree and Dene. Visit: http://scaa.sk.ca/ourlegacy/ Aboriginal Research Resources Aboriginal Framework A site bringing together interdisciplinary sources and information at the University of Saskatchewan, relating to Indigenous Studies and Native-newcomer relations. See the website at: http://library.usask.ca/indigenous/ 36 www.aboriginal.usask.ca The Aboriginal Students’ Centre (ASC) is an inclusive gathering space for students to come before & after classes to study, use a computer, connect with other students or access services. Coming to university for the first time can be hard for Aboriginal students, the ASC organizes events that help build a sense of community on campus and help students succeed. At an institutional level, the ASC advocates for Aboriginal students on campus & the inclusion of Aboriginal culture within the university. Students can access transition supports as well as learn about opportunities to get involved in campus life, develop their leadership skills or become a mentor to other Aboriginal students. ASC Staff & Ambassadors: The ASC is here to help promote the spiritual, physical, emotional & mental well being of Aboriginal students on campus! ASC Events include: • ASC Student Welcome • Monthly Pipe Ceremonies • Elders’ Teachings • Treaty Talks with the Office of the Treaty Commissioner • Graduation Powwow • Leadership development opportunities • “Show & Tell” information sessions • Student Lead sessions • Sweat lodge Ceremonies • Guest Speakers • Community building events • Soup and Bannock • Academic Skills Workshop (From right to left) Ellmere Duquette, Clerical Assistant; Kathleen Makela, Manager; Annie Battiste, Mentorship Coordinator; Lori Delorme, 1st Year Transition Coordinator; Bob Badger, Cultural Coordinator (from right to left) Alex Thomson, Tanis Worme, Shane Henry, Xavier Fisher, Lisa Langan 37 Aboriginal Framework www.aboriginal.usask.ca Each year in March the University of Saskatchewan hosts Aboriginal Achievement Week (AAW) to celebrate Aboriginal achievement, reflect on traditions and ceremonies, and connect with the community. Everyone is welcome Aboriginal Achievement Week is a celebration for our community partners, both on- and offcampus, to showcase their extraordinary successes and accomplishments through different events. It is a time to reflect upon and value the cultural diversity of our community. The week’s celebration positively impacts our campus and brings awareness of cultural diversity that exists here at the University of Saskatchewan. AAW Events include: • • • • Aboriginal Achievement Week (AAW) at the University of Saskatchewan (U of S) seeks to promote an understanding of cultural awareness and academia at the U of S. Its purpose is two-fold: for non-Aboriginal people on campus, it’s an opportunity to better understand and be a part of the celebration of Aboriginal culture. For Aboriginal students, faculty and staff, it demonstrates that Aboriginal culture is valued within the University and their personal achievement is everyone’s achievement. • • • • • • • Aboriginal Women in Leadership Panel Reconciliation Discussion with OTC Soup & Bannock Aboriginal Graduate Presentation & lunch Treaty 6 Flag Raising Ceremony Traditional Foods Cooking Class Significance of the Drum Workshop Lectures by prominent Aboriginal community members such Joseph Boyden, Ryan McMahon & Dr. Evan Adams Dispelling the Myths Panel Discussion Aboriginal Arts Festival Round Dance and many more, for a detailed look at this years events please visit our website (see below). Aboriginal Framework 38 www.aboriginal.usask.ca For more than 20 years the University of Saskatchewan has hosted a powwow, originally in September, to welcome all new and returning students to campus. In 2010, the ASC shifted the timing of the Powwow to correspond with our Spring Convocation. With this change we are able to celebrate, in a culturally respectful manner, the academic achievements of Aboriginal graduates from both the University of Saskatchewan and high schools throughout the province. All university & high-school graduating students who self-identify as Aboriginal (First Nation, Métis or Inuit) are invited to participate in the University of Saskatchewan Annual Graduation Powwow. If students register for this event their name is included in the official U of S Powwow Program. Each graduate student receives one complimentary Powwow Program to commemorate the event along with a gift during the Grand Entry. The Powwow draws spectators, dancers and singers from across the province and beyond. It is an excellent example of how the U of S and community engage with the Aboriginal community in meaningful and positive ways. This year’s Graduation Powwow is set for May 29th, 2013 in the Bowl on the University of Saskatchewan campus Schedule for May 29th 2013 9am- Registration / Check in 11 am- Grand Entry - honouring Gr. 12 graduates 11 am- Campus Expo 12pm- Youth Competition 2 pm- Memorial Youth Hand Drum Competition 4pm- Registration 5 pm- Grand Entry - honouring U of S graduates 6 pm- Adult Competition 8 pm- Memorial Adult Hand Drum Competition 9 pm Retiring of the Colours Aboriginal Framework 39 www.aboriginal.usask.ca On March 19th, 2012 the University of Saskatchewan launched Aboriginal Achievement Week with the signing of a strategic alliance with the Office of the Treaty Commissioner. The event signified the commitment of the two institutions to educate students, staff and faculty on the importance of the treaties and the responsibilities that flow from those treaties. Based upon this strategic alliance, the Aboriginal Students’ Centre (ASC) and the Office of the Treaty Commissioner (OTC) have committed to develop, implement and report on a sustainable strategy to provide treaty education on campus. As the University enters its Third Integrated Plan, the strategic alliance is seen by the Aboriginal Students’ Centre as a significant instrument to assist us in realizing our institutional commitment to celebrate and promote diversity/inclusiveness so that we have a truly respectful and supportive educational and workplace environment. Strategic Alliance Successes: • ASC hosted eight Speakers Bureau presentations on Treaties to the campus throughout the 2011/2012 academic year • ASC & OTC created a cultural tab within the ASC Student Handbook as well as resources for our website. • ASC provided assistance in promoting “We Are All Treaty People” slogan within the university and successfully merged “We are Treaty People” Week with Aboriginal Achievement Week. • Provided information and referrals to resources about OTC Treaty Education Kits and other valuable OTC resources. • Collaborated on events to ensure OTC has a presence on campus such as community building events for students and staff. 40 This year we will be hosting a resigning of our partnership with the new Treaty Commissioner George Lafond. We will also be adding new partners and stakeholders to our partnership such as departments and colleges as well as students groups. Aboriginal Framework www.aboriginal.usask.ca FRESH PRODUCE MARKET A PARTNERSHIP PROGRAM BETWEEN ABORIGINAL STUDENT CENTRE, STUDENT HEALTH SERVICES AND CHEP GOOD FOOD INC What is it? Market….by the numbers Each Wednesday a bursting cart of fresh, beautiful vegetables and fruit sit just inside the Aboriginal Student Centre doors. Students both in the centre and out pop over to pick out what they need or want for the week. Shiny apples, cucumbers, kiwi and sweet peppers are among the first to be chosen. Every week the market sells our of the “fresh and affordable” produce. More recently, local oatmeal and lentils have been added to the choices. Surprising to some, (but not to others!) they also have become an quick seller. Since September: The market generally provides five different vegetables and fruit each week. Each week is a little different than the last. • 1,962 apples have been sold • 86 students have enjoyed clamshell of strawberries • 216 salads have been made from market lettuce • 120 students have had benefitted from the additional vitamin C provided in sweet peppers “It’s very beneficial for us because it’s promoting healthy living” “I get fruit without having to go all the way to the grocery store” “I appreciate the convenience of the market being available on campus. It’s fresh and it’s cost effective.” “It’s a healthy alternative to Tim Horton's” “it’s fresh --- awesome!” Why a market? Canada’s Food Guide to Healthy Eating recommends 7- 8 servings of vegetables and fruit but few places on campus make this food group an easy and affordable food option. The market allows students to buy both to eat on campus and to also take home. A healthy student is a successful student. “This is the only way I eat fruit and veggies that isn’t in noodle form.” “Fuels my mind for studying & nutrition for exercising” Aboriginal Framework How does it benefit student success? ‘”it’s easy to buy, healthy for me and I bring some home to my son” “The likelihood of me purchasing fruit is slim because of distance, so this helps.” 41 www.aboriginal.usask.ca STUDENT COOKING GROUP A PARTNERSHIP PROGRAM BETWEEN THE ABORIGINAL STUDENT CENTRE, STUDENT HEALTH SERVICES AND CHEP GOOD FOOD INC What is it? Eight to fifteen students outfitted in aprons, talking, laughing, sharing and… oh; chopping, stirring, cooking. Since February, 2012, Aboriginal Student Centre (ASC), together with support from Student Health Services (SHS) and food funds from Child Hunger and Education Program (CHEP Good Food Inc.), have organized a student-led cooking group. Twice a month students meet and prepare a meal, eat, and take home leftovers. To date, students have made cabbage rolls, spring rolls, curry, stir fry, bruschetta, beef stew, burritos, chocolate covered strawberries (to name a few!) Why cook together? There are many reasons for people to cook together: to promote healthy eating; to learn new recipes and food preparation skills, to reduce food costs. More importantly cooking together is a fun way to meet and socialize with others. The positive atmosphere, support and friendships that are developed is why students keep coming. This was never so evident as the day of the USSU election and their friend was voted in as president. Along the way, students are picking up valuable information about nutrition from visiting Student Health Dietitian, Aboriginal teachings from ASC’s staff elder and shopping and cooking tips from each other. Cooking together has been an opportunity to share with each other on everyday happenings, to inform others on community resources and to discuss and share pertinent concerns. Cooking….by the numbers • Meets every 2 weeks • Has made over 65 spring rolls • Only one finger has been sacrificed • Went through 5 pounds of flour in one hour making bannock How does it benefit student success? Involved students are more likely to be successful students! A cooking class that began with a staff instructor, quickly transformed to a student-directed community cooking group. What do students like about it? “the food and the people” “the laughter” “learning to cook with friends” “eating and socializing” Aboriginal Framework What would students like changed? “should happen more often” “sharper knives” “nothing. (the) time is great” 42 www.aboriginal.usask.ca NORTH2NORTH (N2N) INTERNATIONAL STUDENT AND STUDY ABROAD CENTRE The North2North student exchange program provides opportunities for U of S students to experience other northern regions firsthand. Students can apply to study in Iceland, Finland, Norway, Sweden, Russia or Alaska for one or two terms. The North2North program is organized through the University of the Arctic, an international network of educational institutions in the circumpolar countries. The program provides opportunities for students to develop an understanding of the northern cultures, increase knowledge of the different regions and their indigenous peoples, gain insight into the complexity of the northern environment and examine issues that these regions are facing such as self-government and sustainability. University of Saskatchewan is an active participant in the N2N program by receiving and sending more students than any other Canadian institution. The program provides unique opportunities for mobility and reciprocal learning between northern students. For more information about the North2North program, please go to students.usask.ca/goabroad or visit the International Student and Study Abroad Centre. Aboriginal Framework 43 www.aboriginal.usask.ca “I DECLARE”: ABORIGINAL STUDENTS SELF-DECLARATION CAMPAIGN STUDENT AND ENROLMENT SERVICES DIVISION Goals Of the Campaign Student and Enrolment Services Division developed the “I Declare” campaign for several reasons: ͻdŽproudly say the U of S has one of the highest populations of Aboriginal students among Canadian post-secondary institutions and that our diversity gives us strength ͻdŽĞŶĂďůĞƚŚĞhŶŝǀĞƌƐŝƚǇƚŽĚĞŵŽŶƐƚƌĂƚĞĐŽŶƚŝŶƵĞĚďŽƌŝŐŝŶĂůƐƚƵĚĞŶƚ enrolment growth ͻdŽĞǆƉĂŶĚƚŚĞƵƐĞƐĨŽƌǁŚŝĐŚƚŚĞƵŶŝǀĞƌƐŝƚǇĐĂŶĂƉƉůǇďŽƌŝŐŝŶĂůselfdeclaration data beyond statistical collection to broader communication of general benefit to students (i.e. invitation to events and opportunities specifically for Aboriginal students such as Graduation Powwow, Aboriginal Achievement Week, mentorship and scholarship opportunities) ͻ dŽƉĞƌŵŝƚself-declaration at the “local level” (i.e. application for an equity seat in certain programs, acceptance ƚŽƉƌŽŐƌĂŵƐƐƵĐŚĂƐdĞĂĐŚĞƌĚƵĐĂƚŝŽŶ Programs or learning communities, application for specific scholarships) to be used as “University level” self-declaration and to develop a simple online method for local level self-declaration to flow to the University’s Student Information System ͻdŽŝŶŝƚŝĂƚĞĐŽůůĂďŽƌĂƚŝŽŶĂŵŽŶŐ^^ĚŵŝƐƐŝŽŶƐ͕ƐĐŚŽŽůƐ͕ĐŽůůĞŐĞƐĂŶĚ administrative units to create a comprehensive inventory of points of contact in order to integrate new affirmational language into any local level forms and applications and standardize acceptable forms of identification for Aboriginal self-declaration to eliminate students having to repeatedly present this same identification information for other purposes ͻdŽŚĞůƉƚŚĞh^^hĚĞƚĞƌŵŝŶĞƚŚĞĂƉƉƌŽƉƌŝĂƚĞŶƵŵďĞƌŽĨďŽƌŝŐŝŶĂůƐƚƵĚĞŶƚƐ who sit on the USSU University Students’ Council Developing the Campaign dŚĞprocess of developing this campaign was initiated by the University Registrar in ĐŽŶƐƵůƚĂƚŝŽŶǁŝƚŚƐƐŽĐŝĂƚĞΘƐƐŝƐƚĂŶƚĞĂŶƐ͕ƚŚĞsŝĐĞWƌŽǀŽƐƚdĞĂĐŚŝŶŐĂŶĚ Learning, the University Secretary, and the AVP Student Affairs. dŚĞwork was supported by legal advice from Corporate Administration and project management and communications from SESD. Consultations were conducted with staff from the Aboriginal Student Centre and a group of Aboriginal students. dŚƌŽƵŐŚthis process, SESD developed a more user friendly legal definition of self-identification and translated this into more affirmational and aspirational language about the benefits of self-declaration to both students and institution͘dŚŝƐŝƐŶŽǁŝŶƚĞŐƌĂƚĞĚ into the PAWS Self Declaration and the U of S general Application for Admission forms. 44 Aboriginal Framework www.aboriginal.usask.ca INDIAN TEACHER EDUCATION PROGRAM (I.T.E.P.) PROGRAM FOR SUCCESS Description The Indian Teacher Education Program (I.T.E.P.) at the College of Education, University of Saskatchewan, is a direct entry, preparation program for First Nation teacher candidates to achieve a Bachelor of Education degree. The program was established in 1972-73; as a result of Indian Control of Indian Education policy. The program has prepared First Nations teachers for the last forty years and has been a model used throughout Canada to ensure the success of First Nation students in many areas of post-secondary education. I.T.E.P. has both on-campus and First Nation Community-Based programs. Purpose The purpose of the study is to identify and understand the factors which has contributed to the success of I.T.E.P. over the past 40 years in preparing quality Aboriginal teachers for school systems in Saskatchewan and elsewhere. Additionally the study will explore how the program supports First Nation students in becoming a teacher. Research Questions 1. What factors have been implemented in I.T.E.P. that has led to the success of the program? 2. How does the provision of academic counselling contribute to the success of I.T.E.P. students? 3. What academic and professional factors and strategies lead to a successful First Nations education program in Canada? Significance of the Study The changing demographics of Saskatchewan and other western provinces, with a young and rapidly increasing Aboriginal population and an aging non-Aboriginal population, suggest that a growing percentage of school age children and university age students in the near future will be Aboriginal. I.T.E.P. is the longest established Aboriginal teacher education program in Saskatchewan and will continue to play an important role in the preparation of Aboriginal teachers. With its history and success it is critical to understand the supports and best practices I.T.E.P. has developed over the past forty years which contributes to its success. Finding The I.T.E.P. Annual Reports (2008-2012) identify the program has graduated over 13500 undergrads, over 190 graduate students, and 7 Ph.D students. This year I.T.E.P will graduate 94 students, the largest graduation class since conception. According to the I.T.E.P. Annual Stat Report (2012), the current student enrolment in the four-year program is 334 students (190 on-campus and 144 in the five First Nation community-based sites). The program offers 93 of 126 credit units that are specifically I.T.E.P. cohort courses. The retention rate for 2011/2012 is 90% and in the past several years range from 80% to 90%. The Annual Report attributes this to the support I.T.E.P. offers their students. I.T.E.P. is designed so that students receive academic, personal, professional and cultural support. This includes, but not limited to, intensive first-year support, writing and reading tutorials, social and recreation programs, student teacher and internship support, course adaptation to First Nation culture, and community education model. The program has elders, cultural programs and cultural teachings to assist in developing and enhancing the cultural identity of the students. But I.T.E.P. is not only about current initiatives; the program is always finding new ways to develop for the future. These include a secondary program, support for graduate students, pre-internship program, math and science initiatives, and off-campus access programs. References Arcand, Y. (2012). Indian Teacher Education Program, College of Education, University of Saskatchewan, 2012-2013 Annual Stat Report. Saskatoon, SK: Indian Teacher Education Program, University of Saskatchewan. Murawsky, O. & Laplante, R. (2008-2012). Indian Teacher Education Program, College of Education, University of Saskatchewan, 2008-2012 Annual Report. Saskatoon, SK: Indian Teacher Education Program, University of Saskatchewan. 45 COLLEGE OF EDUCATION Spiritual Physical Elder support Round dances Cultural Camp Traditional Feasts First-year orientation Open door policy Student Assembly PD Sports activities BBQ’s/Potlucks Social Events Round dances Writing and Reading Tutorial FN perspective Academic Emotional Intellectual Aboriginal Framework www.aboriginal.usask.ca RESEARCH BEGINS WITH RELATIONSHIPS School of Environment and Sustainability Elements of building relationships between a graduate student and a First Nation community: Needs of Maya Basdeo, SENS and Arlen Yuzicapi, Standing Buffalo Dakota First Nation Graduate Student Needs of Community Must satisfy program, adviser, committee requirements Want to be involved in research that affects community Research must be beneficial to community Creating a Shared Experience Respectful of community’s culture and traditions Must meet the needs of both community and graduate student Initiated before any “research” is conducted Project Description This is a research partnership between Standing Buffalo Dakota First Nation and School of Environment and Sustainability Graduate Student Maya Basdeo. The goal of this project is to explore the social and cultural significance of the impacts of water issues on the community of Standing Buffalo Dakota Nation from their perspective. Community-Based Participatory Research (CBPR) is being utilized as the primary methodology because of its inclusivity and reliance on community involvement (Castleden et al, 2008). All aspects of this project are being informed by Standing Buffalo Dakota Nation, and research activities are guided by OCAP principles (Ownership, Control, Access and Possession of First Nations’ collective data by the First Nation involved in the research). There are three phases of this project: 1) Building Relationships; 2) Community Entry and Data Collection; 3) Analysis and Dissemination. The first year has been devoted primarily to Phase 1. *Note: The term ‘First Nation refers to those people of North American Indian descent residing in Canada as identified by the Indian Act. Is ongoing throughout the project Relationship building looks like… Aboriginal Framework Framework Aboriginal Acknowledgements We would like to thank the Elders, Chief and Council, students and teachers at Standing Buffalo Dakota First Nation for their interest and willingness to participate in this project, as well as Dr. Lalita Bharadwaj, School of Public Health, University of Saskatchewan, for her ongoing support and understanding of creating a meaningful partnership. References Castleden, H., Garvin, T. and Huu-ay-aht First Nation. (2008). Modifying Photovoice to Community-Based Participatory Indigenous Research. Social Science and Medicine, 66: 1393 – 1405. Photo Credits: M. Basdeo and C. Tawiyaka, 2012 & 2013. Standing Buffalo 46 Dakota First Nation www.aboriginal.usask.ca Governance of “new” ungulates under plausible future scenarios in the southwest Yukon landscape School of Environment and Sustainability University of Saskatchewan Dylan Beach, MES Student Background • Southwest Yukon social-ecological system (SES) affected by new species,1,2,3 changing social and economic conditions, and a directional change in climate.4 • First Nation concerns about socio-economic impacts of reintroduced wood bison (Bison bison athabascae).5 This research worked with local wildlife management groups to address three main objectives: • 1. Collaboratively envision alternate future scenarios with management groups from which to collaboratively develop management goals for wood bison, elk and deer to cope with the changing environment of the southwest Yukon. • 2. Understand how resource managers’ views of environmental change affect the decision-making process of wildlife management groups in the southwest Yukon. • 3. Discover resource managers’ and local stakeholders’ perceptions of scenario planning as a method identify wildlife management goals. dmb341@mail.usask.ca Methods • Qualitative, participatory scenario planning workshops6 with members from the Alsek Renewable Resource Council, the Yukon Wood Bison Technical Team, and the Yukon Elk Management Planning Team addressed objective 1. • Q-method addressed the objective 2. • Participant observation and a survey addressed objective 3. Figure 4. Map of Yukon Territory with Alaska and Northwest Territories. Inset: Study Site. SW Yukon bounded by Kluane Lake, Carmacks, Whitehorse, and Haines Junction. Figure 1. Participants sorting drivers of change into axes of change. Key Findings Figure 2. Image showcasing part of the mock article format of the scenario narratives. Value of species will change based on different scenarios During rapid uncertain change, manage the manageable Wildlife management can open/shut door for species’ future Wildlife management planning needs long-term strategic planning complement • Scenario planning particularly useful for: • Connecting short-term and long-term goals • Priority setting • Identifying future management/monitoring gaps • Helping stakeholders discuss contentious issues • Incorporating TK in decision-making • • • • Acknowledgements References • 1. Yukon Elk Management Planning Team, 2008. Management Plan for Elk (Cervus elaphus) in the Yukon. Yukon Department of the Environment, Whitehorse, Yukon. 36 pp. • 2. Government of Yukon. 2012. Management Plan for the Aishihik Wood Bison (Bison bison athabascae) Herd in southwestern Yukon. Environment Yukon, Whitehorse, Yukon. 28 pp. • 3. Hoefs, M. 2001. Mule, Odocoileus hemionus, and Whitetailed, O. virginianus, Deer in the Yukon. Canadian Field-Naturalist 115: 296-300. • 4. Chapin III, F.S., A.L. Lovecraft, E.S. Zavaleta, J. Nelson, M.D. Robards, G.P. Kofinas, S.F. Trainor, G.D. Peterson, H.P. Huntington, R.L. Naylor. Policy strategies to address sustainability of Alaskan boreal forests in response to a directionally changing climate. PNAS. 103(45): 16637–16643. • 5. Clark, D. 2011. Assessment of Socio-Economic Impacts on First Nations from Wood Bison Transplantation in the Southwest Yukon. Unpublished. • 6. Ralston, B. and I. Wilson. 2006. The Scenario Planning Handbook: A Practitioner’s Guide to Developing and Using Scenarios to Direct Strategy in Today’s Uncertain Times. Texere, New York, NY. 264 pp. Aboriginal Framework Figure 3. Illustrations of the 4 scenario narratives. 47 www.aboriginal.usask.ca ON-RESERVE FIRST NATIONS YOUTH ON BEING AND BECOMING WELL The Research As part of a secondary analysis of photovoice data, eight Dakota youth between the ages of 12 and 21 years were interviewed about their perspectives about health. They identified what made and kept them healthy, what made them unhealthy, as well as the elements that influenced their health DEANNA BICKFORD, RN, MN COLLEGE OF NURSING The Findings The youth identified 3 themes related to their health ¾ People: Connected across the generations ¾ They acknowledged the contribution of family, role models & role modeling, and teaching & learning to their health ¾ Culture ¾ They acknowledged the contributions of cultural items and activities to their health, and how culture is pervasive throughout every aspect of their lives ¾ Environment ¾ They acknowledged environment as providing a place for health, as well as representative of the health of their people Elements That Influence the Health of On-Reserve Youth Leaves ¾ Represent youth and the elements they require for health ¾ To grow and flourish, certain elements must be provided by families and communities Trunk and Branches ¾ Represent families; they are seen as the supporting structure ¾ The family is the connection to the community both in a physical and cultural sense ¾ The function of the outer bark is to protect the tree (in this case the family unit) and is renewed from within ¾ The inner bark (sustains the family) is made of living cells and conducts water and nutrients throughout the tree (sustains the family) ¾ Ancestors are represented by the heartwood which is deep inside the tree, and is considered the central supporting pillar. It is a deceased layer, but does not decay or lose strength, just as the influence of the ancestors does not diminish ¾ Branches grow in the direction where the elements for growth are provided and are capable of changing their route Aboriginal Framework Roots and Earth ¾ Represent community; these are the conduit & source of all that sustains ¾ Water and minerals that support growth are taken in and transported to via the roots to the rest of the tree ¾ Community is to also support growth of the youth ¾ From earth ¾ comes the people ¾ arises the places for families and youth to live ¾ holds the roots that feed the families and the youth ¾ comes the support for the tree and provide a safe place48to grow and flourish www.aboriginal.usask.ca WINTER COUNTS AS A FIRST NATIONS WAY OF SHARING KNOWLEDGE DEANNA BICKFORD, RN, MN COLLEGE OF NURSING Winter Count (Waniyetu Wówapi) • • • • Traditional Dakota calendar Way to create, share, and pass on knowledge and history Way to mark important life events Not self-evident; need oral history as well Why Winter Counts? • From the community • Renew cultural tradition • Honour knowledge created outside of traditional Western paradigm Moving Forward • • • • Pilot project Consultation with Elder Dakota youth aged 10y to 19y Youth transitioned from “Learning & Creating” to “Reflecting & Sharing” Learning & Creating • Family discussion about health and events that enhance or hinder living a healthy life • Direction from an Elder • Learning about winter counts • Writing their stories Reflecting & Sharing • • • • What has influenced me on my path to living well? What enhanced my health? What hindered healthy living? Sharing with peers, family, community, and academics Aboriginal Framework Thank you to the partners at Standing Buffalo Dakota First Nation, and especially Elder Wayne Goodwill who guides this research and the youth participants who have shared their knowledge so generously 49 www.aboriginal.usask.ca Thesis Title: Soul-to-Soul Deconstructing Deficit Thinking in the Classroom Research findings: Percentage of First Nations and Metis Students Finishing High School First Nations & Metis Students – ages 15 – 24 - 30% have completed high school - there was an increase between 2005 – 2009 - up 1.2 % to 32.7 % Saskatchewan Ministry of Education. (2009). Inspiring Success: Building Toward Student Achievement: First Nations and Metis Education Policy Framework, p.7. Research shows many educational institutions and teachers are still white dominant in beliefs, attitudes and practices, and therefore, many First Nations, Metis and Inuit students do not succeed academically. Research Question: How can teachers examine the invisible, Euro-centric, White Dominant beliefs, practices, attitudes and expectations they carry, in order to unpack them so that as educators, they can develop honest, respectful relationships with their students, begin deconstructing White Dominant beliefs, attitudes and prejudices, and positively impact all students for their academic and emotional well-being? Plan: To interview teachers who have success with all students. Can other educators learn from these altruistic teachers? Aboriginal Framework Further Research pending approval of U of S Ethics Committee Graduate Student: Mary H. Bishop Curriculum Studies College of Education University of Saskatchewan 50 www.behavioradvisor.com www.aboriginal.usask.ca “Youth Making Place” & Sustainability Education SUSTAINABILITY EDUCATION RESEARCH INSTITUTE (SERI) Research Context & Focus “The Digital Media Project: Youth Making Place” (DMP) is a collaboration among youth participants, community organizers, and researchers in Saskatoon, Saskatchewan, Canada. The project has a central focus on the engagement and learning of Aboriginal, new immigrant, and settler youth in developing their digital media skills, “having a voice on local-global sustainability issues important to them,” and exploring their own identities in relation to place and sustainability. With a new mandate in the province of Saskatchewan’s Ministry of Education focused on furthering “Education for Sustainable Development” (ESD), the study also asks: • What do the “local practices and knowledge” of the ESD Bonn Declaration (UNESCO, 2009) mean on Treaty Six territory and in a historical context of migration, displacement, assimilation, and strengthening of both neoliberal globalization, and local and translocal communities and traditions? • In particular, what do they mean to contemporary Aboriginal, new immigrant, and settler youth, who live within and across these categories and circumstances, and who are or will be the targets of K-12 sustainability education policies and practices? Concerned with the potential slippage and assumptions of ESD as educational policy in Saskatchewan and globally, we are gathering data which we hope to link together with work in other locations to further develop critical policy analysis research in sustainability education. Youth Orientations to Sustainability Focus group discussions on “sustainability” and youth photos and films suggest various sustainability issues important to participating youth. Environmental issues, such as water quality and climate, figure prominently; and are interwoven in youth discussions with social issues such as gender, sexuality, poverty, racism, immigration, and Treaty rights. Group one: “How Canada is seen like such a good country and everybody can come here and we’ll all live in harmony but the reality of it is that there is a lot of immiracism that goes on now that a lot people are coming to Canada… Racism and then she had the relationships between First Nations and the police system is still not an issue that has been resolved in Saskatoon. People confused about their sexual orientation or trying to live just in peace. Young parents and teen pregnancy and addictions and missing people and residential school survivors and funding cut-offs for, like treaties, for like school and stuff. The mass production of meat, the way we treat animals and stuff like that just isn’t proper. Homelessness in Saskatoon is a big issue right now… And how the government is cool with jails and getting more jails and bigger jails.” Group two: “We started off with like, global warming, glacier mountains, rising sea levels and then after that we went to globalization and then drugs and alcohol. While we were over fishing we lost ninety percent of our big fish due to that. And uh, drugs and alcohol and fresh water supply were kinda the biggest ones, and technology and all that, the price of it. Teen pregnancy, pollution, poverty, population growth.” Group three: “Global warming, pollution, drugs and alcohol, got lots of that. Negative stuff I guess this would be, like hookers and stuff, selling their bodies basically for drugs. Gangs and violence stuff, and littering, and the government and Victoria Bridge, and there has been a lot of suicide and stuff and like homeless people and negativity and bullying stuff.” Group four: “Racism, homelessness, greed and profit over people cooperating, being environmentally sustainable. So selfishness, obesity… Animal cruelty and you know the way we get food, as well, identity crisis, stereotyping , we have homophobia and poverty, uh starvation, advertising . We see a lot of women and sex, sex sells, they’re exploiting women. Religious intolerance, that’s a big problem all over the world. Drugs and alcohol, prostitution, war… Cruelty. We have addiction with technology, like, computers, video games, and cell phones and judging. Any questions?” Figures 1-2: Vanessa and Lily’s Storyboard for their Film “Homelessness in Saskatoon”; and Learning about Lighting for Shooting Interviews. Data Production & Analysis For the pilot study, 14 Aboriginal and new immigrant youth met voluntarily for three hours a week for 12 weeks, with weekly workshops facilitated by filmmakers, a youth community organizer, and a university researcher. Weekly workshop topics included: identity, place, and storytelling; political uses of thought and media; photography and community/sustainability; mapping community places; storytelling through photos and film; visiting a local Aboriginal film production company; and technical aspects of photography, filming, and editing. The photographs and films created by the youth on themes of place and sustainability issues were screened in April 2011 at a public event, which also featured hip hop and performance works by participating youth and their friends. Initial qualitative data were also collected in the form of: • Focus group discussions (textual and spatial data) • Photographs and films (visual and spatial data) • Mapping activities (visual and spatial data) Data analysis is focused on the main themes of youth orientations to place, youth orientations to sustainability, and the interrelationships between the two. Figures 3 & 4: GIS Mapping of Youth’s Favorite Places that are” Green” (e.g., Parks, Riverbanks) vs. Youth’s Least Favorite Places that are “Non Green” (NB: the latter are concentrated in the downtown area, including the bus terminal, and around 20th St). Youth Orientations to Place Initial data on youth orientations to place suggest, for example, the ways in which the pilot study’s Aboriginal and new immigrant youth participants prefer natural over commercial spaces. The river flowing through Saskatoon proved to be a familiar and preferred location, despite most youth having newly immigrated to Saskatoon or continuing to live between Saskatoon and First Nations’ reserves or other rural locations. After writing down their favorite and least favorite places in Saskatoon, youth shared with the group as they marked them on a large city ward map in the middle of the youth centre floor (Figures 3 & 4). Aboriginal Framework Figure 5: Youth films on Youtube of critical sustainability issues focus on topics of identity and place, Treaty history and implications, alcoholism, racism and immigration, homelessness, water access and pollution, and connection to land. Figures 6 & 7: Youth Photos. Implications Through the analysis of project data, the study aims to provide context to what “local knowledge and practices” mean for participating youth in relation to sustainability and educational policy in the province, as well as across other locations. The work of the Digital Media Project youth participants suggests powerful counternarratives to neoliberal expectations of individualized responsibility, free market growth, and easy definitions of “sustainable development.” The initial work of youth participants suggests how research data can help make visible such embedded assumptions and the ways that neoliberal versions of “economic sustainability” rub up against sustainability also considered on ecological and social scales. DMP Pilot Project: Dr. Marcia McKenzie, Jeh Custerra, Marcel Petit, Clark Ferguson, Zondra Roy, Jack Saddleback, Ashley Spyglass, Vanessa McNab, Brooke Thomas, Zaida Johnson, Angela Black, Lillian Dejarlais, Colt Ahpay, Kamwee Fournier, Hazel Taytayan, Micka David, Ransell Ramos, Isaiah Ronquillo. 51 Digital media work available @ www.youtube.com/user/digitalmediaproject1 Research updates @ www.seri.usask.ca www.aboriginal.usask.ca " % Intersection between Theory & Allegory Using a Jungian archetype of the cannibal (Kronos/Saturn from Greco-Roman classical antiquity & the wihtiko from Cree oral traditions) as an analytical typology & critique of coloniality with its concomitant uses & abuses of power & overarching mandate of total social control, wihtiko-totamowin proposes an Indigenous re-centering of conventions & beliefs around universal normativity, suggesting that coloniality is a form of social deviance produced by the construction of a collective false consciousness that, itself, is the product of a social reality built on epistemically flawed premises. Gramscian notions of hegemony & subsequent subaltern internalization of elite values & goals inform the claim of coloniality as a collective false consciousness. Research Question How does an offender dynamic become a social norm? Colonialism is built on a number of inherently unstable knowledge claims as expressed in notions of racism, classism, sexism, anthropocentrism, ethnocentrism. These knowledge claims are unstable because they are not true representations of knowledge, that is, they are distortions seen through a colonial lens in a process of Othering (Spivak). Othering, in addition to Spivak’s definition, is a cognitive strategy resulting from extreme boundary-drawing behavior to reduce dissonance. In the case of European coloniality, dissonance produced by inhuman treatment of Indigenous peoples was resolved by reifying the subaltern as less than human. As such, gross injustices & acts of genocide were possible without seriously threatening the relative moral posturing of European colonial powers. The Gramscian embedment of a collective false consciousness allowed European subjects to act in collusion with the elite dehumanization of Indigenous peoples despite a convergence between Indigenous interests & the interests of European commoners toward the end of elite subjugation. The dynamic extant between colonial actors & Indigenous subjects mirrors that of a domestic battering relationship in which the colonial use of violence (implied or direct, physical & ontological), is the fulcrum around which the relationship continues to pivot. Indigenous Knowledge Systems Are diverse & vary across the world but share distinctive similarities in teleological characteristics & generalized patterns of sociality including: socio-political structure, land ethic, boundaries of sociality, relationship with power & control. Social structure is generally oriented toward maintaining balance in relationships, avoidance of direct imposition of control (individuals/community take precedence over unitary leadership), predicated on reciprocity & egalitarian distribution or recognition of power, communityoriented; though individuality is valued, individualism as an ethic is generally discouraged. !&),)-%),*+' #$ Aboriginal Framework Indigenous Social Theory Core Cree concepts informing sociality include: wahkotowin (kinship/relations between all things) & miyo-wicehtowin (good relations between people). Indigenous social theory expands category of legitimate social actors to include other-than-human actors (plants, animals, the land, spirits & ancestors) informing the ways in which human beings interface with the world & each other. Indigenous egalitarian social structures premised on reciprocity mirror a truly universal normativity of an ecological ethic of equilibrium at work in the “natural” (that is, non-human) world. Kisewâtisiwin: compassion; loving kindness Tapwewin: speaking the truth with precision & accuracy; honesty Witaskewin: living together in harmony Manâtisiwin: respect Miyotehewin: generosity Tapateyimisôwin: humility; humbleness Tipeyimisowin: self-determination; freedom; liberty Wîcihitowin: helping one another; having a partnership or friendship; unity Pimatiwisin: Living within the boundaries of these laws will ensure that the people will feel safe, secure, & able52 to live “the good life”   www.aboriginal.usask.ca Community Focused Assessment of Drinking Water Contaminants - SPH Stanley Enebeli1, David Sanscartier2, Alfred Gamble3, Celina Quewezance4, Lalita Bharadwaj1 1 University of Saskatchewan, 2 Sask. Research Council, 3Beardy’s First Nations, 4 Yellow Quill First Nations Results Objectives Introduction -Access to safe drinking water is a -Assess drinking water quality in primary concern for First Nations across Canada. -Drinking water contamination is a concern of the Yellow Quill and Beardy’s Okemasis First Nations. -A collaborative approach to assess drinking water quality these communities was developed. Yellow Quill and Beardy’s Okemasis First Nations. How worried are you that the water sources in your community are becoming contaminated? 60 50 40 -Conduct a human health risk assessment. % 30 Yellow Quill Beardys 20 10 -Identify issues surrounding the provision of safe drinking water in both communities. 0 Very worried Somewhat worried Neutral Have very little worry Not at all worried How is drinking water supplied to your home? 100 90 80 70 60 % 50 40 30 20 10 0 Yellow Quill Beardys Piped from water treatment plant Delivered to cistern and pumped into home Delivered to well Pumped directly and pumped into into home from home private well Have you experienced any issues with your tap water? 45 40 35 30 Methods -A community focused approach. 25 Conclusion -Household surveys (n=165). -Elevated nitrates, manganese, iron, uranium levels confirmed in private wells. -Sharing circles and interviews with Elders, Youth and Key Informants. -Do not consume advisories in place for greater than six years. -Chemical analysis of water samples. -Photo Voice, Educational days with Junior Rangers Building Capacity Educational Days with Junior Rangers Issues Lack of Voice: “We find water to be so sacred but we find that our hands are tied as to how to keep it clean, how to keep it pure because of what is happening all around us……………” Yellow Quill 20 Beardy's % 15 10 5 0 Chlorinel levels Boil Water Advisories Ever Experienced % 72 70 68 66 64 62 60 58 56 Smells Coloured Drinking Water Parameters Above MAC 3 2.5 2 Yellow Quill Mg/L 1.5 Beardy's 1 0.5 Yellow Quill Beardys 0 MAC MAC Manganese Iron Aboriginal Framework Funding: “ Borrowing from Peter to pay Paul” Pollution of Water Sources: “Affects our future generations, ceremony, fish and traditional ways of life……” 53 Acknowledgement: The authors would like to thank Health Canada and CIHR for their financial support of this study. www.aboriginal.usask.ca The Influence of Aboriginal Literature on Aboriginal Student Resilience EDUCATIONAL FOUNDATIONS Researcher: Christine Fiddler, Masters’ Candidate Research Question: Abstract: How is the resilience of Aboriginal students at the University of Saskatchewan influenced by the Aboriginal literature currently taught in the postsecondary classroom? This study will examine the impact of Aboriginal literature on Aboriginal students’ resilience at the University of Saskatchewan using Indigenous methodology and grounded theory method as a research framework. The focus of this thesis is how students learn from Aboriginal stories of resilience by Canadian Aboriginal authors who have prevailed over difficult life circumstances and hardship without giving up. Resilience refers to how Aboriginal students are able to overcome factors that might otherwise cause them to abandon their pursuits of higher education. Often, this means choosing positive coping mechanisms for a healthy lifestyle over one mired with such coping mechanisms as substance abuse, addictions, contemplating suicide, remaining committed to dysfunctional relationships, or adopting a negative outlook on life. Many Aboriginal authors write their stories as a positive coping mechanism. This study examines to what extent studying the Aboriginal narratives influence Aboriginal students and how teachings of Miyo-Pimatisiwin (The Good Life) is instilled in such learning. This is particularly important to Aboriginal students, whose experiences may be marked by steady streams of struggles attributed to a colonized history, Euro-centrism, and institutional and society racism. Indigenous Methodology & Grounded Theory This study will be guided by Indigenous Methodology and grounded theory method. It uses a conceptual framework with a metaphor to the Nehiyaw practice of Mosakana Wikaskwa (sweetgrass gathering) to outline the research preparation, methods, and procedure. The research will also be guided by the Nehiyaw concept of Miyo-Pimatisiwin (The Good Life) in examining Aboriginal student resilience. ͻ Epistem Epistemologyepistem epistemology is about sself in relation knowledge to know ͻ Methodology-the y-the dge is reway knowledge produced ͻ Ontology-thee belief eal in the of what is real world. Ethics/Giving Back Self-Location & Preparation Compilation, n,, n Debriefing, & Analysis (Grounded Theory) Methods ͻ Axiology Axiology-the ethics or mora morals that guide the research rese and search ffor knowledge Aboriginal Framework Aboriginal Literature MiyoPimatisiwin (The Good Life) Aboriginal Student Resilience Mamatowasowin (Inward exploration) 54 www.aboriginal.usask.ca Fetal Alcohol Spectrum Disorder (FASD) Christine M. Goodwin IS THERE ANY JUSTICE IN OUR SOCIETY? Healthy Brain FASD Brain ttime-az.com/main/detail/ time -az.co azz m/main/detail/ ail// 28060 8 http://distillers.tastylime.net/library/FAS/images/clip_image001.jpg FASD In the Community Criminal Activity Incarceration *Stats Canada 2005 **Striessguth, Fetal Alcohol Syndrome: A Guide for Families and Communities 1997 The rate of recidivism in FASD offenders is high due to their disability and lack of support. Incarceration is not an effective punishment given that those with FASD have difficulty linking their actions to consequences. The only way to stop FASD criminal activity is to provide constant supervision in the community. This method of prevention is called an “external brain”. Accommodating FASD individuals in the community is far more humane than imprisoning them. The cycle of criminality for FASD offenders is such that individuals end up being warehoused in jails multiple times. Incarceration only provides a gap between crimes . It does not grow new brain cells or repair the damage they were born with. VULNERABILITY ͻ Trusting ͻ Suggestibility ͻ Trying to please others CONSEQUENSES ͻ Do not understand ͻ Punishment is not effective ͻ Constantly making bad choices FASD is permanent brain damage caused by alcohol exposure to a fetus . When at least 3 of the 9 brain domains are seriously impaired FASD is present. It is estimated that for every 1000 live births in Canada 9 babies or 1% of the population* are victims born with it. FASD is the cause of Intellectual Disability in 80% of all cases.** The criminal justice system in Canada has yet to fully recognize FASD. Alcohol is NOT safe during pregnancy. FASD is 100% preventable. Aboriginal Framework Support needed ͻ Supervision 24/7 ͻ Good role models ͻ Job/school/program 55 www.aboriginal.usask.ca THROUGH AN INDIGENOUS LENS: INDIGENOUS MALE GANG IDENTITY ON THE PRAIRIES DEPARTMENT OF NATIVE STUDIES The aim of this project is to examine, through the eyes of the participants, how the street gang has influenced some Indigenous males to explore their identities through these groups. The goal is to understand the affects of the street gang lifestyle on those who have participated in it. This is to see if one can move from criminal justice to that of a social determinant of health perspective. Over the course of the interviews, and follow up conversations about the photographs, participants focused on the impacts of trauma, economics, belonging, identity, rites of passage, relationships with police, the gangster lifestyle, and the need for positive connections to exit the gang lifestyle. Figure 3. A gang member poses for the project. He was not affiliated with the project and was ready to fight a participant and myself with 8 other gang members a few minutes prior to this picture being taken. Figure 1. Participant described that for two years after he left his gang he rarely slept. This gun lay next to him as he battled insomnia for fear of retribution for leaving his gang as well as from rival gang member embers. members. Photovoice as a research method has three main goals. These include: creating space for communities to talk about a phenomenon from their own perspective; promote critical dialogue; and influence policy-makers for effective change. Because of this focus, photovoice is seen as a transformative CBPR method where participants become the ‘experts’ of their own community. Overall 16 members of the organization STR8 UP participated in the initial interviews. 9 of the 16 completed the photovoice portion of the research. Figure 2a/b. Photo on the left is a home tagged by a gang and its crew. Photo on right is a memorial wall for a participant’s brother who was killed in that location. Figure 4.Shoes draped over power lines is a way for gangs to show territory lines. It can be a warning to a particular gang that those colors do not belong, while in other cities it is a sign of those colors controlling the neighborhood. Photovoice has proven to be an effective way of constructing a ‘thick description’ of Indigenous street gangs. Photovoice provides spaces where Indigenous men can explain their lives in greater detail which allows researchers and policy-makers a greater insight into the Indigenous street gang lifestyle. I would like to thank the participants and coordinators from STR8 UP; Dr. Caroline Tait; John Howard Society of Saskatoon; Saskatoon Tribal Council; Metis Nation of Saskatchewan; Indigenous Peoples Health Research Centre; Centre ntre for fo or Forensic Behavioural and Justice Studies. Figure 5. Photo outside of Stony Mountain Federal Prison Aboriginal Framework Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In C. Geertz (Ed.), The interpretation of cultures. Pp. 1-10. New York: Basic Books. Wang, C. (1999). Photovoice: A participatory action research strategy applied to women’s health. In Journal of Women’s Health. Vol. 8(2): 185-192. Wang, C. (2005). Photovoice. Retrieved trieved on February 3, 2012 from http://photovoice.com Please contact Robert Henry rob.henry@usask.ca if you have any questions about this project 56 www.aboriginal.usask.ca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boriginal Framework & %4 , +!+ 2!$$ '&+!* 2 , * 7 2!, +(! 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SOLUTIONS & RECOMMENDATIONS: In a survey of 51 first-year students, 43% identified as primary caregivers for children 1. 2. - 32 % were single parents - 62% of the children were under five years of age 3. “It would be nice if the U of S was more accommodating for parents – this is not the olden days where only young single people come to school . Childcare is a huge hurdle over and above what you have to do as a student.” By The Numbers: “I called the USSU when I was 3 weeks pregnant and kept calling every 3 months. He just got in after 16 months…they only gave me 2 days notice.” Number of Aboriginal Undergrad students in 2011: 1, 534 Number of Aboriginal Graduates retained: 62% 951 Number of Aboriginal Grads from all colleges, 2012: 243 Total who did not start/complete programs due to childcare issues: Unknown 4. 5. Potential USSU Daycare Policy changes. Indigenous Students Council offer to network /partner in community solutions. Encourage dedicated family-friendly space on-campus. Explore infant & child-friendly classrooms and policies. Network with other community providers for other solutions. Aboriginal Framework Researcher: Andréa Ledding, under the supervision of Kristina Fagan-Bidwell, Associate Dean of Aboriginal Affairs, College of Arts & Science. Thanks to the participants and their children, and especial thanks to MaryLou Mintram, President of the Indigenous Students Association. 58 www.aboriginal.usask.ca THE WOLF WILLOW SITE MARIA MAMPE DEPARTMENT OF ANTHROPOLOGY AND ARCHAEOLOGY The Project The Wolf Willow Site, or FbNp-26, is the 9th site of 21 known archaeological sites to be excavated at Wanuskewin Heritage Park just outside of Saskatoon , Saskatchewan, Canada. Wanuskewin Heritage Park is unique in that it is not only a museum and tourist destination, rather, it is so much more. Wanuskewin is a gathering place which facilitates education, spiritual renewal and cross cultural respect and understanding. The excavation process was undertaken during the spring and summer of 2010 and 2011. The excavations employed university students as part of a class in field methods and participants in a field school open to members of the general public, including professional and avocational archaeologists. Level C1 Plains Side Notched 300-800 BP evel C2 Level Prairie Side Notched 800-1100 BP Level C3 Duncan/McKean 3100Duncan ann/McKean 3100 4100 BP Objectives From a purely investigative standpoint, the objective was to discover the nature of the Wolf Willow Site through the process of archaeological excavation. The Wolf Willow project, however, encompasses many purposes; education, public archaeology, cross cultural exchange, tourism, and scientific inquiry. Its location in a Heritage Park provided students with the opportunity to act as “archaeological ambassadors” and afforded visitors to the park the opportunity to participate in real archaeological research. Level C4 Oxbow 3000-5000 BP Methodology Units were 1 x 1 metre and were excavated with trowels and brushes. Shovel shaving used when a paucity of artifacts was detected or suspected and in levels which appeared to be redeposited or sterile. Results Four cultural levels were detected based on the recovery of diagnostic artifacts, i.e. projectile points, and the vertical distribution of artifacts. The site appears to have functioned as a seasonal campsite. Aboriginal Framework 120 Artifact Distribution FbNp-26 80 60 40 20 0 1 7 13 19 25 31 37 43 49 55 61 67 73 79 85 91 97 Artifact Frequency 100 Depth Below Datum 59 www.aboriginal.usask.ca CONTRIBUTING FACTORS TO AN ABORIGINAL STUDENT’S SUCCESSFUL TEACHER CANDIDATE INTERNSHIP LESLIE MARTIN, DOCTORAL CANDIDATE, DEPARTMENT OF EDUCATIONAL ADMINISTRATION Purpose Paradigm In order to increase the educational success of Aboriginal students, it is essential for more Aboriginal instructors to enter into school systems. My research aim is to discover factors that may assist Aboriginal teacher candidates to have a successful internship that inevitably may guide them into a teaching career. Kanu’s (2007) research has determined that the integration of Aboriginal cultural knowledge and perspectives in student learning outcomes, instructional methods and resources, and as part of the philosophical underpinning of the curriculum results in positive outcomes. An increase of Aboriginal instructors within the school systems will infuse cultural knowledge, worldviews and an understanding that will assist in learning for all. The key idea behind qualitative research is to learn about the factors from participants and to address the research to obtain that information. It is an emergent design (Creswell, 2007). The constructivist paradigm will allow for the research to evolve from multiple perspectives and insights. It allows the the participants to take an active role in nominating questions of interest (Guba & Lincoln, 2005). In the discovery of success factors, part of my research explores the areas of social and political justice. These areas will be uncovered by examining a school’s or classroom’s prevailing worldview. Hermes (2005) in St. Denis (2011) states that ‘more powerful than (teacher’s) knowledge of cultural differences is their knowledge of the big picture – the context of socioeconomic and cultural oppression of Native Americans’. The participant’s and participating school’s knowledge of Aboriginal socioeconomic and cultural oppression will be investigated to reveal any influencing elements within a classroom structure. Examining these areas may uncover a ‘habitus of education’ within a school that inevitably affects the teacher candidates (Shields, 2004). Understanding this larger picture and the elements that create the prevailing worldview and the effects that they have on the teacher candidate’s experience will be part of the research study. Methodology The case study will be instrumental as the focus of the research is to provide insight and understanding into the success factors within the various cases. Data collection methods: (1) (2) Unstructured, open-ended interviews School and classroom visits Research Question: What factors including worldview, school culture, internship structure, supervisor, confidence and classroom interaction contribute to an Aboriginal education student’s success in their teaching internship? Aboriginal Framework Creswell, J. (2007). Qualitative inquiry & research design: Choosing among five approaches. (2nd ed.) Thousand Oaks, CA: SAGE Kanu, Y. (2007). Increasing school success among aboriginal students: Culturally responsive curriculum or macrostructural variables affecting schooling? Diaspora, Indigenous, and Minority Education, 1(1), 21-41 Guba, E.G. & Lincoln, Y.S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N.K. Denzie & Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed) (pp. 191-215). Thousand Oaks, CA: SAGE Shields, C. (2004). Dialogue Leadership for Social Justice: Overcoming Pathologies of Silence Educational Administration Quarterly 40(1), 109 – 132. SAGE St. Denis. (2011). Rethinking Cultural Theory in Aboriginal Education . In M. Cannon & L. Sunseri (Eds.) Racism, Colonialism, and Indigeneity in Canada. Oxford 60 www.aboriginal.usask.ca UNHEARD VOICES: LISTENING TO RESILIENT YOUTH ON RESERVE MEGAN MCDOWELL-DEPARTMENT OF SOCIOLOGY Community Based Participatory Research (CBPR) methods were utilized in order to explore the importance of resilience in our partnership project titled: Resilience to Offending: Listening to Youth On-Reserve (Brooks PI, SSHRC partnership development grant, 2011-2013). CBPR methods prioritize “equalize(ing) power differences, build(ing) trust, and creat(ing) a sense of ownership in an effort to bring about social justice and change” (Castleden, Garvin, & Huu-ayaht First Nation, 2008, p.1394). This project involved the use of artwork as a medium of non-verbal expression, storytelling and perspective sharing. Initiated at the request of Battleford Agency Tribal Chiefs (BATC), our shared aim was to engage in dialogue with the participants about the artwork and within interviews, ultimately leading to our goal of a mutual understanding of paths to resilience. We have collaboratively chosen to ask: What are the barriers and protective processes faced by First Nations youth who encounter significant amounts of risk from the perspectives of youth who are considered resilient by their First Nations communities? Participants revealed many themes as key elements contributing to a resilient life Partici “What I found was…even for somebody like myself, who has the academic training, we lack communication skills, proficient communication skills in the English language, and it starts at a very young age (…) only because of the fact that they’re not able to manipulate the language so that it benefits them.”- BATC Stakeholder Qualitative interviews with youth, stakeholders, parents and Elders from BATC reserves revealed some of the most important contributors to resilience. Participants were engaged in dialogue and youth were encouraged to speak about their artwork. The use of drawings in research acts as a stimulus for communication. (Burke and Prosser, 2008) BATC is located near the Battlefords in Saskatchewan and is made up of 7 reserves: “Not all our youth are bad!” • • • • • • “I draw crosses ‘cuz of my dad…I was always thinking about him even though we didn’t know each other that good…I always wish I got to know him better. And then the scenery is, I can just imagine how it looks, like in heaven, it always just comes to mind.”- Moosomin Youth Draw and talk sessions allowed for art and stories to be shared between participants and interviewers. Responses to interview questions were What do you do when you are feeling down? drawn and explained by both participants and researchers to inspire ‘collaborative meaning-making’ (Mitchell, Theron, Stuart, Smith and Campbell, 2011). Ahtahkakoop Cree Nation Moosomin First Nation Red Pheasant Cree Nation Saulteaux First Nation Sweetgrass First Nation Young Chippewayan First Nation –Moosomin Elder Original advisory group from Moosomin Battleford Agency Tribal Chief Council “I knew this is not something she can put into words. When they do the artwork, I explain to them that sometimes we don’t understand what it is we’re feeling. We don’t understand the route, so I encourage them to just start painting whatever feeling, whatever colour pops into their imagination first, and whatever design (…) in most cases it reflects some of the issues that they’ve been able to discuss with me.”- BATC stakeholder “Visual images provide a way to connect with, represent, and give meaning to inner experiences. As non-discursive expressions of feeling, images convey previously unknown ideas in symbolic forms that have significance and bring understanding and insight” - Carolyn Jongeward in Method Meets Art (2009) Aboriginal Framework What do you like the most about your community? What is your favorite thing to do? “(…) I liked it. It was great. It was just a way of getting feelings and, like, a way of things to get them out and you can express them through art.” – Saulteaux Youth 61 www.aboriginal.usask.ca DECOLONIZING PEDAGOGIES FOR STRUGGLING READERS WITH FASD DRS. RAE MITTEN AND LINDA WASON-ELLAM RAE.MITTEN@USASK.CA, LINDA.WASON-ELLAM@USASK.CA Introduction Results Fetal Alcohol Spectrum Disorder (FASD) includes a range of diagnoses for physical, neurobehavioral and cognitive disabilities. FASD comprises 2-5% of the school-age populations of younger children in the United States and some western European countries (May et al., 2009). While school-age children with FASD may learn to read, they often neither remember or comprehend what they read. This is so because they have deficits in attention, self-regulation, auditory processing, memory, sequencing, generalizing, abstract thinking, and executive functioning. An intervention to be effective must accommodate for these deficits. In order to avoid adverse life outcomes such as disrupted school experiences and falling by default into the justice system (Streissguth, 2001) as well as achieve positive adjustments throughout life such as education and training, gainful employment and stable living arrangements, it is critical that individuals with FASD learn to read. As many individuals with FASD have Aboriginal ancestry, it is important that reading interventions be decolonizing or postcolonial interventions, especially in view of the legacy of Residential Schools. Decolonizing or postcolonial interventions attempt to undo the harm caused by Eurocentric educational policies and practices. This method adapted for attention deficit-hyperactivity problems characteristic of children with FASD, as it engaged them through multimodal, active one-to-one learning using culturally relevant resources (Mitten, 2011). It assisted in scaffolding problems with memory, sequencing and abstract thinking, by allowing children a variety of modes through which to learn. If they did not learn well through auditory and textual modes, then visual, oral and tactile modes compensated. Objectives The objective of this in-school project is to observe and analyze adapted literacy interventions for struggling readers in grades three to six who have existing diagnoses within FASD. Struggling readers are defined as those readers and writers with FASD who are achieving at a level of attainment two years below their chronological age. The interventions will focus on how these learners orchestrate word recognition which refers to the process of making meaning before, during, and after reading or writing a text. Reading and writing comprehension are interwoven processes of engaging in texts by being able to appropriately use a number of strategies such as accessing prior knowledge and creating visual images to use in predicting, inferring, monitoring, re-crafting, as well as draw-talk-write storying (McConnell, 1993). Methods A multimodal read-talk-draw mediated storytelling protocol comprises a dynamic intervention designed to adapt and scaffold attention, memory and comprehension for struggling readers with FASD. Teachers mediate and support children’s optimal multi-modal drawing, reading and writing of texts, while observing, modeling and thinking-aloud about metacognitive strategies that could be used in puzzling out a word or understanding the beginning, middle and end of a story. They guide and scaffold the children through what Vygotsky (1986) terms the zone of proximal development where their skills are challenged. During reading or listening to a story, each child will reconstruct what they heard or read in a storyboard format. A storyboard is a pictorial organizer, created by drawing and writing the beginning, middle and ending episodes of a story. Later, the reader talks about and shares the story with teachers and peers, utilizing cues from the storyboard to orally narrate and sequence his or her description (Wason-Ellam, 2012). Afterwards the teacher/researcher undertakes an informal narrative analysis using a qualitative rubric. This method is designed to provide a more organically valid description of a child’s thinking processes during reading than may be accomplished in static standardized measurement (Ibid., 2012). The goal is to strengthen children’s story comprehension visually, orally and textually. 62 Conclusions Learner responses are enhanced by a decolonizing pedagogy using childcentered visuals and oral storytelling during mediated reading sessions. Through their drawings made before, during and after reading or hearing a story, struggling readers with FASD are able to remember who the characters are, what happened in the beginning, middle and end of the story, and thus better comprehend the story. By actively wielding pencil or paintbrush to draw the visuals, writing and telling the story, as well as interacting with the teacher in the mediated process and sharing the story with peers, children with FASD are more engaged better able to regulate their attention and energy levels (Mitten, 2011). Aboriginal Framework www.aboriginal.usask.ca INSPIRED MINDS: ALL NATIONS CREATIVE WRITING DEPARTMENT OF NATIVE STUDIES What is Inspired Minds? Inspired Minds is a creative writing program that runs out of Saskatoon Correctional Centre, a provincial men’s facility under the direction of Diann Block, First Nations and Métis Cultural Coordinator. It operates as a result of a partnership between faculty and students at the University of Saskatchewan who volunteer their time to facilitate the workshops. The program provides students with quality education in different genres of literature, including poetry, short stories, autobiography, traditional Aboriginal storytelling, songs, and comics. The workshops introduce students to basic literary terminology; develop their literacy through in- and out-of-class reading and discussion of literary texts; and enlarge their writing and editing skills. Teaching and Researching Behind Bars There are significant challenges that need to be addressed in order to facilitate volunteer-driven programming and subsequent research activities in a Provincial correctional facility: Classroom space and sizes Access to writing materials Access to information/research Inmate transfers Programming for many literacy levels Availability of volunteers Program development Photo courtesy of On Campus News Assessing Programming in Prison Most of the time, correctional program assessment is based on the recidivism rates of participants. This is problematic for many reasons – partly because if program participants are remanded (unsentenced/awaiting trial) – recidivism rates are difficult to quantify. Photo Courtesy of Dorian Geiger, @dgeigs Who participates? The program is open to all offenders – both Aboriginal and non-Aboriginal as it aims to be as inclusive as possible. Additionally, one of the central goals of the program is to provide programming to inmates who have less access to programs facilitated through Correctional Services. This means volunteers often work in higher security areas, and with un-sentenced (remanded) offenders. Offenders are either released into the community or convicted and sentenced to provincial/federal time. Instead of using recidivism as the tool for measuring success, this study engages in a qualitative analysis of offender responses to the program itself. Additionally, Correctional Services staff who have had the program run in their living units, or who have been involved with the program in other capacities, will also be interviewed to better understand the impact the program has had from a front-line staff perspective. Interested in Volunteering? Aboriginal Framework We’re looking for students and staff to help expand our program into other living units and fields of study – not only creative writing! Contact: apiche@alumni.uwo.ca For more details and application information. Photo Courtesy of Dorian Geiger, @dgeigs 63 www.aboriginal.usask.ca FAMILY ROLES DURING EMERGENCY EVACUATION: THE HATCHET LAKE FIRST NATION CASE JULIA SCHARBACH AND JAMES B. WALDRAM DEPARTMENT OF ARCHAEOLOGY AND ANTHROPOLOGY The Evacuation Our research focuses on the evacuation experiences of members of the Hatchet Lake First Nation. The community, located on Wollaston Lake, was evacuated in June of 2011 because of threats due to a forest fire. Community members were brought to several evacuation centers, located in school gymnasiums and recreation centers in cities such as Prince Albert and Saskatoon. Figure 1. Clouds of smoke filling the sky behind the buildings in the community (Clipping 2011). Research Methods The research took place over a period of six weeks during the summer of 2012. During this time, we conducted fifty-nine openended interviews to collect narratives about evacuation experiences. Interviews began with a fairly open invitation to “tell me about your experiences of the evacuation last summer.” During the informal discussion that ensued, we followed-up on relevant areas that related to evacuation experiences, some of which are depicted in the accompanying photographs. We focused on idioms and metaphors of stress, trauma, coping and resilience, looking at how they were employed retrospectively to characterize experiences. Narrative and discourse analysis were employed to contextualize these idioms and metaphors. Family Separation Community members were evacuated out of Wollaston in order, from most to least vulnerable, as identified by nurses at the local health center. As a result of this organizational method, some families were fragmented, as more vulnerable family members (i.e. pregnant mothers) were evacuated before their less vulnerable relations. During our interviews, many community members identified the fragmentation of families as being a trigger for many of the problems that arose during the evacuation including, for example, alcohol abuse and violence among teenagers, and increased stress and fear among children and their parents or guardians. Community members suggested that these challenges were related to family members’ inability to carry out their normal roles within the family, due to the separation. This finding highlights the value that community members place on family unity. Conclusion Hatchet Lake is one of many communities that has been affected by the growing number of forest fires and floods in Canada. Because these evacuations have become a staple of Canadian summers, it is important that researchers learn about the ways that evacuations are experienced. By conducting research related to this topic, we hope to contribute to policy changes that reduce the distress that disasters have the potential to incite, including the distress caused by family separation. Aboriginal Framework Figure 2. Residents boarding a Hercules aircraft in Points North, SK (Kraus 2011). References: Clipping, Anderson. 2011 Forest fire forces evacuation of Wollaston Lake Hatchet Lake First Nation. Photograph. The StarPhoenix. http://www.thestarphoenix.com/news/Photos+Forest+fire+forces+evacuation+Wollaston+Lake+Hatchet+Lake+First/4876156/story.html?cid=megadrop_story. Kraus, Daren. 2011 Evacuees depart from a CC-130 Hercules in Saskatoon, Sask. Photograph. Royal Canadian Air Force. http://www.rcafarc.forces.gc.ca/vital/v2/nrsp/images/2011/06/wg2011-0201-07.jpg. 64   www.aboriginal.usask.ca Talking Bear: Understanding Polar Bear Human-Interactions Through Narrative Aimee Schmidt, School of Environment and Sustainability (SENS) “Bear stories are a common form of narrative storytelling throughout the north, among both Aboriginal and non-Aboriginal community members.” (Clark & Slocombe, 2009) Research Questions The purpose of this research is to discover what can be learned from bear stories told by community members in Churchill, Manitoba. Related sub-questions include: 1. What kinds of stories are told about polar bears by Churchill community members? 2. How do these stories reflect local attitudes, values, and perceptions of polar bear-human interactions? 3. How does knowledge contained in these stories contribute to current understanding of polar bear-human interactions? “Churchill community members typically experience hundreds, if not thousands, of polar bearhuman interactions per year.” (Clark personal communication) References Significance In the context of climate change polar bear-human conflicts are expected to increase and as they do controversies over polar bear management will also grow (Peacock et al., 2011; Clark et al., 2008). There is an urgent need to open up the debate to different voices, “largely the aboriginal voices that have been marginalized in the polar bear management debate to date” (Clark et al., 2008). By eliciting and recording the stories of Churchill residents this research seeks to aid in the development of polar bear management strategies that reflect the cultural norms and expectations of northern residents. Clark, D. A, & Slocombe, D., S. (2009). Respect for grizzly bears: an aboriginal approach for co-existence and resilience. Ecology and Society, 14(1). Clark, D. A, Lee, D. S., Freeman, M. M. R., & Clark, S. G. (2008). Polar bear conservation in Canadaௗ: defining the policy problems. Arctic, 61(4), 347–360. Bravo, M. T, (2009). Voices from the sea ice: the reception of climate impact narratives. Journal of Historical Geography, 35, 256-278. Peacock, E., Derocher, A. E., Thiemann, G. W., & Stirling, I. (2011). Conservation and management of Canada ’ s polar bears ( Ursus maritimus ) in a changing Arctic. Canadian Journal of Zoology-Revue Canadienne De Zoologie, 385(5), 371–385. Photo Credits: Top right: Polar Bear Reverie, Nathalie Parenteau; Remaining photos courtesy of Paul Nicklen Photography. Aboriginal Framework “Dominant climate change narratives simply portray Inuit and polar bears as victims or icons of climate change and in doing so mask the voices of northern citizens.” (Bravo, 2009) 65 www.aboriginal.usask.ca INDIGENOUS KNOWLEDGE EDUCATIONAL ADMINISTRATION Indigenous Knowledge “Story” Education This poster presentation is not about the negative statistics that we as First Nation people face on a daily basis, instead it is a journey into a world that has endless possibilities. The first step in changing the way we think. If we take a step back and look at our education system, we see dated methodologies based on the industrial revolution. The hierarchical rise to the top, and the promotion of individual success has been the staple of successful education. This concept of “successful education” combined with Indian Residential Schools and the attempted cultural genocide of our people have left us lost and struggling to find solutions. The solution, simply put can be found through Indigenous Knowledge. Let us change the way we think about education and look outside the box, let us rekindle the beauty of an education system that has existed on this land for thousands of years. When the foundation of relational education has been ingrained into the minds of our youth, then and only then can our stories be told. Our stories are alive with spirit and give us a connection to a greater understanding, they have and always will sustain our culture, language and traditions. Yes there are sacred stories, of creation, of spiritual significance, but there is also :life: stories, that come alive within the words spoken by our elders. There are stories of death, of victory, of defeat, of loss, of hope, of love and of happiness, all of which are centered around the understanding that there are meaning and lessons within every spoken story. Walking Two Paths Education cannot be defined by one single universal definition, it is forever changing and is different for every child. For Indigenous students that path has had its fair share of problems and many First Nation children have gotten lost along the way. The plain and simple truth is we are failing our Indigenous students, yet we continue adopting foreign concepts, without putting value on our own knowledge systems. This is not to say that we abandon all that is modern day education, rather we work together for all students to benefit and widen their educational scope. Indigenous Knowledge is a powerful tool that has the ability to extend our knowledge systems far beyond the confines of a textbook. I will through this poster, examine 4 quadrants of Indigenous Knowledge though the lens of an educator. They are “relational” education, “oral tradition/story” education, “Insight” education, and “experience” education. “Insight” Education We are dreamers. Our elders examine the possibilities of the future, making careful decisions on the success of the people. Indigenous Knowledge puts great value in the role of insight. Our ability to dream provides our elders useful tools necessary to expand on the gifts and abilities of the child. To look into the future and build on our successes, gifts and abilities, provides a more holistic community that values each and every person. Every role was valued, therefore every role was necessary and in a sense every person played a role in the survival of “community”. “Experience” Education After we travel through the Indigenous Knowledge Medicine Wheel, we then experience life, we put into practice all our teachings, We remember our stories and create new ones. We then continue to pass Indigenous Education down to our children and grand children. We find the beauty in the education of the past and put into work Indigenous Knowledge Ekosi… “Relational "Education We are all related, this statement is commonly found in many Indigenous Knowledge systems. Indigenous Knowledge teaches us that our first education needs to be one of relational understanding. Knowing that each and every living thing on earth is related to one another. Our children were taught that we are all connected to mother earth and to grow up respecting all life’s creatures, because without them we as human beings would not survive. That initial understanding of humility and humbleness, provides a base for Indigenous Knowledge education. Without that base we cannot move There is no going back. However that does not mean that our children do not have the right to accessing Indigenous Knowledge. If we call ourselves educators and we sincerely want to bridge the gap, I believe that Indigenous Knowledge is a path we must walk down, but that path needs to be filled with all nations of people… Aboriginal Framework forward. IK – Medicine Wheel The medicine wheel concept comes from our ancestors and has been used as a teaching tool for Indigenous Knowledge for thousands of years. Our journey begins with the understanding that everything moves in a clockwise fashion beginning with relational, story, insight and ending with experience. 66 www.aboriginal.usask.ca Serene Smyth, MSc., & Louise Humbert, PhD. COLLEGE OF KINESIOLOGY GOOD HEALTH NOW, GOOD HEALTH FOR THE FUTURE: POST-SECONDARY EDUCATION, PHYSICAL ACTIVITY, & ABORIGINAL HEALTH. POST-ECONDARY EDUCATION, HEALTH, & ABORIGINAL STUDENTS Education and health go hand in hand; the higher one’s education the better one’s health. Today, more Aboriginal students are attending post-secondary institutions than ever before. However, attrition rates for Aboriginal students are higher than for non-Aboriginal students. At the University of Saskatchewan attrition is highest between 1st & 2nd year. 39% of Aboriginal students do not return in this timeframe (23% attrition for entire student body). Aboriginal students are more likely to: -Move away from home to attend post-secondary education. -Be female and have children. -Have to temporarily quit or leave school to obtain employment, deal with medical issues, and manage family issues. -Be less prepared academically for post-secondary education by their previous education. RESEARCH QUESTIONS 1a:Does an Aboriginal physical activity program increase the physical activity levels of Aboriginal university students? BARRIERS TO POST-SECONDARY RETENTION 1b: Does an Aboriginal physical activity program positively affect: mental health, physical health, academic performance, and retention? -Academic challenges often due to prior educational barriers. -Depression, anxiety, and discrimination. -Lack of supportive relationships. -Historical and cultural barriers. -Financial issues. RESEARCH DESIGN Focus groups with Aboriginal students on preferred types of organized physical activity. PHYSICAL ACTIVITY Field experiment employing a 2 (conditions: Group exercise-Control) X 2 (time: pre/post intervention) repeated measures design. Physical activity is positively related to outcomes including academic achievement, academic behaviors, and indicators of cognitive skills and attitudes, such as concentration, memory, self-esteem, and verbal skills. Physical activity treats mild to moderate depression and anxiety as effectively as pharmaceuticals. Physical activity builds relationships. Group physical activity enhances cohesion, allows students to meet new people in a fun and stimulating environment, and it bonds people though working towards common goals. Research supported by: 67 Aboriginal Framework www.aboriginal.usask.ca Serene Smyth, MSc. & Louise Humbert, PhD. College of Kinesiology Traditions and the City: Food insecurities and preferences for urban Aboriginal youth “Mom and Grandma teach me how to make real delicious traditional food, like different meats and bannock” “My uncle hunts and sends us meat” URBAN ABORIGINAL YOUTH AND FOOD INSECURITY -Aboriginal Peoples are over represented among those experiencing food insecurity in Canada. -Little is known about how urban Aboriginal youth, Canada’s fastest growing population, address food insecurity. -Absence of research on food preference and how culture influences these preferences when choice exists. -To effectively promote and support healthy eating there is a need for a more comprehensive understanding of food preferences and the factors influencing eating habits in this population. PURPOSE, METHODS, & PARTICIPANTS -The purpose of this qualitative study was to explore food insecurity. and cultural practices concerning food in urban Aboriginal youth. -Qualitative methodology of ethnography. -Participants: Urban Aboriginal youth (15-19 years; N=15). “I live by A&W, McDonalds, KFC and three other restaurants like that. So its pretty hard to eat healthy, lots of fatty foods” “I want vegetables and fruit but I can’t fit them in the budget” “If I could I would eat traditional food everyday, like wild meat. That’s why our people lived so long. There was never really anyone overweight” RESULTS -Food sharing networks are often used to both acquire traditional foods and to address food insecurity. -Food sharing networks consisting of friends and family in the city and on home reserves. -Traditional foods were believed to be healthy and desired by the participants. -Participants who reported eating traditional foods less frequently desired to eat them more often. -Urban Aboriginal youth understand what healthy food is and have a desire to eat healthy. -Three key barriers to healthy eating identified by all participants included: income, location, and transportation. -Despite multiple barriers, participants often talked about overcoming the challenges and working hard to eat healthy. Aboriginal Framework “One month we spend all our money on rent and we had to bum food of my step-mom’s brother. All he had was a bunch of junk food” IMPLICATIONS -The findings from this work highlight the complexity of food procurement, cultural influence, and food preference for Aboriginal youth living in urban areas. -The application of this study’s findings could be used to better promote or develop healthy eating strategies for urban Aboriginal youth. -Participants were knowledgeable on what healthy food was, and thus programming should consider focusing on skills such as purchasing and preparing healthy food on a low budget. This research was supported by a Canadian Institute68for Health Research Banting and Best Graduate Scholarship www.aboriginal.usask.ca A Textual Analysis of Post-Secondary Funding in Indian Affairs Annual Reports: 1947 – 1988 EDUCATIONAL ADMINISTRATION By: Josie Steeves (josie.steeves@usask.ca) Purpose This textual analysis uses government documents from 1947 to 1988, primarily focused on annual reports issued by the department responsible for ‘Indian Affairs’, to trace how the department presented the evolution of funding for Status Indians to attend post-secondary education (PSE). Results Four temporal periods emerged from the coded data: 1957-1970: Era of Scholarships Reports became more detailed and program oriented. A scholarship program was implemented from 1957-1971. A focus on academic excellence began. In 1960, only those students deemed ‘worthy’, or in 1961 the ‘gifted’ students were to receive funding outside of scholarships. Language shifted from supporting Indian students in PSE, to supporting Indian students in non-Indian schools. Policy is focused on providing services deemed essential in non-Indian institutions not available on-reserve, rather than differentiating between levels of education they are willing to fund. 1947-1956: The Beginnings of Financial Aid The first mention of financial assistance was made in 1947. PSE is funded/discussed with secondary and vocational schooling, suggesting a relationship between these levels of education from the point of view of the department. 1971-1980: A Storm is Brewing A department in transition. A program for financial assistance is named for the first time. In 1972 the National Indian Brotherhood released Indian Control of Indian Education. In response, the department “fully committed to realizing for the Indian people the educational goals which are set forth in the policy proposals” in relation to “the training necessary for making a good living in modern society” (1973). The language “Post-School Program” (1971) and “Post-School Education” (1972, 1973) defines ‘school’ as K-12. This reflects a narrowing policy scope, taking responsibility for K-12 and a distancing from PSE. 1981-1988: Re-evaluation of Policies There is a new focus on funding and program limitations. Due to increasing student numbers and increasing costs, two reviews of post-secondary funding were released. The 1987 review acknowledged a large increase in student numbers and cost, for the first time indicating they are working within a fixed budget. With no mention of First Nations bands in the review process, is it clear the department views this as a government controlled program. Most years since 1980 showed the increasing ‘control’ bands had over expenditures, but still within strict boundaries. Conclusions Three general conclusions can be made: The program has always been under the direction and control of the Department. The program is currently not viewed as a ‘right’ for First Nations people. The language associated with it has continuously been redefined to be more restrictive in scope. This is especially pronounced with regards to secondary and PSE education. There was not a differentiation between secondary, post-secondary, and vocational schooling until 1971. Prior, any student who had the desire and the ability to was funded by the department to further their education in some manner. With secondary school a Treaty right according to the department, the question remains why PSE has not been subsequently included. Aboriginal Framework Since 1988, there have been few changes to the program, except for a 2 per cent cap on funding increases, leading to less students able to access funding. The question remains: What will be the future of PSE funding for Status Indians? 69 www.aboriginal.usask.ca TEACHING & LEARNING TO NURTURE SPIRITUAL RELATIONS WITH NATURE School of Environment and Sustainability Christina Thomson; Dr. M.J. Barrett (Supervisor) & Dr. Janet McVittie Context: Modern western culture supports an understanding that Earth is without spirit. Spirit manifests itself in many forms, and in part, understanding spirit includes the human quest for connectedness. This educational study focuses on human-nature connections to address core issues of sustainability. Research Questions: 1. How does a select group of middle years students in Saskatoon Public Schools perceive their relations with nature? 2. In what ways might educators enhance teaching and learning to support spiritual relations with nature? a. What are of some of the barriers that prevent such relations for teachers and students? b. What are some supports that can help teachers and students move beyond barriers to spiritual human-nature relations? Significance of Research: This project takes steps toward decolonized environmental sustainability through… (Re)-introducing the potential for relationality in all of its aspects in regard to human-nature relations Understandings developed will This research is situated contribute to educational within community outreach, programming that fosters collaborations across cultures and are supportive of Indigenous worldviews. Aboriginal al Framew Framework work wo Re-spiritualizing relations to heal the current divide between humans and nature Funded by: SSHRC, SENS and CGSR Decolonizing humannature relations through teaching and learning 70 www.aboriginal.usask.ca SERVICES FOR POST-SECONDARY ABORIGINAL STUDENTS Description Many adult Aboriginal students in Saskatchewan returning to school or work force face barriers which often leads to being unsuccessful. Many students are single parents with little or no family support. Some students move away from their home communities to attend school and face obstacles such as culture shock, no funding for school, high rent, poverty, addictions, domestic violence, isolation from family, no cultural connections, and childcare issues. Services are required to assist in finding services and offering support to help students make a successful transition from home to school. The services currently offered by some post-secondary institutions include Elder support, life skills coaching, motivational speakers, psychologist, tutors, student council, food bank, Dress for Success, and assistance with employment. Other services to help struggling students overcome barriers need to be examined to ensure post-secondary students are successful in their studies. Purpose The purpose of the study is to identify and examine barriers to determine additional services that are essential to improving and increasing student retention. Further, the study will look at and recommend ways that other post-secondary institutions institution can work together to meet the needs of post-secondary students. References: Standing Senate Committee on Aboriginal Peoples. (2011). Reforming First Nations Education: From Crisis To Hope. Retrieved from http://www.fsin.com/images/stories/fsin downloads/education/2012/Aboriginal%2 0Senate%20rep03dec11-e.pdf Joint Task Force on Improving Education and Employment for First Nations and Metis People. (2012). Voice, Vision and Leadership. Retrieved from http://www.jointtaskforce.ca/wpcontent/uploads/2012/12/InterimReport-Dec-5.pdf Research Questions 1. What unidentified barriers do adult Aboriginal students face in Saskatchewan? 2. What unidentified services are required to improve and increase student retention? 3. What ways can post-secondary institutions meet the needs of Adult Aboriginal students? Significance The Interim Report of the Joint Task Force (2012) identified the need for transitional supports such as assistance with housing, banking, application and registration processes, course selection, bussing, transportation to work placements or practicums, dealing with culture shock and so on to help Aboriginal students be more successful. Further, the report suggests that post-secondary institutions be responsible with goals and processes in place for the success of their program and in meeting the needs of post-secondary students. It is imperative that institutions uccess of Aboriginal students in Saskatchewan. Saskatchew When work together to ensure the success eed. students succeed, we all succeed. Holistic Aboriginal Services *physical *mental *spiritual *emotional Including *empowerment *equality *language and culture Aboriginal Framework EEdie die Venne Ve Hyggen 71 www.aboriginal.usask.ca Aboriginal Student Experiences in Mediating Identities at University CULTURE AND HUMAN DEVELOPMENT KAITLYN WATSON OVERVIEW OF RESEARCH • Read, Archer & Leathwood (2010) write that the university is a cultured environment, geared more towards “traditional students,” in other words, white, male, upper and middle-class students who are just leaving high school. • With this idea in mind (or despite this idea), how do Aboriginal students experience the University of Saskatchewan? How do Aboriginal students present themselves in this university environment? RESEARCH GOAL To create meaningful research for Aboriginal students that could be used by the university or Aboriginal students trying to make sense of their university experience or looking for guidance from other Aboriginal students. RESEARCH PARTICIPANTS • Five students from the Aboriginal Student Achievement Program and five Aboriginal students in their first or second year in the College of Arts and Sciences. • So far, I have enjoyed interviewing six students who have offered their time and shared their experiences for this research. I look forward to meeting four more students who are interested in becoming involved in this research. RESEARCH FRAMEWORK • This research framework draws on the medicine WHAT I HAVE LEARNED FROM BEING A PART OF THIS RESEARCH wheel for inspiration for connecting perspectives. • I learned about the impact of my subject position as a White • The interviews for this research are understood to researcher from All Nations Learning, a program offered be a site of joint-construction where meaning is through the Aboriginal Students’ Centre January, 2012. created by both researcher and participant and is • I learned at the “Dispelling the Myth Panel” in last year’s not separate from the context in which it has been Aboriginal Achievement Week, the importance of not holding created. ourselves back in areas that we see as “not ours”. We all • In this research, I draw on constructionist and benefit from reaching out, coming together and sharing our elements of Indigenous epistemologies, paying perspectives. special consideration to the role of context, building trust and relationships. • Dialogic/performance narrative analysis, in the style SPECIAL THANKS to my supervisor, Dr. Louise Alexitch, the of Riessman (2008) will be used to look at not only Aboriginal Students’ Centre, the All Nations Learning Program what was said in interviews, but also how it was and SSHRCC said, to whom it was said and where it was said. These elements are important to incorporating the context into the creation of the story. Aboriginal Framework • By using a dialogic/performance narrative analysis, not only is the local context of the dialogue important, but so are the larger political, societal and historical contexts. As such, using this analytical tool, I can connect such things as the politics of my subject position and the societal and historical implications of education and colonialism to the research. REFERENCES Read, B., Archer, L. & Leathwood, C. (2010). Challenging cultures? Student conceptions of ‘belonging’ and ‘isolation’ at a post-1992 university. Studies in Higher Education, 28(3), 261-277. Riessman, C. K. (2008). Narrative methods for the human 72 sciences. Sage: Los Angeles. www.aboriginal.usask.ca How Much is Too Much? Jenna Zee, School of Environment and Sustainability Supervisor Dr. Markus Hecker, School of Environment and Sustainability, Toxicology Centre How Much is too Much? The Effects of Dietary Selenomethionine on Juvenile White Sturgeon (Acipenser transmontanus) Methods and Objectives Juvenile sturgeon will be given food spiked with 0, 5, 25, or 125 ug Se / g food dry mass in the form of SeM for 90 days. Fig.1 A 4 m, 500 kg white sturgeon in the Fraser River. One of the largest fish ever caught for sport in North America. Background • Sturgeon are culturally important to some First Nations peoples and economically important to fisheries (Jaric, 2012). • Most populations are critically endangered. • Selenium (Se) is a persistent and potent toxicant that bioaccumulates and bioconcentrates in the aquatic food chain (Lemly, 2002). After 90 days behavioural and stress response data will be collected from live fish. Various tissue and blood samples will be taken for pathological and toxicological assessment. Genes of interest will be verified using real time polymerase chain reaction (RT-PCR). • Dietary selenomethinonine (SeM) is the primary route of exposure for fish. • Se is an essential micronutrient and fish require 0.1-0.5 ugSe/g dry mass (dm) in their diet for normal growth and physiological function, however concentrations of >3.0 ugSe/g dm become toxic (Misra, 2012). • Sturgeon, in some areas, are being exposed to up to 20 ugSe/g dm in their diets, with predicted increases due to elevated agricultural and industrial activities (Luoma & Presser, 2000). References Lemly, A.D. (2002). Aquatic Toxicology 57, 39-49. Linville, R.G. (2006). Ph.D. Dissertation. Louma, S.N. & Presser, T.S. (2000). US Geological Survey, Open-file report 00-416. Janz, D.M. (2011). (eds. Farrell, A., Brauner, C., Wood, C.), 327-374. Academic Press. Percentile • Previous studies have placed sturgeon among the most sensitive fish species and have shown pathologies in multiple tissues, and negative impacts on activity, behaviour and growth (Fig. 2). Anticipated Outcomes Elucidation of molecular toxicity pathways of SeM in white sturgeon. Identification of dose dependent pathological effects. Increased understanding of SeM toxicity in sturgeon which will support future risk assessments. Various Species Sensitivity to Selenium • Little is known about chronic SeM exposure on white sturgeon. After 10 days a subsample will be collected to investigate whole transcriptomics using the Illumina sequence by synthesis method in order to identify potential toxicity pathways. Aboriginal Framework Fig. 3 Red shiner on the left has skeletal birth defects due to Se exposure. Egg or Ovary Se, ug/g dry weight Fig. 2 EC10 (concentration at which 10% of individuals tested show affects) for various fish species. There is no EC10 available for white sturgeon, however the EC76 (76% of individuals show affects) at 15.8ugSe/g is very low suggesting 73 Modified from they are a highly sensitive species. Janz et al. (2010), Lemly (2002) and Linville (2006). www.aboriginal.usask.ca DECOLONIZING SUSTAINABILITY Dr. MJ Barrett, Matt Harmin & Christie Thomson EDUCATION SCHOOL OF ENVIRONMENT & SUSTAINABILITY Troublesome and Transformative Learning Threshold Concepts There are different ways of knowing (Western Epistemology Exists!) First Nations Holistic Learning Model Canadian Council on Learning, 2007 ENVS 811: Multiple Ways of Knowing in Environmental Decision-Making Re-Animating and Re-Stor(y)ing Human-Nature Relations Students will: 1. Understand that there are multiple ways of knowing and perceiving, all which are valuable to environmental decision-making 2. Understand that the higher status given to some knowledge systems in Western contexts has had significant (often negative) social, economic, and environmental effects 3. Identify & interrupt processes through which certain knowledge systems are maintained as dominant, while others are maintained as invisible, marginalized, or devalued 4. Practice integrating multiple ways of knowing into personal and professional practice Thank you to: SSHRC, and students in ENVS 811, 2009-2012 Thank you to: SSHRC, and students in ENVS 811, 2009-2012 74 Aboriginal Framework www.aboriginal.usask.ca w Examining eating problems in Aboriginal and NonAboriginal perinatal women Angela Bowen RN PhD1, Julia Kirkham MD2, Marilyn Baetz MD FRCP2, Nazeem Muhajarine PhD3 1College of Nursing, 1,2College of Medicine, Department of Psychiatry, 3College of Medicine, Department of Community Health & Epidemiology Aboriginal vs. NonAboriginal women Background Associated factors Dieting and Aboriginal women Eating Disorders (ED) • planned pregnancy (p=0.030); stress (p=0.030); vitamins/folic acid (p=0.050); EPDS>12 (p=0.030) • 1.5% of Canadian women 15 – 24 years of age have an eating disorder ED in Aboriginal Women Dieting and nonAboriginal women • Most have positive body image, less ED overall • Nausea and vomiting (p=0.023), breastfeed (p= 0.039) = ED in Pregnancy/Postpartum Bingeing and Aboriginal women Associated with: • Hx of depression (p=0.001) • obstetrical and neonatal complications, remission of ED, postpartum depression Bingeing and nonAboriginal women • Nausea and vomiting (p=0.010) Methods Purge/vomit and Aboriginal women Participants: • Hx Depression (0.008) • 402 pregnant women, 15-44y., enrolled in outreach program for socially vulnerable mothers Purge/vomit and nonAboriginal women Design: NonAboriginal with eating problems • Secondary analysis of Longitudinal study of antenatal depression • Three self-report questions related to history of: Dieting, Binge eating, Purge/vomiting to determine eating problems • more likely to experience stress (p=0.001) and have nausea and vomiting in pregnancy (p=0.006) • Nausea and vomiting (p=0.033), breastfeed (0.019) Although Aboriginal women were abused more often, abuse (sexual, physical, emotional) significantly associated with dieting, binging, and purge/vomit in the nonAboriginal women. Aboriginal women, less history of depression, but when history of depression or present depression status was present, significant predictor of eating problems Analyses: • Descriptives, bi/ multivariate regression Findings Discussion Participants Age (years) n 402 mean+ SD 22.8 + 5.2 Gestation (weeks) Single Aboriginal 402 215 256 15.2 + 6.5 Multigravida <Grade 12 Income < 20,000 /social assistance 242 247 351 Confirms that Aboriginal women less likely to have eating problems, including in pregnancy or postpartum % • Eating problems were not associated with negative health outcomes in pregnancy or postpartum, with the exception of gestational hypertension Unexpectedly 56.6 65.4 • More eating problems than reported in literature, but no diagnostic testing to confirm ED diagnosis 60.5 63.5 85.1 Limitations • Self-report data, Low report of dieting in the sample Conclusions • Most women (84%) stated that they had no history of eating problems. • Women who engaged in one eating problem behavior were significantly more likely to engage in another. • Overall, eating problems associated with depression, mood swings, history of physical and sexual abuse, stress, nausea and vomiting in pregnancy, and recreational drug use. • Women with eating problems were significantly more likely to have gestational hypertension than those without, but confirming the literature, there were no other differences in pregnancy or birth outcomes. Dieted Eating Problems (n=289) Dieted Binged Purged low eating problems (1 or 2) High eating problems (3) % 11.0 7..8 10.2 9.8 6.2 No Stress History of Depression Sexual Abuse Verbal Abuse Planned Pregnancy EPDS>12 p 0.008 <0.001 0.006 0.027 0.020 0.019 Purged/Vomited Binged Nausea & Vomiting History of Depression Sexual Abuse Breastfeeding Delivery Complications EPDS>12 • Eating problems are amongst the problems that pregnant women experience, particularly those who are socially vulnerable, including abuses, and stress • Pregnancy is a time when women seek medical attention, assess eating patterns and history • Aboriginal women more likely to have eating disorders. if history of depression and present depression • NonAboriginal women with history of abuses more likely to have eating disorders p 0.002 0.014 0.045 0.009 <0.001 0.053 Nausea & Vomiting Delivery Complications Acknowledgements: p 0.001 0.001 References Aboriginal Framework Bansil, P., Kuklina, E., Whiteman, M., Kourtis, A., Posner, S., Johnson, C., et al. (2008). Eating Disorders among Delivery Hospitalizations: Prevalence and Outcomes. Journal of Women's Health, 17(9), 1524-1528. Boisvert, J., & Harrell, W. (2009). Ethnic and age differences in eating disorder symptomology among Albertan women. Canadian Journal of Behavioural Scienc, 41(3), 143-150. Bulik, C., Von Holle, A., Hamer, R., Knoph Berg, C., Torgersen, L., Magnus, P., et al. (2007). Patterns of remission, continuation and incidence of broadly defined eating disorders during early pregnancy in the Norwegian Mother and Child Cohort Study. Psychological Medicine, 37(8), 1109-1118. Crago, M., Shisslak, C., & Estes, L. (1996). Eating disturbances among American minority groups: a review. International Journal of Eating Disorders, 19(3), 239-248. Mazzeo, S., Landt, M., Jones, I., Mitchell, K., Kendler, K., Neale, M., et al. (2006). Associations among Postpartum Depression, Eating Disorders, and Perfectionism in a Population-Based Sample of Adult Women. International Journal of Eating Disorders 39(3), 202–211 Rosen, L., Shafer, C., Dummer, G., Cross, L., Deuman, G., & Malmberg, S. (1988). Prevalence of pathogenic weight-control behaviors among native american women and girls. International Journal of Eating Disorders, 7(6), 807-811. Smith, J., & Krejci, J. (1991). Minorities join the majority: Eating disturbances among hispanic and native american youth. nternational Journal of Eating Disorders, 10(2). Soares, R., Nunes, M., Schmidt, M., Giacomello, A., Manzolli, P., Camey, S., et al. (2009). Inappropriate Eating Behaviors During Pregnancy: Prevalence and Associated Factors among Pregnant Women Attending Primary Care in Southern Brazil. International Journal of Eating Disorders 42(5), 387–393. 75 Healthy Mother Healthy Baby Program, Saskatoon Health Region and Westside Clinic, Saskatoon, SK www.aboriginal.usask.ca THE CREE WANDERER M CICHON, STM/M DOERKSEN, CMRS Summary: The Old English poem The Wanderer derives from an oral tradition and describes someone cut off from kith and kin, wandering the earth alone. Our project is a Cree translation of this work, its public performance, and discussion of it in a public forum and publications. As a work of literature encoded at least in part in memory of a by-gone time, and as a reflection upon cultural dislocation, the work contains significant potential for elucidation by aboriginal culture and the medium of the Cree language. Objectives: Our primary objective is to facilitate a three-way conversation between modern ‘European’ academics, aboriginal academics and community members, and one of the most important remnants of AngloSaxon culture. We seek to recognize the place of the Cree language within Saskatchewan and Canada and contribute to its growing body of written literature. We seek conversations that will deepen our understanding of the text through aboriginal perspectives and the medium of the Cree language. We hope this forum can be a model or starting point for similar conversations in the future, rather than a formula for how such a conversation should take place, and hope that both the successes and failures of this project may form the basis for future interactions of this kind. Outcomes: “Often the Solitary One awaits mercy for himself, the favour of God , although he, careworn , must stir the frost-cold sea with his hands and tread the paths of exile for a long time. Fate is entirely resolute. Thus spoke the Earth-Stepper , mindful of tribulations, of hostile and deadly combat, of the ruin of beloved kin…” Aboriginal Framework 76 www.aboriginal.usask.ca TRADING ON TRADITION: INNOVATIVE ABORIGINAL ENTERPRISE DR. ISOBEL M. FINDLAY EDWARDS SCHOOL OF BUSINESS Introduction Societies and their institutions require open, dynamic systems to facilitate new ways of thinking. In the Canadian context, co-operatives are engaging and being enriched by Aboriginal communities bridging the traditional and social economies to achieve a common vision of healthy, sustainable economies and communities. This research records how one Aboriginal co-operative is reinventing itself to resist colonial law and policy, redefine co-operative enterprise, and revitalize Aboriginal entrepreneurship. Research Questions How can traditional trapper and co-op governance be effectively integrated? How can member participation, learning, and cultural memory be promoted? How can generations be reconnected for hope, healing, and health? Intergenerational learning Northern Saskatchewan Trappers Association Co-operative (NSTAC) Proud history of sustainable knowledge economy and fair trade NSTA converted into co-op (NSTAC) 2007 Redefine/ revision what NSTAC is and does Becoming sustainable Engaging Aboriginal youth “If they start learning about Indian people’s ways, maybe they can learn about who they are.” “It is the healthiest lifestyle you can have.” “Here in the bush you don’t have to use a pencil. You have to use your brain because that is your gift, to use your brain and your heart.” --Trappers Colonial Legacies Trapping constructed within fur trade narrative Culture as obstruction to progress “Poverty and powerlessness have been the Canadian legacy to a people who once governed their own affairs in full self-sufficiency” (Hamilton and Sinclair, 1991) 1930 Natural Resources Transfer Agreement reduced trapping to “commercial activity” subject to “same regulatory regime that applies to all trappers” (Passelac-Ross, 2005, p. 37) “Part of the corporate memory of provincial resource management agencies is that Aboriginal and treaty rights do not exist” (RCAP, 1996, 2 (1), p. 507) •Finding “the collective strength to return to our traditional role as the teaching civilization, not the willing learners of modernity” (Henderson, 2008, p. 48) •Celebrating land-based learning, new meaning making, and new patterns of identification. Aboriginal Framework Reconstructing Trapping Retelling stories and remapping territory Cree Pimâcihowin: making a living Life as holistic balance linking human survival to sustainabie, responsible stewardship Treaty promises protected under S. 35 of the Constitution Act, 1982 Stretching the terms of co-operative engagement and accountability t“All my relations”; interdependence 77 www.aboriginal.usask.ca EXPERIENCES OF ABORIGINAL BEGINNING TEACHERS Hellsten, L.M., Preston, J.P., & Prytula, M.P. COLLEGE OF EDUCATION Introduction Results Across Canada there is a call to actively recruit, hire, and retain Aboriginal people into the teaching profession1-3. Although some Thematic Analysis of Interviews studies have explored the dynamics of Aboriginal teachers’ 4-8 Motivational Features of professional experiences in Canada , and other research has Becoming a Teacher documented the experiences of beginning teachers in SK9-11, few, Obtaining Themes Motivation if any, studies have focused specifically on the experiences of to be a Employment Aboriginal beginning teachers in SK public schools. Furthermore, Teacher Familiar Past experience few studies have focused on the needs of Aboriginal teachers. Subx Purpose themes x The purpose of this study was to explore the experiences of a sample of beginning Aboriginal teachers in Saskatchewan. x role models x Access to education x Successes and Challenges with First Year Teaching Teaching x Established relationships x Not being part of the community/ being different x x Theoretical Frameworks Balance Time management Diversity of student needs adds to workload Time x Planning Personal Preparation Education experience Lack of resources Material adds to workload Resources Personnel Aboriginal Worldview We used an Aboriginal worldview to help analyze the findings. A worldview is a collection of beliefs and values held by an individual or group of individuals; it is a lens or filter through which one sees and interprets the world. In two simple words, the Aboriginal worldview is one of interconnected wholeness12, or, as “Everything is one”12(p. xi). Another way to describe this network of wholeness is through the concept of community. From an Aboriginal standpoint, healthy and strong communal relationships are vital for survival13. (Lack of) Resources Workload Teaching is Rewarding x x x x x Mentors x Colleagues x Mentors x Autonomy Perceptions of success Fun Pride in teaching Discussion The concepts of community and relationships were important factors in the two Aboriginal beginning teachers’ first year experiences. Both interview participants described familial teacher role models as a significant motivator to enter the teaching profession. They also discussed the importance of relationships in obtaining their teaching position. Although both beginning teachers found their first year in the profession to be rewarding, they identified a lack of resources (i.e., time, Teacher Identity materials, and personnel) as contributing to their very heavy The way teachers initially approach teaching is highly influenced workloads. In light of the Aboriginal worldview and recent by their backgrounds, their biographies, and past teaching research on teacher identity development, beginning teachers experiences, all of which form a neophyte teacher identity14. should be inducted into the teaching community in a welcoming Past, present, and future experiences shape teacher identity15. way via a sharing of knowledge, ideas, and resources among all Teaching insight is gained when teachers constantly reinvent teachers all the time. A welcoming induction could also mean who they are16 as identity is re-established and negotiated17. collaboration, coaching, mentoring, team-teaching and a reduction of teaching responsibility for the first year in the profession. Supporting the strength of one teacher is This study is part of a larger program of research that focused on synonymous to supporting the strength of the entire school the experiences of beginning teachers in Saskatchewan10. We system. used a mixed method research approach with a triangulation design18 to document the experience of Aboriginal neophyte References available Aboriginal Framework on request teachers. Quantitative analyses based on 18 numerical survey responses was conducted first and then the thematic analysis of the open ended survey items and 2 interviews were used to triangulate the findings. The numerical and textual results were compared and contrasted to generate pragmatic findings and implications. Only the results of the interviews are presented. Research Methodology Interview Participants “Brianna” “Mark” 25-34 Years 35-44 Years Grade 2 teacher on a term contract in a provincial school in a small Northern SK community Classroom with “diverse learning needs” Grade 6 teacher on a term contract in a K-6 Provincial school in a large urban centre Classroom where “several children have identified exceptionalities” 78 www.aboriginal.usask.ca Reconciling Sovereignties: Aboriginal Nations and Canada “Treaties serve to reconcile pre-existing Aboriginal sovereignty with assumed Crown sovereignty, and to define Aboriginal rights… Section 35 represents a promise of rights recognition… This promise is realized and sovereignty claims reconciled through the process of honourable negotiation.” - The Supreme Court of Canada, in Haida Nation v. British Columbia (Minister of Forests), 2004 SCC 73 at para. 20. Author: Felix Hoehn, Assistant Professor, College of Law, University of Saskatchewan Publisher: Native Law Centre, University of Saskatchewan Shortlist nominee: 2013 Saskatchewan Book Awards, Scholarly Book Award. Endorsements: “This book is a must read for everyone interested in the reconciliation of Aboriginal and Crown sovereignty in Canadian law…” John Borrows, Robina Professor in Law, Policy and Society, University of Minnesota Law School “…This is precisely the kind of shift in thinking, based on the equality of peoples, that needs to take place for Canada to move beyond its colonial past…” Kent McNeil, Professor, Osgoode Hall Law School A New Paradigm for Aboriginal Law Under the old “discovery” paradigm: • Aboriginal title is only a burden on the Crown’s underlying title. • The Crown obtains its underlying title through “discovery”. • International law only recognized discovery as a means of gaining sovereignty over land if the land was vacant. North America only qualified as vacant because the Aboriginal peoples who occupied it were considered uncivilized and inherently inferior to European settler states (the doctrine of terra nullius). • Aboriginal rights are at the mercy of the settler’s laws. Since there is no objective means of determining how to define these rights, this places courts, per Justice Vickers in Tsilhqot’in Nation, in an “invidious position”. “Guided by the principle of the equality of peoples, Hoehn makes a compelling case for a paradigmatic shift in Aboriginal law from a presumption of Crown sovereignty to one of sovereign equality between the Crown and Aboriginal peoples…” Dr. Douglas C. Harris, Nathan T. Nemetz Chair in Legal History, Faculty of Law, University of British Columbia In the new “sovereignty” paradigm: • Treaties reconcile sovereignties and define Aboriginal rights. • During treaty negotiations, courts have the capacity to protect the vital interests of Aboriginal peoples by recognizing a justiciable core of Aboriginal jurisdiction. • Treaty-making is an ongoing process of reconciliation; this has implications for existing as well as future treaties. • Courts have a crucial but limited role – they can enjoin the parties to negotiate, enforce and protect core elements of jurisdiction, and “limit sovereignties”. • Hierarchical doctrines yield to the principle of the equality of peoples – sovereignty is shared, the Crown does not gain a legitimate underlying title through “discovery”, and fiduciary duties are reflect a partnership, not a paternalistic relationship. 79 Aboriginal Framework www.aboriginal.usask.ca A HEALTHY JOURNEY: INDIGENOUS KNOWLEDGE AS A FRAMEWORK FOR PHYSICAL EDUCATION CURRICULUM DR. BRENDA KALYN, UNIVERSITY OF SASKATCHEWAN Question: Outcomes How Can Indigenous Knowledge Inform Culturally Responsive Curricula in Physical Education? (Indigenous is inclusive of First Nations, Métis and Inuit peoples) Indigenous peoples designed a model for living a healthy journey generations ago; long before contemporary notions of holism emerged in curriculum. Pedagogical Responsibility Indigenous peoples have reclaimed their right to lead educational initiatives (Battiste, 2002) and these initiatives will lead curricula experiences. The Saskatchewan Ministry of Education also commits to First Nations and Métis Education in-visioning: A provincial education system that respects and affirms First Nations and Métis ways of knowing along with the historical, contemporary and future contributions of First Nations and Métis peoples creating a culturally respective learning program for the benefit of all students. (Ministry of Education, 2010) The goals of this study were to honor Indigenous knowledge in a place of leadership and learn what the knowledge is that could guide Physical Education curricula. This research was based on building trusting relationships and learning together. Physical Education is a unique curricula area that has the potential to teach to the whole student. Students and teachers can experience Indigenous knowledge and physical activities to enhance and challenge their mental capacities, emotional maturities, physical skills, spiritual connections, endurance, patience, and the development of self-responsibility. Responding pedagogically and culturally through Indigenous knowledge and the cyclical nature of learning encourages an opportunity for learning in new ways. The challenge is to listen more thoughtfully, ask informed questions and step outside Eurocentric paradigms. Study Participants included: Honoring the personal experiences that students bring to school should prompt teachers to question “Can my students see themselves inside of the curriculum that I teach”? Five Indigenous teachers working in the field Three cultural guides Elders Indigenous administrators All students should believe that they belong in their classroom and educators must remember that embracing multiple knowledge sources in our teaching acknowledges diverse backgrounds (Baskin, 2011). Data was gathered through intensive conversations with teachers, classroom observations, discussions with cultural guides, ceremonies, sweats, and visits with Elders over a one year period. All study participants led the research and provided the knowledge. There should be no assumption that the knowledge or ideas presented are universal or conclusive. The term “knowledge” respects multiple ways of knowing from Indigenous peoples and we should be mindful of the plurality of the term. All Indigenous peoples have unique ways of knowing and many share similar teachings such as holism. Just as it would be unreasonable to assume that all western ideas and values are universal we must allow spaces for differences and commonalities (Baskin, 2011). Model Indigenous peoples designed a model of living a healthy journey generations ago; Indigenous knowledge leads this conceptual model and was guided by the study participants and the teachings of the Sacred Tree (Bopp, et al., 1985). It is the foundation for the knowledge framework that bridges contemporary Physical Education curricula through Indigenous knowledge. The seven layers moving from the volition outwards reflect: the 4 holistic teachings; prime movement variables, levels of motor learning and skill acquisition; activity perspectives; the physically educated person; and the contemporary aspects of Wellness. Selected Resources Baskin, C. (2011). Strong helpers’ teachings: The value of Indigenous knowledge/s in the helping professions. Toronto, ON: Canadian Scholars Press. Battiste, M. (2002). Indigenous knowledge/s and pedagogy in First Nations education: A literature review with recommendations. Retrieved from http://www.google.ca/firstnationspedagogy.com/links.htm l Bopp, J., Bopp, M., Brown, L., & Lane, P., Jr. (1985). The sacred tree. (2nd ed.). Lethbridge, AB: Four Worlds International Institute for Human and Community Development. Kalyn, B. (2006). A healthy journey: Indigenous teachings that direct culturally responsive curricula in physical education. (Unpublished doctoral dissertation). University of Alberta, Edmonton, Alberta, Canada. Retrieved from http://guides.library.ualberta.ca/theses_dissertations Saskatchewan Ministry of Learning. (2010). A time for significant leadership: A strategy for implementing First Nations & Metis Educational Goals. Retrieved from http://www.education.gov.sk.ca Aboriginal Framework We are all on a healthy journey. We are in motion from the moment of conception; we cannot escape our physicality, yet it does not stand alone. It is dependent on the relationship between the physical, mental, emotional, and spiritual aspects of human nature. Elder Rose (2006) 80 www.aboriginal.usask.ca LUNG HEALTH INTERVENTION FOR THE NEXT GENERATION CANADIAN CENTRE FOR HEALTH AND SAFETY IN AGRICULTURE Presenter: Kathleen McMullin; Principal Investigator: Dr. J. Dosman Co-Principal Investigators: Dr. P. Pahwa; Dr. S. Abonyi; Dr. J. Episkenew Assess, Redress, Re-Assess: Data Collection: The First Nations Lung Health Project “Assess, Redress, Re-Assess: Addressing Disparities in Respiratory Health Among First Nation People” is currently underway in two communities: Beardy’s/Okemasis and Montreal Lake Cree Nation. The purpose of the project is to assess the lung health of community members. Based on the results of the assessments, the communities and the University of Saskatchewan are working together to address the gaps in lung health among community members. Questionnaire & Clinical Assessment - 4 Parts: 1) Interviewer-administered questionnaire 2) Measurements: height, weight, waist, blood pressure. 3) Lung function spirometer breathing test: measures the amount and speed of air during exhalation. Persons with below normal tests are directed to their family physicians for follow-up. 4) Allergy skin prick test: measures participants’ reaction to common allergens including cats, local grasses, mold, house dust mite. _ Determinants of Reduced Respiratory Health: It is known that environmental, social, life-style and health services delivery factors may have an effect on the respiratory health. These factors may lead to chronic bronchitis, chronic obstructive pulmonary disease (COPD), obstructive sleep apnea, asthma, and reduced lung function. This study is being conducted to better understand how these risk factors influence respiratory health in First Nations people. Adult Cohort - Began 30/05/12. 734 adult community members have participated. Child Cohort - Began 06/03/13. An estimated 975 children will be tested at their schools. Environmental Home Assessment - Data collection will begin in the next several months. ___ __ Building Capacity: භ“Addressing & Redressing” phase of obtaining The Project is an ideal venue and model for building capacity in Indigenous communities. Kathleen McMullin, Lac La Ronge Cree Nation, is the Project Manager and Research Assistants include students from Beardy’s/ Okemasis and Montreal Lake First Nations. The Research Assistants were trained and certified as Spirometer Technicians by the Saskatchewan Lung Association. They have also acquired clinical skills in measuring blood pressure, height, weight and allergy skin testing. The students can carry these skills into future employment and the communities in turn will benefit from their work. Next steps: community feedback and collaboratively designing intervention strategies භ“Reassessment” phase of follow-up questionnaires, clinical tests and collection of stories to evaluate intervention effectiveness භ Compare common incidences and nature of lung diseases among First Nations people living on reserves in rural Canada. භ The results will equip these communities to approach the causal issues, and will point the way in Canada for action in these areas. Aboriginal Framework __ Collaboration and Reciprocity: In the spirit of reciprocity, the Project is gifting the Health Clinics with new Spirometer equipment. Participating schools will each receive a donation and community suppers and gatherings are being held. Adult participants receive an honorarium and parents are presented with gift cards for sharing their knowledge regarding their children’s health. __ Benefit to Communities: The information gained will benefit the lung health of all rural Saskatchewan people. Community members who participate are given a copy of their test results which may be useful to them in managing their overall health. Results of the study will be shared through local newsletters, community radio, 81 community suppers, academic journals and scientific conferences. www.aboriginal.usask.ca THE DUTY TO CONSULT DWIGHT NEWMAN, COLLEGE OF LAW THE DUTY TO CONSULT IN CONSTITUTIONAL LAW Significantly changed legal doctrine on the duty to consult Aboriginal communities emerged from Supreme Court of Canada decisions in 2004 and 2005. Research That Matters: Impact in the Courts • It is a corollary of s. 35 that the Crown act honourably in defining the rights it guarantees and in reconciling them with other rights and interests. This, in turn, implies a duty to consult and, if appropriate, accommodate. (Chief Justice McLachlin in Haida Nation, 2004) Dwight Newman of the University of Saskatchewan wrote the first book published on the doctrine: The Duty to Consult: New Relationships with Aboriginal Peoples (Saskatoon: Purich, 2009; second edition forthcoming 2013) Won Saskatchewan Book Award for Publishing in Education. THE DUTY TO CONSULT IN INTERNATIONAL LAW Current work within SSHRC Insight Development Grant on “Norms of Consultation with Indigenous Peoples in International Law: Doctrinal, Theoretical, and Methodological Perspectives” Working papers from this project already presented in various venues and under preparation for journal publication to argue that customary international law contains norms on consultation with indigenous peoples and helps to define the shape of these norms INTERNATIONAL LAW AFFECTING CONSTITUTIONAL LAW Future work will address some of the ways in which international law on the rights of indigenous peoples, on consultation and other matters, is increasingly affecting constitutional law on Aboriginal rights • Used frequently by lawyers (frequent speaker at Canadian Bar Association events and other lawyerattended events) Book has been cited by two dozen court judgments, including two Supreme Court of Canada judgments Working with Communities • Wrote in 2010 a government-commissioned report on recognition of Metis and non-status Indian communities for purposes of the duty to consult (three years ahead of the Federal Court’s Daniels decision) • Have carried out educational workshops on duty to consult with representatives from different First Nations and community workshops on the duty to consult • Provided legal advice to one community with duty to consult feeding into larger issues Finding Constructive Balances Work has been seen as well-balanced in finding ways to make the needs of Aboriginal communities. governments, and industry stakeholders work together • Have provided advice to multiple government agencies on complying with the duty to consult in constructive ways Aboriginal Framework Contact Details: Dwight Newman, Professor of Law, University of Saskatchewan (306) 966-4847 / dwight.newman@usask.ca 82 www.aboriginal.usask.ca GREEN LIGHT PROGRAM DEPARTMENT OF FAMILY MEDICINE COLLEGE OF MEDICINE VR Ramsden, S McKay, S Bighead, G Boucher, C Bourassa, P Butt, A Clinton, J Crowe, F Felix, D Jorgenson, K LaRocque, N McKee, I Nketia, N Rabbitskin, C Troupe, T Turner, E Thunderchild Green Light Program (celebrating smoke-free homes) in Saskatchewan (n=1010) 52% - Rural; 48% - Urban 32% (320/988) are currently misusing (defined as the use of tobacco for non-ceremonial purposes) tobacco. 79% (228/288) are interested in becoming free from the mis-use of tobacco. 707 children protected from environmental tobacco smoke. 89% (630/707) reported as being under 18 years. 597 older adults/Elders protected from environmental tobacco smoke. 51% (136/269) of the homes at Sturgeon Lake First Nation are participating in the program. Partners Métis Nation – Saskatchewan Regina Métis Sports & Culture Inc. Sturgeon Lake First Nation West Winds Primary Health Centre This project has been made possible through financial contributions from: Tobacco Control Program, Health Canada; thus, the views expressed herein do not necessarily represent the views of Health Canada. Saskatchewan Health. Saskatchewan Health Research Foundation. Participating Communities Aboriginal Framework Balcarres Balgonie Beauval Buffalo Narrows* Clearwater River Dene Nation Craven Cumberland House Dorintosh Dundurn Edam Estevan Flying Dust First Nation Fort Qu’Appelle Green Lake Greenwater Lake Hatchet Lake Ile-a-la-Crosse* Indian Head Jans Bay La Loche* Lebret Loon Lake Lumsden Manitou Beach Martensville Meadow Lake Melville Michel Village Moose Jaw Muskaday North Battleford Piapot First Nation Pilot Butte Porcupine Plain Prince Albert Rapid View Regina* Saskatoon* St. Anne (MN) St. Louis Sturgeon Lake First Nation* Tisdale Togo Turnor Lake Weyburn Winnipeg (MN) Wolloston Lake Yorkton *Original Communities 83 www.aboriginal.usask.ca ABORIGINAL CULTURE AS INTERVENTION SCHOOL OF PUBLIC HEALTH / Nicki Sartoris & Project Team U of S Research Chair in Substance Abuse How has Aboriginal culture helped you, or someone you know, on the journey of healing from addictions? Peoples’ stories are their identities. This community-based project shares the stories of First Nations and Métis people in Saskatchewan healing from addictions. Through poetry, video, art and personal narratives, their stories “To understand the components highlight the significance of connecting with one’s cultural identity and the of your culture is to understand important role it plays in healing from addictions. The stories are intended to your value as a person.” serve as a catalyst for a province-wide conversation, led by community Project participant, 2012 ambassadors through training events, community discussions and virtual spaces. Exercise Sheet Journey Magnet Over 5,000 product packages have been distributed as a result of the project, to encourage people from all backgrounds, careers, and locations to join in a conversation on the importance of Aboriginal culture in healing from addictions. These products include a DVD, a Journey Magnet and an Exercise Sheet, which have met the publication standards for peer review through Community-Engaged Scholarship for Health. Feedback has been collected on the use of the products and the assistance it has provided to many individuals, including front-line service providers. Aboriginal Framework “Sometimes it’s easier to rearrange a magnet to express yourself than talking about things. I remember reading the phrases that the students had rearranged. It made me happy to see them use words like culture as healing.” Service Provider, 2013 Join the Conversation! Joignez-vous à la discussion! Ne àwok làgà! Pi-Kakeekiton! Pe-mamiskota kista! Ne àwok nàgà! Ne àwok dàgà! Paywiichipiikishkwayminaan! Nuhÿhel yanÿåti horîåæîh dé, nÿba hoæâ si t'óho lósí! http://tinyurl.com/CultureAsIntervention http://youtu.be/KUgUw5tCAOw http://tinyurl.com/FacebookACAI Tweet us at: @sharingtherole 84 www.aboriginal.usask.ca Studying Traditional Healing Among the Q’eqchi Maya of Belize JAMES B. WALDRAM DEPARTMENT OF ARCHAEOLOGY AND ANTHROPOLOGY/ DEPARTMENT OF PSYCHOLOGY Arrow showing region of study This poster describes some of the innovative techniques being used to study traditional Indigenous healing among the Q’eqchi Maya people of southern Belize. The research is being done at the request of the healers seen here. They have approved all techniques, and some techniques have even been suggested by them. They have also encouraged the dissemination of their knowledge. Photovoice: Emilio Kal’s self-portrait Documenting healing techniques: Francisco Ca’al heals Manuel Baki Audio/video interviews: researcher working with Albino Maquin Documenting healing techniques: Lorenzo Choc demonstrates Maya diagnostic technique of “pulsing” Knowledge translation: Toledo branch of University of Belize where data will be stored for student study To date, more that 2000 pages of transcripts and more than 100 hours of video have been collected. Data analysis is on-going. Future work will explore Q’eqchi knowledge of the relationship between mind and body. At the request of the healers, a DVD is to be made in spring of 2013 about their work which will be made available to schools throughout Belize and assist in efforts to celebrate Q’eqchi knowledge and have the healers’ work formally recognized by government. Think Ethnographically! Aboriginal Framework Participant-Observation: researcher being healed by Francisco Ca’al Video Analysis: interpreter Pedro Maquin (l) translates while healer Francisco Ca’al watches video replay and explains techniques used to treat a recent patient Cognitive techniques: Manuel Choc pile sorting sicknesses by cause 85 www.aboriginal.usask.ca URBAN ABORIGINAL KNOWLEDGE NETWORK DEPARTMENT OF GEOGRAPHY AND PLANNING RYAN WALKER AND GWEN BEAR PRC Executive Committee: Ryan Walker, PRC Director University of Saskatchewan Evelyn Peters, PRC Associate Director University of Winnipeg Jane Westhouse , PRC Research Administration University of Saskatchewan Prairie Research Centre Urban Aboriginal Knowledge Network The Urban Aboriginal Knowledge Network (UAKN) is a durable research infrastructure that focuses attention on urban Aboriginal concerns and contributes to a better quality of life for Aboriginal people living in cities and towns across Canada. The UAKN operates through 4 regional research centres (i.e., Prairie, West, Atlantic, Central). Each has a local executive committee, bringing together urban Aboriginal communities, academic and government perspectives. The UAKN conducts regional and national comparative research through the regional research centres and national secretariat. The national UAKN Secretariat is housed at the National Association of Friendship Centres in Ottawa. An Aboriginal Circle of community leaders provides guidance and stewardship to the UAKN. UAKN is funded by a SSHRC Partnership Grant (PI D. Newhouse, Trent University) & Aboriginal Affairs and Northern Development Canada ͻ set research goals ͻ create research frameworks ͻ direct participation in research Community For more information visit www.uakn.org or contact: Dr. Ryan Walker MCIP Department of Geography and Planning University of Saskatchewan P: 306-966-5664 E: ryan.walker@usask.ca Policy Academic ͻ work with community ͻ community driven ͻ knowledge exchange Gwen Bear, Executive Director Aboriginal Friendship Centres of Saskatchewan Adam Blanchard, Executive Director Manitoba Association of Friendship Centres Bettina Schneider, Professor First Nations University of Canada Eleanor Brockington, Director, Policy/Strategic Initiative Aboriginal Affairs Secretariat, Province of Manitoba Cheri Moreau, Director, Strategic Initiatives/Partnerships Aboriginal Affairs and Northern Development Canada, Saskatchewan Region Tricia McGuire-Adams, Director, UAKN Secretariat National Association of Friendship Centres (ex officio) ͻ knowledge mobilization ͻ disseminate results ͻ knowledge transfer ͻ strengthen relations ͻ increase capacity ͻ affect change Community 2012/13 projects underway at the Prairie Research Centre (PRC): Addictions Recovery & Aboriginal Peoples at Saskatoon Friendship Centre (University of Saskatchewan/Aboriginal Friendship Centres of Saskatchewan) UAKN Network Council members from five academic institutions, three Friendship Centres, Aboriginal Affairs and Northern Development Canada and the National Association of Friendship Centres, Ottawa, December 2012 Aboriginal Framework Aboriginal Life Skills and Financial Literacy Curriculum and Education (First Nations University of Canada/Newo Yotina Friendship Centre, Regina) Defining Food Security for Urban Aboriginal People (University of Winnipeg/Indian and Métis Friendship Centre of Winnipeg) Learning Together: STR8UP, Oskayak High School, and the University of Saskatchewan (University of Saskatchewan/Oskayak High School/STR8UP) Defining and Responding to Aboriginal Homelessness in Flin Flon (University of Winnipeg/Flin Flon Aboriginal Friendship Centre) Urban Aboriginal Lived Experience and Canadian Rights to Quality of Life (Community-University Institute for Social Research/Urban Aboriginal Strategy/SIIT) Toward a Sustainable Aboriginal Student Housing Model (Institute of Urban Studies/Indian and Métis Friendship Centre of Winnipeg) 86 www.aboriginal.usask.ca 2013 Plate Portfolio CO-EDITORS Dr. Frank Tough Professor of Native Studies University of Alberta Connection to the land is at the heart of First Nations’ worldviews. Maps combined with visual images, graphics & narrative help convey First Nations’ perspectives & relations with the land over time. The Manitoba Landscape is a storied place. First Nations knowledge & histories are embedded in the land. The historical atlas project editorial board is made up of First Nations & non-First Nations Elders & technical experts in collaboration with the Treaty Relations Commission of Manitoba. •Indigenous Star Knowledge •Fur Trade Exploration •Selkirk Treaty, 1817 •Manitoba, 1870 •Treaties 1 & 2 Land & Territories •Local Control of First Nation Education •Treaty Land Entitlement •Economic Change in the Reserve Transition Era, ca. 1870-1900 •First Nations Political Organizations, ca. 800-2000 •Ochekwi Sipi (Fisher River) Cree Nation Profile •Zaagiing First Nation Profile •Indian Residential Schools •First Nation Sanatoriums •Dakota Oyate •The Anishinaabeg Dr. Winona Wheeler Associate Prof/Department Head Native Studies University of Saskatchewan Aboriginal Framework 87 www.aboriginal.usask.ca

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