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First Nations|Indigenous Peoples | Atlas of Canada

Source: Canadian Geographic

Summary: First Nations culture is rooted in storytelling. Since time immemorial, we have passed on knowledge from generation to generation through our Oral Traditions to teach our beliefs, history, values, practices, customs, rituals, relationships, and ways of life. Our culture and the teachings of our ancestors are preserved and carried on through the words of Elders, leaders, community members and young ones. These teachings form an integral part of our identity as nations, communities, clans, families and individuals.

Welcome to the stories of our people, beautifully showcased in this incredible Indigenous Peoples Atlas of Canada. We are honoured to gift you with a remarkable and breathtaking array of our experiences and worldviews.

Les Premières Nations | atlas des peuples autochtones du Canada

Source: Canadian Geographic

Résumé: Depuis des temps immémoriaux, nous avons recours à la tradition orale pour transmettre nos connaissances d’ une génération à l’ autre. Croyances, histoire, valeurs, pratiques, coutumes, rituels, relations et modes de vie sont ainsi enseignés. C’ est par la bouche de nos aînés, de nos leaders, des membres de nos communautés et de nos jeunes que notre culture et nos savoirs ancestraux sont préservés et perpétués. Ces enseignements font partie intégrante de qui nous sommes en tant que nations, communautés, clans, familles et individus.

Voici donc nos histoires, magnifiquement présentées dans les pages de cet incroyable Atlas des peuples autochtones du Canada. C’ est un honneur de vous offrir en cadeau ce tableau remarquable et extraordinaire de nos expériences et de nos visions du monde.

A Curriculum for Educating Differently/ Unlearning colonialism and renewing kinship relations

Source: EdCan Network

Summary: The difficult truth is that colonial forms of relationship denial are much more than just intellectual problems. Human beings who accept colonial worldview as natural, normal, and common sense come to embody colonial forms of relationship denial that teach them to divide the world. The field of education has become so fully informed by the assumed correctness of colonial worldview that it has become difficult to take seriously other knowledge systems or ways of being human. However, this struggle to honour other knowledge systems or ways of being is implicated in the deepest difficulties faced today in trying to live in less damaging, divisive, and ecologically destructive ways. It is clear  that the acceptance of relationship denial as the natural cognitive habit of successful human beings undermines the ability to respond to these complex challenges in dynamic ways. Thus, an urgent educational challenge facing educators today involves:

  • first decentring, denaturalizing, and unlearning colonial logics of relationship denial as curricular and pedagogical common sense, and
  • second, honouring other ways to know and be.

The Slaughter of the Bison and Reversal of Fortunes on the Great Plains

Source: Authors: D.L Feir, Maggie E.C Jones, Rob Gillezeau, University of Victoria

Summary: In the late 19th century, the North American bison was brought to the brink of extinction in just over a decade. We show that the bison’s slaughter led to a reversal of fortunes for the Native Americans who relied on them. Once the tallest people in the world, the generations of bison-reliant people born after the slaughter were among the shortest. Today, formerly bison-reliant societies have between 20-40% less income per capita than the average Native American nation. We argue that federal Indian policy that limited out-migration from reservations and restricted employment opportunities to crop based agriculture hampered the ability of bison-reliant societies to adjust in the long-run, generating lasting regional disparities associated with other indicators of social dislocation, such as suicide and unrest.

Indigenous peoples and communities

Source: Government of Canada

Summary: “Indigenous peoples” is a collective name for the original peoples of North America and their descendants. Often, “Aboriginal peoples” is also used.

The Canadian Constitution recognizes 3 groups of Aboriginal peoples: Indians (more commonly referred to as First Nations), Inuit and Métis. These are 3 distinct peoples with unique histories, languages, cultural practices and spiritual beliefs.

More than 1.67 million people in Canada identify themselves as an Aboriginal person, according to the 2016 Census. Aboriginal peoples are:

  • the fastest growing population in Canada – grew by 42.5% between 2006 and 2016
  • the youngest population in Canada – about 44% were under the age of 25 in 2016

Peuples et communautés autochtones

Source: Gouvernment du Canada

Résumé: Le terme « Autochtones » désigne les premiers peuples d’Amérique du Nord et leurs descendants.

La Constitution canadienne reconnaît 3 groupes de peuples autochtones : les Indiens (plus souvent appelés les « Premières Nations »), les Inuit et les Métis. Ces 3 groupes distincts ont leur propre histoire ainsi que leurs propres langues, pratiques culturelles et croyances.

Selon le Recensement de 2016, plus de 1,67 million de personnes se sont identifiées comme des Autochtones. Les Autochtones :

  • forment la population qui croît le plus rapidement au Canada – a augmenté de 42,5 % entre 2006 et 2016
  • forment la population la plus jeune au Canada – environ 44 % étaient âgés de moins de 25 ans en 2016

COVID-19 Resources for Indigenous Communities and Individuals

Source: Cultural and Indigenous Research on Counseling Psychology (CIRC), McGill

Summary: There are many helpful resources for Indigenous Peoples, with a focus on First Nations, Metis, and Inuit communities in Canada and Quebec (though some international and U.S. resources are included). The following resources have been gathered by the Cultural and Indigenous Research in Counselling Psychology (CIRC) lab within the Department of Educational and Counselling Psychology at McGill University.

Indigenous Early Learning and Child Care Framework

Source: Government of Canada

Summary: Children hold a sacred place in the cultures of Indigenous peoples. With that comes a sacred responsibility to care for them. High-quality, culturally-specific and well-supported early learning and child care (ELCC) programs, services and supports that are specifically designed for and with Indigenous families and communities will make a genuine difference in the early experiences of children. This, in turn, will support children’s long-term development and life outcomes. High-quality Indigenous ELCC programming empowers young children with a strong sense of identity. It provides educational opportunities and school readiness and contributes to their overall health and wellness from early years into adulthood.

ELCC programs can holistically support parents and families to participate in their cultures and languages. Programs provide access to information and resources, connections to community, alignment to unique health, education and social needs, and child care for children while parents participate in traditional lifestyles, work, training, education and other facets of their lives.

Cadre d’apprentissage et de garde des jeunes enfants autochtones

Source: Gouvernement du Canada

Résumé: Les enfants occupent une place sacrée dans la culture des peuples autochtones. Il s’y ajoute une responsabilité tout aussi sacrée de s’occuper d’eux. Des programmes, des services et des mesures de soutien en matière d’apprentissage et de garde des jeunes enfants de grande qualité, adaptés à la culture, bien financés et conçus spécifiquement pour les familles et les communautés autochtones feront une réelle différence dans les premières expériences des enfants. Ils favoriseront également le développement des enfants et leur réussite dans la vie. De bons programmes d’apprentissage et de garde donnent aux jeunes enfants un fort sentiment d’identité. Ils leur offrent des possibilités de s’instruire et de se préparer à l’école et contribuent à leur santé et à leur bien-être, de la petite enfance à l’âge adulte.

Les programmes autochtones d’apprentissage et de garde offrent aux parents et aux familles un soutien global pour qu’ils participent à leur culture et à leurs langues. Les programmes permettent d’accéder à de l’information et à des ressources, de créer des liens avec la communauté, d’harmoniser les besoins uniques en matière de santé, d’éducation et de services sociaux, et d’assurer la garde des enfants pendant que les parents participent à la vie traditionnelle, travaillent, suivent une formation, poursuivent des études et s’adonnent à d’autres aspects de leur vie.

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