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Issue #146
January, 2022

COVID-19 vaccines and Indigenous Peoples

The Government of Canada is working to secure safe and effective vaccines to prevent COVID-19. This is key to stopping the spread of COVID-19 and resuming normal life.

As of September 7, 2021, Indigenous Services Canada (ISC) is aware of:

  • 687 communities with vaccinations underway (for either priority groups or all adults) in:
  • First Nations and Inuit communities in provinces
  • communities in territories
  • 755,639  doses have been administered, of that 332,768 were second doses in individuals aged 12+

To find out more about the progress in administration of vaccines:

Les peuples autochtones et les vaccins contre la COVID-19

Le gouvernement du Canada s’efforce d’obtenir des vaccins sûrs et efficaces pour prévenir la COVID-19. La vaccination sera la clé pour mettre fin à la propagation de la COVID-19, et ensuite reprendre une vie normale.

En date du 7 septembre 2021, Services aux Autochtones Canada (SAC) rapporte ce qui suit :

  • on compte 687 communautés où la vaccination est en cours (soit pour les groupes prioritaires, soit pour tous les adultes) dans :
  • les communautés des Premières Nations et inuites des provinces;
  • les communautés des territoires;
  • 755 639 doses, dont 332 768 représente les deuxièmes doses, qui ont été administrées chez des personnes âgées de 12 ans et plus.

Pour en savoir plus sur les progrès de l’administration des vaccins, consultez :

Enhancing Aboriginal Child Wellness: The Potential of Early Learning Programs

Source: Jane P. Preston, University of Saskatchewan

Summary: The attention given to Aboriginal early childcare has grown over the past decade. This recent interest is in contrast to the 1960s, 1970s, and 1980s when the federal government paid relatively little attention to Aboriginal early learning programs. In the 1960s and 1970s, early childhood development programs and services for Aboriginal peoples were virtually nonexistent (National Indian Brotherhood & Assembly of First Nations, 1989). The programs that did exist experienced inadequate and/or sporadic funding and were often short-lived (Greenwood, 2000a). By the 1980s, Aboriginal Peoples began to articulate a need for early childhood programs, but it was not until the mid-1990s that the need for Aboriginal early learning programs was addressed more seriously by government leaders (Ball, 2005; Greenwood, 2000a). Friendly and Beach (2005) expressed the necessity of such programs by stating that, “All Aboriginal groups have larger than average child populations, making early childhood education and care an especially important First Nations Perspectives 1, 1 (2008): 98-120 Enhancing Aboriginal Child Wellness 99 issue” (p. xxiii). Statistics Canada (2006) also supported the necessity of Aboriginal early learning programs when indicating the fertility rate among Aboriginal women was 2.6 children per woman, as compared to a rate of 1.5 children among non-Aboriginal women.

My Seasonal Round: An Integrated Unit for Elementary Social Studies and Science

Source: Open School BC

Focus: Elementary students

Summary: This cross-curricular unit presents a teacher-led, inquiry-based approach to exploring the seasonal round in the four geographic regions of BC, through the perspective of the Indigenous groups in these regions. Themes include: habitat, natural resources, stability and change, and living and non-living components of habitats.

Government of Saskatchewan Partners With Junior Achievement Canada And Martin Family Initiative To Support Youth Professional Development

Summary:  The Ministry of Education is pleased to support two not-for-profit organizations that promote youth financial literacy, entrepreneurship, and career development opportunities.

Junior Achievement Canada (JAC) and the Martin Family Initiative (MFI) run programs that provide opportunities for students to learn about and develop skills in financial literacy, entrepreneurship, work readiness and career planning. The Martin Family’s Aboriginal Youth Entrepreneurship Program (AYEP) is specifically geared to First Nations, Métis and northern students in the province. “Preparing students for the workforce through professional development should be a key priority for our education system,” Education Minister Dustin Duncan said. “Thanks to both of these organizations, students can develop necessary skills that will lay the groundwork for a successful transition to their future career.”

Turtle Lodge: International Centre for Indigenous Education and Wellness

Source: Turtle Lodge International Centre

Focus: Students, teachers, community

Summary: The Turtle Lodge International Centre for Indigenous Education and Wellness is a place for reconnecting to the Earth & sharing Indigenous ancestral knowledge, founded on the 7 Sacred Laws.

The Turtle Lodge offers Children, Youth, Adults and Elders the opportunity to come together in a sacred environment for: Traditional teachings, Ceremony, Healing, and the sharing of the perspectives of the Original Peoples of Turtle Island on how to have a good and peaceful life.

ETFO FNMI Women Posters

Source: ETFO – First Nations, Métis and Inuit Education

Summary: The Elementary Teachers’ Federation of Ontario (ETFO) has released a poster (PDF | Word) for member awareness and learning that celebrates 21 First Nations, Métis, and Inuit (FNMI) women for their contribution in arts, education, politics, environmental and human rights. Other posters are also available.

Promoting the Skills Trades to Indigenous Youth in Canada

Source: Canadian Apprenticeship Forum

Focus: Intermediate teachers and students

Summary: This report describes experiential learning opportunities in high school for students interested in learning about the skilled trades. Examples of Indigenous-focused initiatives and the impacts on student outcome are described.


Supporting Success for Indigenous Students

Source: OECD Directorate for Education and Skills

 Summary: Indigenous Peoples are diverse, within and across nations. At the same time, Indigenous children have not generally had access to the same quality of education that other children in their country enjoy. This situation arises, in part, because school leaders and teachers have not always been effectively prepared to teach Indigenous students, nor are they necessarily provided with resources to help them develop their capabilities and confidence.

Some teachers and schools are successfully supporting Indigenous students. Indigenous students report feeling supported when the people at their schools: 

•   Care about them and who they are as Indigenous People;

•   Expect them to succeed in education; and,

•   Help them to learn about their cultures, histories, and languages.

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