Educational Resources

Source: Government of Canada

Summary: The First Nations Communications Toolkit is a unique resource jointly developed by Aboriginal Affairs and Northern Development Canada, BC Region, and Tewanee Consulting Group. The toolkit was originally developed in 2007 and continues to provide a good basic overview of communications planning, activities and tools. While the fundamentals of communication such as engaging your audience and developing clear messages have not changed, some aspects continue to evolve. As a result, this edition of the toolkit has been updated to reflect changes in communications practices, particularly the use of social media tools.

This toolkit was designed explicitly for First Nations communicators and is based on input from First Nations communicators and administrators working for First Nations organizations. It offers information on many topics, including communications planning, publications, events and media relations, from a First Nations’ perspective. The best practices and practical lessons learned that have been included in the toolkit are drawn from Tewanee Joseph’s experience working on communications projects with over 30 First Nation communities.

Source: Global Citizen

Summary: The horrific discovery of 215 bodies in a former residential school in Kamloops, B.C., has brought renewed attention to the ongoing struggle of Indigenous Peoples in Canada. In the wake of this tragedy, media coverage and political denunciation of the legacy of residential schools has intensified, prompting Canadians to reflect upon this cruel and heart-wrenching chapter in their country’s history.

But it is important to remember that the fight for Indigenous rights is far-reaching and goes well beyond the scope of residential schools. In particular, the struggle for sovereignty and human rights in Indigenous communities has proven to be a long-term and complex issue that struggles to gain recognition from the wider population.

Canadians can do a great deal to become more educated about the issue of Indigenous rights and learn how they can help.

Source: Healthy Aging CORE Alberta

Summary: The film Elders’ Room developed out of an educational initiative at the Werklund School of Education at the University of Calgary. Students received a scholarship to undertake an initiative at their high school operated by the Blood Tribe in southern Alberta. Kainai High School students, with their teachers and guidance counsellors, reached out to Elders and together they planned and realized Elders’ Room. When Shirley Steinberg, the director, learned about the initiative, she reached out to documentary filmmaker Michael MacDonald and together they worked with Kainai students, teachers, guidance counsellors, and Elders.

Source: CMAJ 2019 March 25;191:E325-36. doi: 10.1503/cmaj.181374

Summary:

BACKGROUND: Indigenous Peoples in Canada have high rates of psychological distress and suicide. We sought to assess the socioeconomic inequalities in psychological distress and suicidal behaviours, and the factors that explain them within Indigenous peoples living off-reserve.

INTERPRETATION: Substantial income related inequalities in psychological distress and suicidal behaviours exist among Indigenous peoples living off reserve in Canada. Policies designed to address major contributing factors such as food insecurity and income may help reduce these inequalities.

Source: First Nations Child and Family Caring Society

Summary: There are resources to help Indigenous communities feel supported and to understand COVID-19 and pandemics.

Source: Government of Canada

Summary: Find Government of Canada programs and services for First Nations, Inuit and Métis People. Learn more about Indigenous Peoples and communities.

Source: Indigenous Corporate Training Inc.

Summary: This is an interesting junction in Canadian history as non-Aboriginal Canadians wake up to the harsh reality of the residential schools, as shown by the Truth and Reconciliation Commission (TRC) report. This new awareness could well be the catalyst for real, fundamental change, and where more effective than in the classroom?

Teachers (and school districts) with Indigenous students have the opportunity to provide transformative change, not just in the Indigenous students, but in the entire student body and the families of the student body. The ripple effect will eventually reach out into the community and beyond.

Source: International Society for Technology in Education (ISTE)

Summary: Helping children make the adjustment to online learning is critical for their success now and in the future. The suggestions in this guide can help make learning from home successful

Source: Vancouver Public Library  

Summary: This guide presents Vancouver community services by and for Indigenous Peoples. [It] contains resources that will help you on your journey to learning and healing.  It will be constantly updated to include the latest information about Vancouver’s healing centres, justice programs and housing. 

Source: Canadian Observatory on Homelessness

Summary: Considerations for Engagement with Indigenous People

It is important to acknowledge the experience of Indigenous People in Canada if we are to truly end youth homelessness, particularly in light of their consistent overrepresentation in vulnerable populations. Indigenous homelessness is notably different; the structural and systemic determinants associated with colonialism, the Indian Act, treaty making, residential schools, and the Sixties Scoop have resulted in considerable discriminatory impacts that are in fact intergenerational.

A sense of being homeless can be experienced from diverse perspectives: cultural, spiritual or emotional. It is more than a loss of housing. The impact of colonization, residential schooling, intergenerational trauma, ongoing discrimination and racism in Canadian society has contributed to the ongoing systematic marginalization of Indigenous People, including Indigenous youth.