Month: October 2015

Job – Aboriginal Community Grants Coordinator

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Aboriginal Community Grants Coordinator [Master’s degree + 3 years exp]

All times are in Pacific Daylight Time.
Posting Number
# Positions
Job Type
Full Time
Job Industry
Healthcare and Medical Services
Career Level
Posted Date

More information about this job:

Job Description:

Vancouver Coastal Health is world renowned for innovation and a focus on quality care and outcomes. The remarkable range of specialties places VCH at the forefront of career destinations for Nurses, Sonographers, Social Workers, Physiotherapists, Mental Health professionals and many other health care and allied professionals. Launch an exciting career with us where you can apply your skills and develop new ones alongside some of Canada’s finest practitioners. Come for the job. Stay for the team.

Job Title: Aboriginal Community Grants Coordinator  [Master’s degree + 3 years exp]
Work Site: 520 West 6th – Vancouver, BC
Status: Regular Full Time – Baseline (1.00 FTE)
Start Date: As Soon As Possible
Salary: $31.50 – $39.29 per hour
Hours: 0830-1630 Monday to Friday with Sat/Sun/Stats off
Reference#: 078631-nda


Reporting to the Manager, Population Health, and working collaboratively within Population Health (Community Investments Team) and in accordance with the vision/values of Vancouver Coastal Health (VCH), the Aboriginal Community Grants Coordinator supports the work of the Community Investments Team and supports VCH funded projects, particularly with an Aboriginal focus. Duties and responsibilities include assisting with development of Outcomes Measurement Frameworks, project budgets and evaluation frameworks; monitoring and reviewing progress reports; developing organizational capacity building opportunities; and developing effective relationships within and between projects and VCH to increase the capacity of all stakeholders to support strategic VCH community and corporate initiatives. This position may also assist public involvement in health planning, program implementation and policy development.


Education & Experience
Master’s Degree in a related field. Supplemented by three- (3) years’ recent, related experience in funding, project management and development within the non-profit sector, or an equivalent combination of education, training and experience.

Knowledge, Skills & Abilities
• Considerable demonstrated experience working with Aboriginal organizations and First Nations communities.
• Considerable demonstrated familiarity with Aboriginal cultural practices, traditions and language(s).
• Considerable knowledge and aptitudes of health promotion and population health principles, processes, and tools � particularly in relation to Aboriginal peoples.
• Considerable knowledge of the sources of information/structures within Aboriginal communities.
• Sound knowledge of the broad social determinants of health.
• Demonstrated commitment to health promotion principles.
• Knowledge and working experience of the NGO sector in the region covered by VCH.
• Demonstrated organizational development and project development/management skills.
• Sound knowledge and demonstrated experience in participatory community-based planning, outcome-based project evaluation, program sustainability, policy development and research analysis.
• Demonstrated experience in developing and monitoring project budgets.
• Demonstrated facilitation, consensus building and leadership skills.
• Demonstrated ability to work as a member of a team, and to establish/maintain effective working relationships with diverse individuals, groups and organizations.
• Ability to organize/prioritize work and meet deadlines.
• Demonstrated ability to communicate effectively, both verbally and in writing.
• Advanced word processing skills, Excel spreadsheet, database programs and social networks.
• Demonstrated ability of efficient Internet use applied to research.
• Physical ability to perform the duties of the position.

The hours of work including days off and work area may be subject to change consistent with operational requirements and the provision of the Collective Agreement and applicable statutes. Successful applicants may be required to complete a Criminal Records Review Check.

Only short-listed applicants will be contacted for this posting.

***Employees of VCH must apply via the Internal Application Process. Current VCH staff who apply to this posting using this external site will be considered with other external candidates. Seniority will not apply.***

Thank you for your interest in Vancouver Coastal Health.

JFCHS City_Vancouver

Online posting: https://careers-vch.icims.com/jobs/59904/aboriginal-community-grants-coordinator-%5bmaster%27s-degree-%2b-3-years-exp%5d/job

Job – Assistant Professor, Canadian Studies at Trent University (Tenure Track), Due: Nov. 2, 2015

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The Department of Canadian Studies at Trent University invites applications for a tenure track position at the rank of Assistant Professor (current annual salary range $84,870 – $90,322) starting July 1st, 2016. This position is subject to budgetary approval.
We are looking for a scholar committed to the field of Canadian Studies and who has expertise in one or more of the following areas: i) global/transnational Canada, ii) the state/public policy/social regulation, iii) race/diversity/immigration, iv) Canadian culture/media/the arts v) aboriginal settler relations and colonialism. The successful candidate will have a completed PhD, an excellent teaching record, a willingness to participate in academic/administrative organisation, and demonstrated scholarly promise. They will be expected to teach courses at all of the undergraduate levels and to play a role in the graduate programs of Trent’s School for the Study of Canada (the MA in Canadian Studies and Indigenous Studies and the PhD in Canadian Studies). A capacity to teach broadly at all levels of graduate and undergraduate instruction/supervision is mandatory. Experience in working with teaching assistants would be an asset. The new tenure track faculty member will also be expected to participate in the broader life of the department and university and to maintain a program of research and publication.

Applicants should submit a covering letter that addresses qualifications for the position as described in this posting. They should also briefly describe how their research and teaching interests may contribute to the profile and development of undergraduate and graduate programs. Also required are: a CV; a writing sample; and a teaching dossier, including course evaluations. Three letters of reference should be sent on your behalf and addressed to Christopher Dummitt, Chair, Department of Canadian Studies, Trent University. Applications and reference letters should be submitted electronically, with files in PDF or Word format, to
www.trentu.ca/canadianstudies and www.trentu.ca/frostcentre for information about the undergraduate and graduate programs in Canadian Studies.
Deadline: 2 November 2015. Files may be submitted after this date, until

the position is filled.

Trent University is actively committed to creating a diverse and inclusive campus community and encourages applications from all qualified candidates. Trent University offers accommodation for applicants with disabilities in its recruitment processes. If you require accommodation during the recruitment process or require an accessible version of a document/publication, please contact 
All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority.

Movement replacing Columbus Day with events honoring Native Americans gains steam around US

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Movement replacing Columbus Day with events honoring Native Americans gains steam around US

Travis Mazawaficuna of the Dakota Nation (Sioux) Native American tribe arrives with others to the International Day of the World's Indigenous Peoples outside the United Nations in Manhattan, New York, in this file photo taken August 9, 2013. REUTERS/Adrees Latif/Files

About four miles from the world’s largest Christopher Columbus parade in midtown Manhattan on Monday, hundreds of Native Americans and their supporters will hold a sunrise prayer circle to honor ancestors who were slain or driven from their land.

The ceremony will begin the final day of a weekend “powwow” on Randall’s Island in New York’s East River, an event that features traditional dancing, story-telling and art.

The Redhawk Native American Arts Council’s powwow is both a celebration of Native American culture and an unmistakable counterpoint to the parade, which many detractors say honors a man who symbolizes centuries of oppression of aboriginal people by Europeans.

Organizers hope to call attention to issues of social and economic injustice that have dogged Native Americans since Christopher Columbus led his path-finding expedition to the “New World” in 1492.

The powwow has been held for the past 20 years but never on Columbus Day. It is part of a drive by Native Americans and their supporters throughout the country, who are trying to rebrand Columbus Day as a holiday that honors indigenous people, rather than their European conquerors. Their efforts have been successful in several U.S. cities this year.

“The fact that America would honor this man is preposterous,” said Cliff Matias, lead organizer of the powwow and a lifelong Brooklyn resident who claims blood ties with Latin America’s Taino and Kichwa nations. “It makes absolutely no sense whatsoever.”

But for many Italian Americans, who take pride in the explorer’s Italian roots, the holiday is a celebration of their heritage and role in building America. Many of them are among the strongest supporters of keeping the traditional holiday alive.

Berkeley, California, was the first city to drop Columbus Day, replacing it in 1992 with Indigenous Peoples Day. The trend has gradually picked up steam across the country.

Last year, Minneapolis and Seattle became the first major U.S. cities to designate the second Monday of October as Indigenous Peoples’ Day.

This month, Portland, Oregon, Albuquerque, New Mexico and Bexar County, Texas, decided to eliminate Columbus Day and replace it with the new holiday. Oklahoma City is set for a vote on a similar proposal later this month… Read More

Source: http://www.rawstory.com/2015/10/movement-replacing-columbus-day-with-events-honoring-native-americans-gains-steam-around-us/

US Education Secretary, Arne Duncan redirects state funding intended for correctional programs to pay teachers in most underprivileged communities

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The Atlantic: Education

Teachers vs. Prisons

Arne Duncan may be on his way out, but he’s determined to draw attention to the role of schools in perpetuating—and eradicating—inequality.

WASHINGTON — Outgoing Education Secretary Arne Duncan, in a speech before an audience last week at the National Press Club, announced a new policy to reallocate state correctional-funding dollars to raises for teachers in the nation’s most underprivileged districts.

In what were perhaps his most intentional comments to date on race, Duncan addressed the disparities in educational access and correctional patterns within a decidedly racial framework.

The secretary challenged educators and those to whom they answer to take “an unsparing look at our own attitudes and our own decisions and the ways that they are tied to both race and class.”

“In the wake of Ferguson, Baltimore, and elsewhere, this has become a central discussion for many in America, and rightly so,” said Duncan, who on Friday—days after the National Press Club speech—announced that he’ll be resigning at the end of the year. “Those of us in education simply cannot afford to stay on the sidelines. Let’s recognize upfront that this is one of the hardest conversations that we can have in education.

“Suspensions, expulsions, and expectations for learning track far too closely to race and class,” Duncan continued. “Sometimes the facts must force a tough look inward. This is not just about explicit, obvious bias. Indeed, sometimes when a genuinely transparent moment of bias arises, the whole country stops and takes a breath. A child holds a clock and we see a bomb. But more often, it’s far subtler stuff buried in invisible privileges and expectations that we’re not even aware that we hold.”

“It’s painful to admit to one’s own actions. It’s painful to admit that one’s own actions might be causing harm, particularly for us as educators who come to this work from such an altruistic place,” said Duncan. “It’s difficult work challenging centuries of institutionalized racism and class inequality, but I firmly believe a hard look at ourselves is a critical part of becoming the nation we strive to be — one of liberty and opportunity regardless of circumstances of your birth.”

Duncan proposed a reallocation of funding from the correctional system to the poorest schools in each state “to get great teachers in front of our neediest kids.”

Acknowledging a need for salary increases for all teachers, Duncan suggested that particularly those working in schools in the bottom 20 percent of each state in the most impoverished areas “doing the hard but incredibly important work in those schools” need a boost of up to 50 percent. Teaching is hard work everywhere, he said, but it is particularly harder for teachers at under-resourced schools.

“Everyone here knows it can be challenging to recruit and keep fantastic teachers in the schools where the needs are the greatest,” said Duncan.

“The fact of the matter is, because we’re so property tax-based throughout the nation—not everywhere, there are some important exceptions—but in far too many places the children of the wealthy get dramatically more spent on them than the children of the poor,” he said. “And until we become uncomfortable with that truth, until we really start to believe that black and brown children and poor children actually can contribute to society, we’re going to continue to have huge disparities.”

Acknowledging the “decades of neglect and abuse and mistreatment and non-investment” in communities like Baltimore; Ferguson, Missouri; his native Chicago; and other majority-minority cities and school districts across the country, Duncan said the historically inequitable funding of the public education system in states is doing a disservice to the nation.

“As long as children in Ferguson are getting less than half the money spent on them as children in other communities, we’re going to have real challenges; we’re going to leave a lot of talent on the sidelines and we’re going to lock up far too many young people.”

“The bottom line is that we must do more to ensure that more strong teachers go to our toughest schools and stay for the long haul. Right now, in far too many places, glaring and unconscionable funding gaps create all the wrong incentives,” said Duncan.

But even in states that are said to be doing well, students are still largely underprepared for college, Duncan said. Citing Massachusetts, which boasts the highest performance rates in the country as an example, Duncan revealed that, even in the top education state, roughly one-third of students still require remedial classes once they get to college. If that’s the story in the No. 1 state, Duncan asked, what does that say about two through 50?

“What’s the cumulative impact of such a massive disparity of opportunity over 13 years of a child’s education?” he asked. “The linkage between education, or a lack thereof, and incarceration is powerful.”

Duncan said it is imperative that correctional funds be redirected to ensure that “all students, including and especially students those in low-income communities of color, have access to high standards that align to expectations of the real world, challenging coursework that prepares them for college without having to lose time with remediation.”

The ultimate goal is to “make opportunity real for those who have grown up without advantages,” said the secretary.

“It’s a fight to increase social mobility; it’s a fight for social justice,” he said. “And the stakes could not be higher. For far too many of our children today, this fight could literally mean the difference between life and death.”

This article appears courtesy of Diverse: Issues in Higher Education.

Source: http://www.theatlantic.com/education/archive/2015/10/arne-duncan-prison-funding/408745/

Presentation by Dr. Sean Wilson, “Conducting a Research Ceremony, or How to Catch Fish”, Oct 14, 2015, 10:30 am – 12 noon

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Dr. Shawn Wilson, Indigenous author of “Research as Ceremony” will be a featured speaker on Oct 14, 2015, 10:30 am – 12:00 noon at the UBC Longhouse- Sty-Wet-Tan Hall, 1985 West Mall. Everyone is welcome.

Title: “Conducting a Research Ceremony, or How to Catch Fish.”

Standardized testing, key performance indicators and demonstrable learning outcomes may not have much relevance to traditional Indigenous Knowledge.  However, in order to ensure our survival for these past several millennia, Indigenous people have developed ways of evaluating behaviour.  Indigenous axiology considers how we evaluate everything from the abstract and conceptual to the practical and mundane: What is good or bad for our communities? Which topics are worth researching? Is this food healthy for my grandchildren? How do I peer-review this article for the International Journal of Indigenous Peoples? Recognizing the importance of sakihiwawin allows us to evaluate our relationships with the world and guide our actions. Rather than delivering on KPIs, sakihiwawin helps us answer the more important question, “Who am I going to go fishing with?”

Sponsors: SAGE, UBC: Indigenous Education Institute of Canada & NITEP (Faculty of Education); First Nations & Indigenous Studies (Faculty of Arts); and the Institute for Gender, Race, Sexuality, Social Justice & the Indigenous Pedagogies Network (Faculty of Arts). Thanks to the First Nations House of Learning for use of the Longhouse.

Oct 14, 2015. 12:30 – 2:00 pm. Graduate students and faculty are invited to join Dr. Shawn Wilson for an informal discussion and light lunch at Scarfe 308A. Bring your questions for discussion; there will not be a presentation.

Yukon conference hears of uneasy relationship between science and traditional knowledge

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Yukon conference hears of uneasy relationship between science and traditional knowledge

‘It is a battle to train young biologists to try and understand our ways of thinking’

By Philippe Morin, CBC News Posted: Sep 30, 2015 7:00 AM CT 

Billy Archie of the Aklavik Community Corporation said he's often had to re-explain his knowledge of arctic char to different biologists who come and go.

Billy Archie of the Aklavik Community Corporation said he’s often had to re-explain his knowledge of arctic char to different biologists who come and go. (Philippe Morin/CBC)

Aboriginal hunters and members of wildlife management boards are in Whitehorse this week, talking about how traditional knowledge can be better incorporated into scientific research.

The Yukon government hosts the Yukon North Slope Conference every three years, in partnership with the region’s Wildlife Management Advisory Council.

One panel at the two-day conference gathered Inuvialuit harvesters from the Mackenzie Delta region of the N.W.T., who discussed their experiences with scientists and research teams.

Some had good things to say — while others described a confusing and sometimes insulting process.

Billy Archie of the Aklavik Community Corporation said he’s often had to re-explain his knowledge of arctic char, as many different biologists — working for government or universities — come and go from the region.

“I lost count now,” Archie said. “It is a battle to train young biologists to try and understand our ways of thinking and what we see.”

Douglas Esagok, an Inuvik-based director with the Inuvialuit Game Council says some academic researchers often visit communities only once.

“They come and they go and you never see them again. It’s a flash in the pan,” Esagok said.

Integrating traditional knowledge

The Yukon North Slope Conference is not looking only at the relationships between communities and visiting researchers.

There’s also a larger issue being considered — how traditional knowledge, a term which encompasses family stories, first-hand observation and even stories told over multiple generations, can be incorporated into scientific research.

‘The tendency is that scientists will listen to what’s being said and only some of that is considered valid,’ said Brenda Parlee, an assistant professor at the University of Alberta. (Philippe Morin/CBC)

Brenda Parlee, an assistant professor with the University of Alberta’s department of Resource Economics and Environmental Sociology, says there’s often a disconnect between the scientific community and the northerners whose lives and environment they study.

“A lot of traditional knowledge has yet to be documented in a format where it’s easily included in decision making,” Parlee said.

“The tendency is that scientists will listen to what’s being said and only some of that is considered valid.”

Parlee argues that traditional knowledge is scientifically valid and deserves more consideration.

“People have been hunting in the same places, watching the same kind of indicators, doing the same kind of land use activities for generation after generation after generation,” Parlee said.

“If you look at the litmus test for what is good rigorous science, that is good rigorous science.”

Randall Pokiak, a harvester who helped negotiate the Inuvialuit Final Agreement, said the relationship between scientists and aboriginal communities is ideally a two-way street. He said science can help explain what traditional knowledge cannot.

Randall Pokiak told the conference that communities need science to explain what traditional knowledge cannot. ‘Climate change really made a big difference,’ he said. (Philippe Morin/CBC)

“Climate change really made a big difference,” Pokiak said. “Our knowledge was good until the about the mid-1980s. After that, now we don’t know what’s happening to that changing environment.”

“We’ve got to start basically gaining some new knowledge.”

$1M Fund To Open Doors For Aboriginal Women Studying Business

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By Public Affairs on September 23, 2015

Students studying in the Ch’nook Indigenous Business Education initiative program

September 22, 2015 – A $1-million gift from the family of Warren and Maureen Spitz will fund a new awards program at UBC’s Sauder School of Business benefiting Aboriginal women pursuing business studies. The Spitz Fellows Program was created in collaboration with the philanthropic Toronto-based family and accepted its first student this month.

“Our hope is that the Spitz Fellows Program will create opportunities for women to empower themselves and succeed in their educational, career and life goals,” said Warren Spitz, president and CEO, UCS Forest Group. “Our aim is to provide the support recipients need to invest fully in their studies and become leaders at Sauder and beyond.

With the aim of eliminating financial barriers to success, the program provides up to two Spitz Family Awards for Aboriginal Women annually, with each recipient eligible to receive $10,000 per academic year during a bachelor of commerce program and additional funds as necessary.

Spitz Fellows will be invited to play an active role at Sauder in the Ch’nook Indigenous Business Education initiative, a program focused on promoting business education in Aboriginal communities. As Ch’nook Scholars, they will help encourage business education among Aboriginal high school students, attend networking events and conferences with fellow Aboriginal business students across British Columbia, and gain access to valuable internship opportunities created through the program.

“At Sauder, we firmly believe that business education can be used as a powerful tool to transform lives and strengthen communities,” said Sauder’s Dean Robert Helsley, Grosvenor Professor of Cities, Business Economics and Public Policy. “We’re thankful the Spitz family shares this vision and greatly appreciate their generous support and partnership in developing this initiative.”

The gift to support the creation of the Spitz Fellows Program is part of UBC’s start an evolution campaign, the largest fundraising and alumni engagement campaign in Canadian history.

“At UBC we feel it’s vital to ensure that our students have the support they need to excel in their academic lives and beyond,” said Martha Piper, interim president. “We greatly appreciate the generosity of the Spitz family and thank them for helping to create this new pathway for Aboriginal women at UBC to reach their full potential.” Read More…

Comparative International Education Society Indigenous SIG Webinar to learn how to submit a proposal Oct 7th at 11 a.m. PST

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Greetings SAGE members,

The Comparative International Education Society will be in Vancouver in March, 2016.  They have a relatively new Indigenous SIG, whose members want to ensure that they are connecting with local Indigenous scholars. There are opportunities to organize a panel on a topic of interest to you that relates to Indigenous knowledges in the academy or submit an individual paper or poster.

There will be a webinar on Oct 7th with the Indigenous SIG founder (Dr. Ladi Semali) and many other SIG members. This webinar will also open the conversation for those of you who would like to learn more about how to make connections based on shared histories, common issues in Indigenous education today. Participants will also be invited to share their work and bring forward any questions or concerns about the upcoming proposal deadline on Oct. 15th, 2015. Please see attached call for proposals and webinar poster for more information.

This is a great opportunity to be involved with an international conference without having to incur the significant costs of travel- and meet some neat people who share similar interests and passions.

Also, if you are interested in sharing anything about our local context here in B.C. and Canada, please let me know. I welcome your participation and sharing. Many minds/hearts are better than one!

Indigenous Knowledge and the Academy SIG-2016-CFP


Amy Parent
Assistant Professor
Indigenous Education
Simon Fraser University
Unceded Territory of the Squamish, Tsleil-Waututh and Musqueam Peoples

Job – Program Director, Office of Indigenization, Due: Oct. 26, 2015

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Date: September 30, 2015 Competition: # 15-38


Justice Institute of British Columbia (JIBC) is Canada’s leading public safety educator with a mission to develop dynamic justice and public safety professionals through its exceptional applied education, training and research. JIBC offers exceptional continuing education for work and career-related learning and development; internationally recognized education that leads to certificates, diplomas, bachelor’s degrees and graduate certificates; and customized contract training for all levels of government and related agencies, industry, business, and private organizations. Our education provides professionals with the knowledge, skills, and abilities to excel at every stage of their career contributing to safer communities and a more just society.

In support of JIBC’s mission and vision, Academic and Strategic Plans, the primary purpose of this position is to direct, manage, and undertake activities to advance Indigenization and Aboriginal education/services at the institute in collaboration and coordination with Schools, Offices and Divisions. This position also oversees curriculum development activities that is undertaken with program faculty and staff to enhance indigenization of curriculum; coordinates and manages contract activity; and facilitates institutional approaches to strengthen responsiveness to Aboriginal learners, communities, and organizations.

This position brings management and leadership skills; knowledge of adult education, instructional skills, online and face-to-face curriculum design and development; business development skills; and strong relationship development, facilitation, and organizational abilities. Included in this role is contributing to strategic planning, setting measurable goals for the Office, financial management, staff and faculty recruiting and supervision, and project management.

Full Announcement (PDF): Program Director, Office of Indigenization