LEARNING OPPORTUNITY FOR INDIGENOUS STUDENTS
Vancouver Coastal Health’s Aboriginal Health Department has a pilot project opportunity! A select few will be given the opportunity to work alongside Indigenous Elders and Knowledge Keepers. Traditional teachings tell us our Elders & Knowledge Keepers must always have Helpers for safety and so that the knowledge can be passed onto the next generation. We are looking for Indigenous students who would like to be Helpers for our Elders & Knowledge Keepers program.
The Helpers group will start small and then grow as we assess and make adjustments. The pilot project’s initial roll out will contain four adults, eight youth and two Traditional Elders. The adults will commit to a minimum of sixteen hours a month while the youth will commit to a minimum of four hours per month [The hours do have some flexibility].
The work of the Elder & Knowledge Keepers (KK) is very diverse at Vancouver Coastal health as noted below:
- Use traditional ways to support Indigenous patients with their families in health care settings;
- Provide cultural support to Indigenous patients and their families in crisis or at times of passing;
- Provide cultural teachings and guidance at health authority meetings (addictions, mental health, DTES, youth, seniors, maternity, health care education, etc.);
- Lead and provide cultural support to small groups in health care settings, such as Indigenous youth at the HOpe, or Indigenous seniors in long-term hospital care;
- Share Indigenous teachings at meetings, conferences and workshops;
- Provide openings/closings/land acknowledgments for Vancouver Coastal Health conferences/gatherings/events.
Description: Indigenous Medicine – VCH – Student Opportunities
Please contact Shawna.email@example.com for more information.
The “glaring” health gaps between indigenous people and the rest of Canada is widening, says the new scientific director of the Canadian Institutes of Health Research’s Institute of Aboriginal Peoples’ Health.
“It’s pretty bleak,” said Dr. Carrie Bourassa, who took over the position Feb. 1.
The institute is being established in Sudbury with the Health Sciences North Research Institute, where researchers are engaged in cutting-edge research on healthy aging, cancer care, infectious diseases, precision medicine and northern and Indigenous health. It’s the first time an Institute has been established outside of a large urban centre.
Bourassa’s role, among many others, will be to train and mentor new scholars in indigenous health research, and to make sure research creates opportunities to close those gaps.
“From diabetes to HIV and AIDS to suicide rates, we really need to get a handle on the underlying impact,” Bourassa said.
Most of the issues stem from the intergenerational trauma associated with the ongoing impact of colonization, she said. Researchers can’t seem to get a handle on the complex ways those underlying social detriments interact.
She said she knows the solution can be found in communities, because they are the ones who understand the issues better than anyone else. Read More…
Pickard, Aaron. Researcher targets ‘glaring’ gaps in indigenous health care. February 17, 2017. Retrieved from: https://www.sudbury.com/local-news/researcher-targets-glaring-gaps-in-indigenous-health-care-525752
Traditional Naming & Pole Raising Ceremony at the Indigenous Health, Research and Education Garden – 12pm – 3pm, 3 Oct 2016
Please join us at the garden on Monday October 3rd from 12pm – 3pm for a Traditional Naming and Pole Raising Ceremony. We are honoured to grow medicines, learn, conduct research, and build community on the beautiful unceded territory of the hən̓q̓əmin̓əm̓ speaking Musqueam people, and are grateful to announce that the Indigenous Health, Research and Education Garden will be receiving a traditional Musqueam name.
CALL FOR PAPERS
CONCEPTUALIZING CHILDREN AND YOUTH CONFERENCE
Brock University – October 12-14, 2016
Brock University’s Department of Child and Youth Studies announces “Conceptualizing Children and Youth” a multidisciplinary and transdisciplinary conference. All disciplines, multidisciplinary, and transdisciplinary approaches to research within Child and Youth Studies are welcome. The Conference will be held October 12-14, 2016 at Brock University in St. Catharines Ontario.
The conference will include keynote speakers, special evening events, networking opportunities, and graduate student events. There will be highlighted sessions on child and youth engagement in sport/performance; child and youth health/mental health; diverse children and youth; education contexts; Indigenous children and youth research; social issues facing children and youth; transdisciplinary in child and youth research. There will also be additional dissemination opportunities.
To submit please complete the attached abstract form to firstname.lastname@example.org by April 28, 2016. Submissions may take the form of posters, individual papers, symposiums, or workshops. Notification of results will be communicated by June 30, 2016.
Dawn Zinga, Associate Professor and Chair, Department of Child and Youth Studies, Brock University 905-688-5550, ext.3152, Cairns 325
Speakers will include:
- Dr. Cindy Blackstock – Reconciliation Means Not Saying Sorry Twice: Remedying Contemporary Inequalities in First Nations Children’s Health and Wellbeing
- Dr. Barry Lavallee – Removing Culture from Cultural Safety: Structural Challenges to Addressing Indigenous Health in Canada
- Dr. Ian Mosby – Hunger, Human Experimentation and the Legacy of Residential Schools
Lee Brown says handling emotions is a skill kids need to learn just like any other subject in school
By A New Day, CBC News Posted: Mar 01, 2016 6:21 PM CT
A retired academic says teaching “emotional competency” in schools can help students with everything from overcoming childhood trauma to getting better grades.
Lee Brown is a retired academic from the University of British Columbia, co-author of The Sacred Tree and former director of the Institute for Aboriginal Health at UBC.
He’s one of the speakers at the Yukon First Nation Education Summit in Whitehorse. The focus this year is on cultural inclusion in public schools, supporting First Nation students in Whitehorse schools and building the relationship between the Yukon Department of Education and First Nations.
Brown says handling emotions is a skill kids need to learn, just like any other subject in school.
“Albert Einstein was a mathematical genius, but if he’d never studied math, he would never have been able to count to ten,” Brown said. “So, emotional competency is what develops when you put your mind in a curriculum from Grade 1 to 12 to develop the emotional skills of the children.”
Brown says teaching emotional competency involves helping students to understand their emotional states and how to communicate them. He says that helps students create strong identities for themselves.
Emotional skills can also help students tackle subjects they struggle with, Brown says, giving the example of math, which causes many students anxiety. He says it’s possible for students to train themselves to love math.
“The more emotional tools you have in your emotional toolbox, the better off you’re going to be.”
Brown says bullying, racism and suicide are results of failing to teach children about their emotions.
“There’s not a high level of emotional maturity in our society,” he said. “There is a high level of emotional toxicity.”
Decolonization: Indigeneity, Education & Society has just published its
latest issue at http://decolonization.org/index.php/des/issue/view/1618.
We invite you to review the Table of Contents here and then visit our web
site to review and read articles and items of interest.
We’re thrilled to continue to publish as an open access journal and
appreciate your ongoing support in sharing this work as widely as possible
through your networks!
Decolonization: Indigeneity, Education & Society
Vol 4, No 2 (2015)
Table of Contents
Artist’s statement: What decolonization means to me
Indigenous girls and the violence of settler colonial policing
Jaskiran K. Dhillon
Refusal to forgive: Indigenous women’s love and rage
Teaching Indigenous methodology and an Iñupiaq example
Maureen P. Hogan, Sean A. Topkok
Beyond the colonial divide: African diasporic and Indigenous youth alliance
building for HIV prevention
Ciann L. Wilson, Sarah Flicker, Jean-Paul Restoule
Tensional decolonization and public order in Western Nigeria, 1957-1960
Oluwatoyin Oduntan, Kemi Rotimi
A review of Indigenous Statistics: A Quantitative Research Methodology
Indigenous temporal priority and the (de)legitimization of the Canadian
state: A book review of On Being Here to Stay
Decolonization: Indigeneity, Education & Society
Wednesday, November 25: Community Feast Bowl
Sty-Wet-Tan Great Hall, Longhouse
Lunch will be served at 12:30 PM in Sty-Wet-Tan Great Hall. The meal is free and everyone is welcome.
Source: The Talking Stick: News and Information from the First Nations Longhouse, November 16, 2015
Assistant Professor in the Department of Indigenous Studies
The University of Sudbury, a bilingual and tri-cultural institution and founding member of the Laurentian Federation, invites applications for a tenure-stream position at the rank of Assistant Professor in the Department of Indigenous Studies commencing July 1, 2016. The Department of Indigenous Studies seeks a dynamic candidate with an expertise in the areas of: health and wellness, community-based research, Indigenous knowledge and Indigenous spirituality. Applicants should have a PhD, or ABD in Indigenous Studies or related discipline and have a demonstrated ability for excellence in research, teaching, publications and working with Indigenous communities. Experience in teaching and Indigenous research and knowledge of an Indigenous language and/or French will be considered definite assets.
Applications should include a cover letter, curriculum vitae, teaching dossier and three separate confidential reference letters directed to: Dr. Pierre Zundel, President and Vice-Chancellor, University of Sudbury, 935 Ramsey Lake Road, Sudbury, Ontario, P3E 2C6. The deadline for applications is December 1, 2015 but applications will be accepted until the position is filled.
This announcement is directed primarily but not exclusively to Canadian citizens and permanent residents of Canada. The University of Sudbury encourages applications from all qualified individuals, including women, members of visible and ethnic minorities, Indigenous peoples, and persons with disabilities.