3 2 1
5 4
7 6
7 WAYS TO MAKE A DIFFERENCE I AM A WITNESS
A huge win for First Nations kids with the release of the Canadian Hu- man Rights Tribunal ruling on the First Nations child welfare discrimi- nation case. Learn more at and join the movement at
fnwitness.ca.
JORDAN’S PRINCIPLE
Jordan’s Principle makes sure First Nations children receive the care and services they need, when they need them – without denial, delay, or disruption.
SHANNEN’S DREAM FOR SAFE AND COMFY SCHOOLS
Shannen Koostachin, a youth education advocate from of the Attawapiskat First Nation in Ontario, had a dream: safe and comfy schools and culturally based education for First Nations children and youth.
TOUCHSTONES OF HOPE
The Touchstones of Hope are a set of principles to guide a reconcilia- tion process for those involved in Indigenous child welfare activities to have respectful and truthful conversations about child welfare in order to create a new reality for Indigenous children.
CHILD AND YOUTH ENGAGEMENT
Engaging and uplifting children and youth in culturally-based equity and social justice movements provides young people with the op- portunity to collaborate, think creatively about the future, and inspire hope for others in making a difference for First Nations children and their families.
MANY HANDS, ONE DREAM
Many Hands, One Dream is a long-term initiative to generate commit- ment, foster collaboration, and develop and implement solutions that will improve the health of Aboriginal children and youth in Canada.
MAKE A DONATION! Help every First Nations child to be proud and succeed.
*Taken from
https://fncaringsociety.com/7-free-ways-make-difference
cellent resources on our website, fncaring-
society.com, to engage students in address- ing inequalities in First Nations education (Shannen’s Dream), child welfare (I am a witness) and access to public services (Jor- dan’s Principle). Along with the summary of the TRC’s
fi nal report, I recommend that educators read the summary of the Royal Commis- sion on Aboriginal Peoples (1996) and a book by historian John Milloy entitled A National Crime: The Canadian Government and the Residential School System, 1879 to 1986. Milloy’s book tells the story of resi- dential schools from the perspective of the Government of Canada’s own documents. It dispels the myth that people of the pe- riod did not know better so could not do better, and provides an excellent basis to critically examine the contemporary rela- tionship between First Nations, Métis and Inuit peoples and the federal/provincial/
22 ETFO VOICE | SUMMER 2016
territorial governments. It is vital that we equip students with
skills to engage in active citizenship. That means we need to provide them with op- portunities to understand contemporary injustices and give them opportunities to peacefully and respectfully engage in posi- tive change. The Caring Society hosts a number of activities every year such as Have a Heart Day where students write let- ters to elected offi cials so that First Nations children have an equal chance to grow up safely at home, get a good education, be healthy and proud of who they are. Know- ing is not enough and caring is not enough; we must teach children to take action.
Are there things ETFO members could be doing to support teachers and children in First Nations schools?
Yes, bring Project of Heart to your school and get involved in Shannen’s Dream and
the other campaigns at the Caring Society. The Truth and Reconciliation Commission listed child welfare, Jordan’s Principle and equity in education as its top Calls to Ac- tion so these campaigns are easy ways for students to engage with reconciliation. Also check out the National Centre for Truth and Reconciliation website (http://umanitoba. ca/nctr/).
On your website you have a list of seven ways we can make a difference. Do you have anything you would add to that list when you are speaking with teachers? When you are speaking to our union?
It is critical that we emphasize that cross- cutting equality is needed. Canada cannot meaningfully engage in reconciliation until it stops discriminating against First Nations children. Although the on reserve funding inequalities cited in the CHRT decision only apply to First Nations on reserve, it is also im- portant to reach out to the Inuit and Métis communities for ideas on what can be done to support their children too. The real hope for First Nations children
does not lie with the government, it lies with caring Canadians learning about the inequalities and no longer tolerating them. That is why the work of educators is so key. Together we can raise a generation of First Nations children who do not have to recover from their childhoods and a generation of non-Aboriginal children who do not have to say they are sorry.
Do you have any fi nal things you would like to share with our members?
In the words of Wesley Prankard, a non- Aboriginal youth and founder of Northern Starfi sh, “DO SOMETHING.” n
Cindy Blackstock is the Executive Director of First Nations Child and Family Caring Society of Canada, Associate Professor at the University of Alberta and Director of FNCARES. A member of the Gitksan First Nation, Cindy has 25 years of social work experi- ence in child protection and Indigenous children’s rights. Her promotion of culturally based and evidence informed solutions has been recognized by the Nobel Women’s Initiative, the Aboriginal Achievement Foundation, Frontline Defenders and many others. The author of over 50 publications and a widely sought-after public speaker, Cindy has collaborated with other Indigenous leaders to assist the United Nations Committee on the Rights of the Child in the development and adoption of a General Comment on the Rights of Indigenous children.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52