SYS TE M S T H I N K I N G & S US TA I N A B I L I T Y REP ORT |
Professor : Job Rutgers
http://knoxhutchison.ca/kh/firstnations/
Designers: Garrett Alford, Mandeep Mangat, Rachel South
Course Code : INDS -3008-005
Garrett Alford | Mandeep Mangat | Rachel South
PROJEC T BRIEF IN A N A LY Z I N G T H E D E VE LO P ME NT ON THE C U RRE N T C A N AD IAN SO C IAL FA B R I C - A CO M BI N AT I O N O F SYST E MS A N D SYS T E M S T H I N K I N G WE RE EMP HAS I Z E D TO D E LVE INTO MANY OF THE CO M P L E X S O C I A L ISSUE S. A PA RTIC U L AR FO C U S WA S T HE NO RT H A MER I C AN I N D I G E N O U S D E MO GRAP HIC - THE IN T E RRE L AT I O N S WIT HIN T HE COMMU N I T I E S , BE T WE E N VARIO US COMMU N I T I E S , AN D W IT H NO NINDIG E N O U S C AN AD I A NS. THIS R E P O RT AP P L I E S BOT H FO RE SIGHT A N D H U M AN - C E N T E RE D D E S IGN R ES EA RC H M E T H O D S I N O RD E R TO PROV ID E A D E E P E R CO N T E XT UAL F R A M EWO RK TO U N D E R STAND T HE CUR R EN T RE L AT I O N S W IT H IND IGE NO US COMMU N I T I E S . OR I G IN A L LY A CO L L A BORAT IO N B ETW EE N RAC H E L S O U TH, GARRE T T A L FOR D, AN D M YS E L F.
P. 2
P. 3
CO NTENTS P HASE 1: SE E ING SYST E MS IN T RO D U CT IO N
4
FO RESIGHT ME THODOLOGY
6
S .T. E. E .P. SCANNING
8
TREND SYNTHE SIS
20
TREND OPPORTUNITIE S
22
IM PACT MAP
26
SYNTH E SIS MAP
30
P HASE 2: RE LAT IO NAB ILIT Y INTRODUCTION
IDENTIF IE D STAKE HOLDE RS RES EARCH ME THOD S
U S ER PROF ILE S EXP ER IE NCE MAPS
32 34 38
40
56
RELATIONABILITY GIGA MAP
62
INS IG H TS & OPPORTUNITIE S
64
REFER E NCE S
70
Garrett Alford | Mandeep Mangat | Rachel South
https://globalnews.ca/news/858680/nanaimo-daily-news-letter-called-racist-stirs-controversy-online/
P. 4
P. 5
IN T RO D U CTIO N INDIGENIZATION AS A DESIGN PARADIGM Indigenous principles contend that everyday life events and phenomena should be observed as an expression of the interconnectedness of life. In order for a design that is inclusive of the Canadian Indigenous population, and recognizing the need for reconciliation, it is critical that Indigenous design principles and values are prioritized and embraced throughout the design process. It is elemental to understand that, within Indigenous spirituality, relationships between the elements of life are seen as circular, holistic, and cumulative, rather than linear. Life is a series of interactive cycles rather than disconnected events, and within all human beings there is a knowing center connected with a greater body of knowledge that of the earth and all other living things. Indigenous spirituality teaches that education is a lifelong continuum, in which experiences foster the knowing center and the physical, mental, emotional, and spiritual health of human beings.
The introduction of European classroom-style education and the forced compliance of first nations to its modalities disrupted the traditional teaching methodologies of its people and, in combination with other assimilation efforts, resulted in a loss of cultural identity and spiritual degradation. The reintegration of traditional teachings and increased cultural and language-based support are the main focus of present educational reform in indigenous communities.
EMERGING AND DISRUPTIVE TECHNOLOGY Research in artificial intelligence technology has been directed towards knowledge engineering as a core division of the science. Efforts to integrate traits such as common sense, problem-solving, reasoning, perception, learning, and planning have been extensive within the development of artificially intelligent technology. We believe innovations in this field have potential for remarkable applications for the indigenous education system.
Phase 1 : Seeing Systems | Introduction
DOMAIN FOCUS: LEARNING
Garrett Alford | Mandeep Mangat | Rachel South
HO RIZO N S C A NNING
IN ORDER TO INFLUENCE THIS POSITIVE MOVEMENT, THE HORIZON SCANNING STRATEGIC FORESIGHT METHOD (S.T.E.E.P.) WILL BE IMPLEMENTED TO ASSESS DESIGN OPPORTUNITIES AND EXAMINE IMPLICATIONS WITHIN THE PARAMETERS OF ARTIFICIAL INTELLIGENCE TECHNOLOGY, INDIGENIZATION, AND EDUCATIONAL REFORM.
P. 6
Horizon scanning is a strategic foresight methodology which involves the systemic analysis of potential opportunities, the early detection of important developments, and their implications (how might these new phenomena influence the global landscape, moving forward?). With an emphasis on new technology and its implications for problem-solving, this methodology involves “determining what is constant, what changes, and what constantly changes”, in order to explore unique and unanticipated issues as well as problems and trends which have proven to be consistent. By fueling the process of scenario development, horizon scanning helps us to look at the big picture behind existing or impending issues to be addressed. Social, technological, economical, environmental, and political application domains are examined (thus, the abbreviation STEEP) in order to thoroughly assess the roles of important trends.
Phase 1 : Seeing Systems | Foresight Methodology
http://www.mahoningvalleylanes.com/2073/images-of-inukshuk.html
P. 7
Garrett Alford | Mandeep Mangat | Rachel South
S O C IA L
N AT I O N A L I N Q U I RY I N TO M . M . I .W FEDERALLY FUNDED COMMISSIONS This symbolizes a political shift towards embracing the Indigenous community on a systemic scale. Previously neglected histories are now being brought to the forefront of the national discourse.
G E N D E R F LU I D I T Y TWO-SPIRIT, LGBTQ+, NON-BINARY Deconstructing the social construct of gender. A greater social acceptance of a variety of identities.
A F F EC T I V E CO M P U T I N G BIOMETRIC DATA, PSYCHOLOGY Hormone sensors can be used to determine when their conversation partners will be most receptive to certain important conversations. This type of technology will aid the development of emotional intelligence. P. 8
P. 9
G LO B A L C I T I Z E N S H I P POST-NATIONALISM, SOCIAL MEDIA Accessible social media platforms will enable a global exchange of narratives, experiences, and empathy. The result will be the emergence of a digitally collective consciousness.
V I RT UA L CO M PA N I O N S AI, NEURAL NETWORKS
Phase 1 : Seeing Systems | S.T.E.E.P. Scanning
AI and machine-learning make it more and more possible to model genuine human conversations, creating the potential for virtual “beings� with functions such as entertainment, education, healing, and befriending.
Garrett Alford | Mandeep Mangat | Rachel South
TEC HNO LO GY
SY N T H E T I C B I O LO GY BIOTECHNOLOGY, GENETIC ENGINEERING, MICROBIOLOGY The emerging interdisciplinary branch of biology and engineering in which novel artificial biological systems are designed and grown.
A S S I S T E D D E V E LO P M E N T CO-CREATED IDENTITIES Developmental products for teaching life skills, outsourcing daily tasks, and realizing personal goals.
OUTSOURCING INTELLIGENCE PERSONAL ASSISTANCE DEVICES Devices elected to manage cognitive processes, they are anticipatory and provide information to users preemptively through machine learning and fluctuating algorithms. P. 10
P. 11
TRANSHUMANISM QUANTIFIED SELF, BIO-HACKING, POST-HUMANISM A philosophical movement that believes in the utilization of technology to improve and transform the human condition with the values of productivity and efficiency.
MERGING MINDS NEURO-TECHNOLOGY, I.O.T.
BRAIN PROSTHETICS NEURO-TECHNOLOGY, COGNITIVE IMPLANTS Implanted computers/wearable headsets designed to support damaged brains. Could be re-purposed for productivity and spirituality (e.g. prosthetic memory implants).
Phase 1 : Seeing Systems | S.T.E.E.P. Scanning
Brain-to-Brain interfaces create the potential for highly effective communication and an unmatched form of empathy.
Garrett Alford | Mandeep Mangat | Rachel South
TEC HNO LO GY
DESIGNING FOR ‘ D R E A M -T I M E ’
MACHINE LEARNING, EEG DATA People will be given the ability to record and control their dreams (e.g. lucid-dream inducing headband). This will help us access a vast reservoir of data with potentially therapeutic uses.
V I RT UA L L A N D S C A P E S VR, AR, CAD SOFTWARE Entirely new man-made digitally immersive environments leading to an increased sense of de-spacialization, and further value in dematerialization.
D I G I T I Z E D K N OW L E D G E AI, E-LEARNING, VR, AR Technology makes education more accessible. It decentralizes and democratizes the previous hierarchical institutions. Learning simulations may replace teachers in certain e-learning environments. P. 12
https://www.pexels.com/de/foto/einfarbig-getriebe-industriell-maschine-159298/
P. 13
Garrett Alford | Mandeep Mangat | Rachel South
ECO NO M Y
AU TO M AT E D J O B S AUTONOMOUS VEHICLES, SERVICE BOTS, SELF-SERVICE TECHNOLOGY Autonomous bots disrupt the labour market, leading to increased unemployment of an already vulnerable and often minimum wage demographic.
CASHLESS SOCIETY FINTECH, CRYPTOCURRENCIES, BUNZ TRADING A trend towards financial transactions performed solely through the transfer of the digital information. Access to technology is vital for citizen participation.
C R E AT I V E ECO N O M Y DIGITAL MARKETPLACE, FREELANCE ENTREPRENEURSHIP, CRAFTSMANSHIP Self-directed creative practices promote liberation, self-determination, and autonomy for Indigenous individuals and communities. Identity, spirituality, and autonomy are fostered through economic engagement. P. 14
P. 15
SENIOR-CENTRIC POLICIES & S E RV I C E S SHIFTING DEMOGRAPHICS An influx of an aging retired demographic will place an increasing financial burden on government finances, due to an increased need for social services, and a decreasing workforce (contributing to slower economic growth).
D EG R OW T H ECO N O M I C S GLOBAL RECESSION, NAFTA, BREXIT, LIMITS TO GROWTH
Phase 1 : Seeing Systems | S.T.E.E.P. Scanning
A movement based on ecological economics, anti-consumerist and anti-capitalist ideas. Focusing on maximizing happiness through nonconsumptive means (consuming less, spending more time with family, culture, and nature.)
Garrett Alford | Mandeep Mangat | Rachel South
ENV IRO NM ENT
UNSTRUCTURED E D U C AT I O N SYSTEMS DESIGN, EXPERIENTIAL LEARNING Education will move out of experiences of an episodic nature in traditional institutions into learning flows which course through our everyday lives.
ECO - H E A LT H L I T E R AC Y HEALTHCARE, ARCHITECTURE, ENVIRONMENTAL DESIGN An ecosystem approach to healthcare. An individuals health is interdependent with emotions, community, and environmental health. Devices will direct users into spaces that are conducive to their mental well-being
NETWORKED SOCIAL EXPERIENCES WEARABLE TECHNOLOGY Curating shared experiences through devices that trigger the same sensory experiences and responses from individual to individual. Memories and moods could be engineered for social cohesion. P. 16
P. 17
M U LT I - S P EC I E S P E R S P EC T I V E NATURE AS LEGAL ENTITY, ANTHROPOLOGY A rising acknowledgment of new kinds of relations emerging from non-hierarchical alliances, symbiotic attachments, and the mingling of creative agents. Joint identities emerge through species interactions. New implications for ethics.
ANTHROPOCENE MASTERY OVER NATURE
I N T E R S P EC I E S CO M M U N I C AT I O N ANIMAL ACCESSIBLE INTERFACES New interaction experiences will be made with the natural world and artificial systems (ex: The FIDO project, and The Cetacean Hearing and Telemetry developed by the Wild Dolphin Project).
Phase 1 : Seeing Systems | S.T.E.E.P. Scanning
The current geological epoch, brought about by the Industrial Revolution. Marked by considerable human impact on the environment, significant species loss, and a global human population increase.
Garrett Alford | Mandeep Mangat | Rachel South
P O LITIC A L
OPEN-SOURCE G OV E R N A N C E ACCESSIBILITY AND INCLUSIVENESS Through merging the Open-Source Movement with Democratic principles, emerging platforms would enable greater civic engagement in political activities, and transparency of government.
CO M P U TAT I O N A L E T H I C S PREEMPTIVE LEGISLATION New technology is emerging exponentially, however the process of legislative change is slow. Ethics into the effect and impact of emerging technologies needs to be addressed.
D E - P R I VAT I Z AT I O N OPEN-SOURCE MOVEMENT, ‘WATER IS SACRED’ MOVEMENT A preference for publicly shared ownership as opposed to privatized ownership. Signals include shared collective knowledge, and the reclaiming of corporate/privatized land. P. 18
P. 19
N AT I O N A L I Z AT I O N OF INDIGENOUS K N OW L E D G E LEGISLATIVE INITIATIVES, DECOLONIZATION MOVEMENTS Ontario’s Indigenous Education Strategy and other legislation aims to close the “achievement gap” perceived between Indigenous students and all students by improving Indigenous education, achievement and well-being.
CAMBRIDGE ANALYTICA & FACEBOOK, IDLE NO MORE Public loss of faith in political structures and representatives. Marked by an increase in grassroots political participation by younger generations (ex: Occupy Movement), and increasing suspicion towards those in power (i.e. voter suppression, spread of disinformation, and surveillance).
Phase 1 : Seeing Systems | S.T.E.E.P. Scanning
CITIZEN DISSIDENCE
Garrett Alford | Mandeep Mangat | Rachel South
T R E ND SYNTHES IS
01 SOCIAL Global Citizenship is a larger social trend that will be initiated through emerging trends in other application domains. Emerging technological trends will aid humanity in new experiences that foster connectivity and empathy on a larger scale.
02 TECHNOLOGY Technological trends will significantly disrupt previous economic models due to unequal access to technology. The social domain will influenced due to emerging technology that suggests trans-humanism.
NOW
5 YEARS
NATIONAL INQUIRY INTO MMIW
VIRTUAL LANDSCAPES
VI COM
ASSIST DEVELOP
03 ECONOMY Technological trends will render human labour obsolete. However, a need for currency will always exist, leading to new models of value exchange.
04 ENVIRONMENT A value in multi-species perspectives will be brought about through the impact of other environmental trends that will result in a scale of species loss and environmental degradation unmatched in history. Society will develop a sense of nostalgia and augment our environmental interactions through technology.
CREATIVE ECONOMY
ECO-HEALTH LITERACY
05 POLITICAL P. 20
The expansive integration of technology within the scope of education and learning provides accessible information to more of the population, providing a growing platform for social innovation. New forms of digital knowledge have the potential to decentralize and democratize previous hierarchical institutions and informed citizens will have higher grounds for actions.
CITIZEN DISSIDENCE
SENIO CENT POLIC
ANTH
P. 21
IN ORDER TO CONTEXTUALIZE AND ANALYZE THE EMERGING STEEP SIGNALS FROM THE HORIZON SCANNING, THE DATA WAS MAPPED IN A TEMPORAL LINEAR GRID, BASED ON PROJECTED INCREMENTS OF 5, 10, 20, 30, AND 40 YEARS INTO THE FUTURE.
IRTUAL MPANIONS
TED PMENT
ORTRIC CIES
20 YEARS
AFFECTIVE COMPUTING
OUTSOURCED INTELLIGENCE
DIGITIZED KNOWLEDGE
HROPOCENE
GENDER FLUIDITY
TRANSHUMANISM
AUTOMATED JOBS
MERGING MINDS
DEGROWTH ECONOMICS
NETWORKED UNSTRUCTURED SOCIAL EDUCATION EXPERIENCES
COMPUTATIONAL ETHICS
30 YEARS
40 YEARS
GLOBAL CITIZENSHIP
BRAIN PROSTHETICS
DESIGNING FOR DREAMTIME
SYNTHETIC BIOLOGY
CASHLESS SOCIETY
INTERSPECIES COMMUNICATION
NATIONALIZATION OF INDIGENOUS DE-PRIVATIZATION KNOWLEDGE
MULTI-SPECIES PERSPECTIVES
OPEN-SOURCE GOVERNANCE
Phase 1 : Seeing Systems | Trend Synthesis
10 YEARS
Garrett Alford | Mandeep Mangat | Rachel South
T R E ND OP P O RTU NITIES
01 SOCIAL EMPATHY
NOW
5 YEARS
GENDER FLUIDITY, TRANSHUMANISM, MERGING MINDS, GLOBAL CITIZENSHIP
Harnessing the power of subsiding means of communication technology, social, and emotional bonds within a society can be strengthened through empathy promotion.
03 HOLIST VI SPACE COM
NATIONAL INQUIRY INTO MMIW
02 INTERGENERATIONAL LEARNING UNSTRUCTURED EDUCATION, NOIK Advocating the sharing of knowledge between age groups fortifies community bonds and promotes life-long learning.
03 HOLISTICALLY DESIGNED SPACES VIRTUAL LANDSCAPES, ECO-HEALTH LITERACY, ANTHROPOCENE
Creating spaces that are therapeutic, promote a connection with the environment, and separate learning from the traumatic memory of residential schools.
VIRTUAL LANDSCAPES
CREATIVE ECONOMY
ECO-HEALTH LITERACY
04 KNOWLEDGE AS EMPOWERMENT P. 22
DIGITIZED KNOWLEDGE, ECO-HEALTH LITERACY
Utilizing open-source knowledge as a form of empowerment throughout quotidian life and struggles.
CITIZEN DISSIDENCE
ASSIST DEVELOP
SENIO CENT POLIC
ANTH
P. 23
THROUGH LAYING OUT THE SIGNALS/TRENDS BASED ON PEAK TIME HORIZONS, WE BRAINSTORMED MULTIPLE SCENARIOS IN WHICH TRENDS INFLUENCED ONE ANOTHER AND CAME UP WITH OPPORTUNITIES FOR DESIGN INTERVENTION. 10 YEARS
40 YEARS
AFFECTIVE COMPUTING
OUTSOURCED INTELLIGENCE
DIGITIZED KNOWLEDGE
HROPOCENE
GENDER FLUIDITY
TRANSHUMANISM
MERGING MINDS
04 KNOWLEDGE AS EMPOWERMENT AUTOMATED JOBS
DEGROWTH ECONOMICS
NETWORKED UNSTRUCTURED SOCIAL EDUCATION EXPERIENCES
GLOBAL CITIZENSHIP
BRAIN PROSTHETICS
DESIGNING FOR DREAMTIME
SYNTHETIC BIOLOGY
CASHLESS SOCIETY
INTERSPECIES COMMUNICATION
MULTI-SPECIES PERSPECTIVES
02 INTERGENERATIONAL LEARNING COMPUTATIONAL ETHICS
NATIONALIZATION OF INDIGENOUS DE-PRIVATIZATION KNOWLEDGE
OPEN-SOURCE GOVERNANCE
Phase 1 : Seeing Systems | Trend Opportunities
ORTRIC CIES
30 YEARS
01 SOCIAL EMPATHY
TIC IRTUAL MPANIONS ES
TED PMENT
20 YEARS
Garrett Alford | Mandeep Mangat | Rachel South
T R E ND OP P O RTU NITIES
05 DIGITIZED SOCIAL PRESERVATION
NOW
5 YEARS
VIRTUAL LANDSCAPES, AFFECTIVE COMPUTING, N.O.I.K., MERGING MINDS,
Cultural stories (such as folklore, origin stories, and religious legends) along with genealogical databases could be recorded and digitized into interactive technologies as a method of strengthening and preserving culture.
NATIONAL INQUIRY INTO MMIW
05 DIGIT PR
VI COM
06 TRANSFERRING EMBODIED KNOWLEDGE MERGING MINDS, UNSTRUCTURED EDUCATION
Shortcutting traditional practices and utilizing neurological communication to teach skills relevant to promoting prosperous futures.
VIRTUAL LANDSCAPES
ASSIST DEVELOP
08 NON-
07 SPECIES AND ECOLOGIES AS KNOWLEDGE UNSTRUCTURED EDUCATION, N.O.I.K., INTERSPECIES COMMUNICATION, SYNTHETIC BIOLOGY, MULTI-SPECIES PERSPECTIVE Through implementing interactions between students and the environment, a spacial relationship is fostered.
08 NON-MONETARY EXCHANGE OUTSOURCED INTELLIGENCE, AUTOMATED JOBS, DEGROWTH ECONOMICS, CASHLESS SOCIETY
P. 24
In a speculative future, where labour is replaced by technology, society is immersed in post-capitalism. Without traditional forms of currency, what would be the new system enabling the exchange of values?
CREATIVE ECONOMY
ECO-HEALTH LITERACY
CITIZEN DISSIDENCE
SENIO CENT POLIC
ANTH
P. 25 10 YEARS
TIZED SOCIAL RESERVATION
IRTUAL MPANIONS
TED PMENT
AFFECTIVE COMPUTING
20 YEARS
30 YEARS
06 TRANSFERRING EMBODIED GENDER FLUIDITY KNOWLEDGE
OUTSOURCED INTELLIGENCE
MERGING MINDS
BRAIN PROSTHETICS
40 YEARS
GLOBAL CITIZENSHIP
DESIGNING FOR DREAMTIME
SYNTHETIC BIOLOGY
ORTRIC CIES
DIGITIZED KNOWLEDGE
HROPOCENE
AUTOMATED JOBS
DEGROWTH ECONOMICS
NETWORKED UNSTRUCTURED SOCIAL EDUCATION EXPERIENCES
CASHLESS SOCIETY
INTERSPECIES COMMUNICATION
MULTI-SPECIES PERSPECTIVES
07 ECOLOGIES AS KNOWLEDGE COMPUTATIONAL ETHICS
NATIONALIZATION OF INDIGENOUS KNOWLEDGE
DE-
OPEN-SOURCE GOVERNANCE
Phase 1 : Seeing Systems | Trend Opportunities
-MONETARY EXCHANGE
INTERNATIONAL
Garrett Alford | Mandeep Mangat | Rachel South
I M PAC T M A P
DIGITIZED LIFESTORIES OF ELDERS
NATIONAL
INDIGENOUS HISTORY IN EDUCATION
A LIVING NARRATIVE OF OUR PEOPLE
TRADITIONAL INDIGENO HEALTH-CARE AS PART O HIGHER EDUCATION
(PRACTICES RECOGNIZED WITH EXISTING CANADIAN MEDICAL FRAMEWORK)
PROVINCIAL
DIGITIZED KNOWLEDGE AS A PERSONALIZED ACCESS TO MEANS OF GAINING ASSESSMENT TECHNOLOGY FOR INDEPENDENCE EDUCATION
LOCAL
COMMUNITY PLATFORM INVOLVEMENT
EMPATHIC TOOLS FOR SOCIAL COHESION
INDIVIDUAL
P. 26
LEADERSHIP ENCOURAGING OPPORTUNITIES “GIFTS”/ FOR MARGINALIZED PERSONALIZED YOUTH FEEDBACK
NOW
VIRTUAL INDIGENOUS LANDSCAPES AS LANGUAGE AS STORYTELLING IN KNOWLEDGE AND EDUCATION IDENTITY
CURRICULUM’S INCLUDING LOCAL ECOLOGIES
DESIGN OF INDIGENOUS COMMUNITY SPACES
TRAUMA, HEALING, & COPING MECHANISMS IN CURRICULUM
DE-STIGMATIZING EDUCATION
PASSING DOWN “SKILLED” KNOWLEDGE
PREEM WELL LEARNING AS PLAY
RESTRUCTURING EDUCATION, AND RE-FRAMING “ELDERS” AS TEACHERS. IMPROVING PARENT-TEACHER RELATIONSHIPS
SENSORY LEARNING PERSONALIZED LEARNING
SELF-DIRECTED LEARNING
10 + YRS
20 + YRS
P. 27 POST-LABOR INCOME SOCIETY
BRIDGING THE EDUCATION GAP
OUS OF
HIN L
COMMUNITYPROMOTING LIVING PRODUCTS (SYNTHETIC BIOLOGY)
INTERSPECIES INTERACTIONS AND KNOWLEDGE EXCHANGE
30 + YRS
40 + YRS
DISTANT FUTURE
AFTER GENERATING NUMEROUS DESIGN INTERVENTION IDEAS WE ARRANGED THE DATA ON AN IMPACT MAP TO UNDERSTAND THE RELATIONSHIP BETWEEN VARIOUS DATA POINTS AND DETERMINE GREATEST AREAS OF INTERVENTION FOR IMPACT AND LEVERAGE.
Phase 1 : Seeing Systems | Impact Map
MPTIVE L-BEING
INTERNATIONAL
Garrett Alford | Mandeep Mangat | Rachel South
I M PAC T M A P
01 INTERGENERATIONAL KNOWLEDGE
DIGITIZED LIFESTORIES OF ELDERS
NATIONAL
INDIGENOUS HISTORY IN EDUCATION
A LIVING NARRATIVE OF OUR PEOPLE
TRADITIONAL INDIGENO HEALTH-CARE AS PART O HIGHER EDUCATION
(PRACTICES RECOGNIZED WITH EXISTING CANADIAN MEDICAL FRAMEWORK)
PROVINCIAL
DIGITIZED KNOWLEDGE AS A PERSONALIZED ACCESS TO MEANS OF GAINING ASSESSMENT TECHNOLOGY FOR INDEPENDENCE EDUCATION
LOCAL
COMMUNITY PLATFORM INVOLVEMENT
EMPATHIC TOOLS FOR SOCIAL COHESION
INDIVIDUAL
P. 28
LEADERSHIP ENCOURAGING OPPORTUNITIES “GIFTS”/ FOR MARGINALIZED PERSONALIZED YOUTH FEEDBACK
NOW
VIRTUAL INDIGENOUS LANDSCAPES AS LANGUAGE AS STORYTELLING IN KNOWLEDGE AND EDUCATION IDENTITY
CURRICULUM’S INCLUDING LOCAL ECOLOGIES
DESIGN OF INDIGENOUS COMMUNITY SPACES
TRAUMA, HEALING, & COPING MECHANISMS IN CURRICULUM
DE-STIGMATIZING EDUCATION
PASSING DOWN “SKILLED” KNOWLEDGE
PREEM WELL LEARNING AS PLAY
RESTRUCTURING EDUCATION, AND RE-FRAMING “ELDERS” AS TEACHERS. IMPROVING PARENT-TEACHER RELATIONSHIPS
SENSORY LEARNING PERSONALIZED LEARNING
SELF-DIRECTED LEARNING
10 + YRS
03 LEARNING PLEASURE 20 + YRS
P. 29 POST-LABOR INCOME SOCIETY
OPPORTUNITIES: 01 INTERGENERATIONAL KNOWLEDGE
BRIDGING THE EDUCATION GAP
OUS OF
Intergenerational sharing of knowledge is an Indigenous tradition which has been proven to facilitate community cohesion. Storytelling is a traditional practice which improves teaching through communion.
HIN L
02 WELLBEING
MPTIVE L-BEING
COMMUNITYPROMOTING LIVING PRODUCTS (SYNTHETIC BIOLOGY)
40 + YRS
03 LEARNING AS PLEASURE Incentivizing students to attend school as a method of addressing the low Aboriginal graduation rate. Students are the main stakeholders and their needs are focused on.
INTERSPECIES INTERACTIONS AND KNOWLEDGE EXCHANGE
30 + YRS
Traditional medicine wheel teachings dictate that a balanced approach for holistic wellbeing must be present and in order for an individual to perform to their potential ones basic needs must be met.
DISTANT FUTURE
Phase 1 : Seeing Systems | Impact Map
G AS
02 WELLBEING
Garrett Alford | Mandeep Mangat | Rachel South
SY N THES IS M A P
P. 30
Phase 1 : Seeing Systems | Synthesis Map
P. 31
Garrett Alford | Mandeep Mangat | Rachel South
Brian Waboose – Woodland Style Painting. https://seontario.org/stories/kitigan/
P. 32
P. 33
IN T RO D U CTIO N
RE L AT I O N A B ILIT Y
IN A HUMANE AND UNITED WORLD, A HEALTHY SOCIETY WOULD OPERATE IN A STATE OF RELATIONABILITY, IN WHICH ALL MEMBERS EXPERIENCE AN ACCORDANCE BETWEEN REASON, IDENTITY, AND NATURE. BY EXAMINING THE WAYS IN WHICH PLAYERS WITHIN A COMMUNITY INTERACT, WE CAN BEGIN TO BETTER CONCEIVE OF ITS SOCIAL FABRIC AND IMPORTANT CONSIDERATIONS ABOUT THE COMMUNITY AND ITS MEMBERS CAN BEGIN TO MATERIALIZE.
Phase 2 : Relationability | Introduction
INTERPERSONAL INTERACTIONS PROLIFERATE THE EVERYDAY LIVES OF STUDENTS AND FOSTER THE WAYS IN WHICH THEY SELF-IDENTIFY. AT INSTRUMENTAL PHASES IN A CHILD’S DEVELOPMENT, RELATIONSHIPS DICTATE THEIR SENSES OF SECURITY, AGENCY, AND BELONGING.
Garrett Alford | Mandeep Mangat | Rachel South
S TA K EHO LDERS
INDIGENOUS CHILDREN PRE-KINDERGARTEN, & KINDERGARTEN Children are highly malleable individuals who possess the greatest educational potential. These formative years are critical for addressing educational inequality between Indigenous and non-Indigenous students.
I N D I G E N O U S T E E N AG E R S ELEMENTARY & HIGH SCHOOL STUDENTS Teenagers, particularly those aged 12-17 are most vulnerable to suicide, and at a critical point for both dropping-out and planning for their educational future occurs.
T E AC H E R S ABORIGINAL TEACHERS
P. 34
Teachers are the traditional administrators of educational material across Canada. They have a defined impact on students educational outcomes as well as one-onone contact with students throughout their educational experiences.
P. 35
SOCIAL WORKERS & CO U N C I LO R S NON-INDIGENOUS BACKGROUND Social workers and councilors in public schooling have the responsibility of supporting the students’ emotional wellness and overall well-being.
PA R E N T S PERSONAL DIFFICULTY WITH CANADIAN EDUCATION SYSTEM
G R A N D - PA R E N T S RESIDENTIAL SCHOOL SURVIVORS Grandparents and other extended family members have an influence on a child’s lifelong goals, habits, and emotional wellbeing.
Phase 2 : Relationability | Stakeholders
Parental guardian’s involvement in their child’s educational process is proven to have an enormous impact on the students’ educational achievement.
Garrett Alford | Mandeep Mangat | Rachel South
S TA K EHO LDERS
PRINCIPLE ADMINISTRATIVE IMPLEMENTATION Principals in public schooling have a direct impact on the school-wide curriculum and educational policy. This has a direct impact on the educational outcomes of all students.
F O S T E R FA M I L I E S OFF RESERVE AND CULTURALLY REMOVED Foster families take on the roles of parental guardians for children in the foster-care system. Their effects on the child’s well-being is as direct as those of parental guardians.
PEERS STUDENTS AND SIBLINGS Siblings and friends set an example for growing children, both for the better or for the worse.
P. 36
P. 37
NON-INDIGENOUS CANADIAN CITIZENS NON-INDIGENOUS BACKGROUND
Phase 2 : Relationability | Stakeholders
Non-Indigenous Canadian citizens have a responsibility to address the inequality in the educational system, including the “achievement gap” between Indigenous and Non-Indigenous Canadian students.
Garrett Alford | Mandeep Mangat | Rachel South
R ES EA RC H M ETHO DS
USER RESEARCH THROUGH LITERATURE REVIEW AND STORYTELLING Literature Review is a design research method which identifies key issues, tensions, and thinking in a given field. This research is conducted using a wide variety of sources, i.e. academic journals, scholarly articles, research communities, news articles, online databases and journals. Storytelling is an adaptable design research method with a wide variety of applications, variations, and associated processes. Storytelling helps design researchers in understanding and grappling with complexity, gaining empathy, recognizing commonality, and facilitating collaboration.
USER PERSONA’S User persona’s, are fictional characters created by design researchers based on quantitative and qualitative data, which represent the different stakeholders in a system. Creating user persona’s helps researchers identify and comprehend each stakeholders needs, behaviors, experiences and goals. Persona’s facilitate empathy with each stakeholder in a given system.
EXPERIENCE JOURNEY MAPPING
P. 38
A Stakeholder Journey Map is a graphic visualization of the narrative from an individual’s perspective of their relationship within a given environment. Textbased approaches of user experience journeys describe details and nuances associated with the time-line of an individual stakeholder. The amalgamation of narratives allows for a unique and visual methodology which helps designers consider experiences and interactions from an individual’s point of view, establishing empathy.
Phase 2 : Relationability | User Research Methodology
http://elevation.maplogs.com/poi/nome_ak_usa.151184.html
P. 39
Garrett Alford | Mandeep Mangat | Rachel South
U SE R P E RS O NA
SAN DY RES ID E NT I A L S CH OO L SU RVIVO R
Sandy is an indigenous woman who was born in the generation that many know as the “baby boomers.” She was born during a time where erasure of indigenous culture was the norm, and residential schools provided the means to such an end. She grew up in the village of Aiyansh, in Métis Territory. When she was just 5 years old, news reached her town that all of the children would be sent to residential schools forty two miles away from her village. Many were sad about this, and many parents mourned losing their children for most of their young lives. They were loaded onto a cattle car and sent to the residential school, immediately being separated by age many siblings not seeing each other again for years.
P. 40
P. 41
She was taught in residential school to obey and follow the structure set up and enforced upon her. She missed her family and felt lonely and isolated. However, she was both too young and too afraid to run away. She was taught during church to fear god and follow rules, while the threat of hell loomed below. At the age of 9 she was molested by her music teacher, and refused to tell anyone else about it for fear of shame. The anguish and emotional trauma from this followed her throughout all of her life. Upon leaving school, she felt distant, inferior, and dislocated from her culture. She spent much of her life being dependent due to being raised in such a harsh, structured environment. Her career centered around social work, as she felt that giving back to the community could help heal her own internal trauma. She wishes the best for the younger members of community, and values her family greatly. Part of her emphasis on family is due to her past separation from them, and the trauma which followed her for most of her life.
Phase 2 : Relationability | User Persona’s
TRI BE: C REE AGE: 72 O CCUPATI ON: NURSE E DUCAT ION: DI PLOMA
Garrett Alford | Mandeep Mangat | Rachel South
U SE R P E RS O NA
LILLIAN I N DIG E N OU S REP R E S E NTATIV E
Lillian is Indigenous by blood, and she was raised to respect and appreciate the natural surroundings and traditions of her ancestors. She grew up in the village of Attawapiskat in the Muskeg Territory of Ontario. Fishing with her father when she was a child helped connect her to the beautiful natural landscapes around her. She remembers from her childhood extended family dinners and community feasts, where many gathered to talk mostly about reconciliation for the Native people, recognition of native lands and rights. Being raised around such community vigor gave her the inspiration to spend her life fighting for the rights of her people.
P. 42
P. 43
TRI BE: C REE AGE: 41 OCC U PAT IO N : ABOR I GI NAL
As she pursued her post-secondary law degree, she was disturbed to hear of negative stereotypes and opinions of her own native people. She briefly served as a social worker, helping to support the aboriginals in her community as much as possible. She gained notoriety through research into indigenous economic conditions, and was hired by a local city as manager of aboriginal relations in 2012. She uses her position to help gain recognition of the history and heritage of indigenous peoples. She believes without qualification that the country of Canada does not maintain a fair and just relationship with the indigenous people she represents. She serves as the bridge to strengthen the relationship between her urban area and the aboriginal communities, fostering opportunities for both to learn from each other. She works across city departments to serve as a voice for the aboriginal people. She believes that continuing the fight for indigenous rights will serve both the city and her community for the better.
Phase 2 : Relationability | User Persona’s
A FFA IRS MANAGER E D UCATION: MASTER S
Garrett Alford | Mandeep Mangat | Rachel South
U SE R P E RS O NA
CARRIE I N DIG E N OU S MOT H E R
These days I have been spending some week nights weaving with the elders at the community center and I have been learning a lot about myself and my Elsipogtog heritage that I didn’t have growing up off- reserve in non-aboriginal foster homes. The elders tell me stories about the land and our people and this gives me a sense of belonging. Despite my early pregnancy, I was able to complete high school last year and I am hoping to go to college in a couple of years to become a writer.
P. 44
My extended family experienced degradation early on in my life, and often there was no one to go to for support. I grew up transitioning between multiple foster homes outside of the community. My grandmother and grandfather had been students in the residential schools, my father was sent to prison when I was young, and my mother had been a victim of domestic violence and substance abuse issues. Our family was always poor. My childhood
P. 45
TRIB E: ELSI POGTOG AGE: 19 O CCU PATI ON: N/A E D U CAT ION: GRADE 12
Lacey’s father lives in the community still but he never wanted a child, nor would he be able to care for one. I got pregnant with Lacey when I was fifteen. I never had any assistance or structure relating to motherhood and its responsibilities. I was just a kid. Once she was born I had no money to buy her food. She ended up being taken into child welfare. She seems to be in a better home - at least one that can provide for her. I still want to be in her life - she is a part of me. If things were different for me I would have her with me. I have been to visit her and when we are together I feel complete. Once I get a job I will bring her back home to live with me.”
Phase 2 : Relationability | User Persona’s
experiences left me with psychological distress from a young age. I was removed from my culture and my neighborhood, and the other children bullied me. As I got older, I carried a lot of negative selfperceptions due to this discrimination, and I started to really struggle with my mental health. I felt like I had no identity. I got into using alcohol to cope and later harder drugs.
Garrett Alford | Mandeep Mangat | Rachel South
U SE R P E RS O NA
L AC E Y CARRIE’S DAUGHT E R
Lacey is one of the many children among a growing population of First Nations children under the age of four who are extremely overrepresented in Canada’s child welfare system. Born to an adolescent mother on the Elsipogtog reserve in New Brunswick, Canada, Lacey was found to be receiving unfit parenting and was forcefully removed at the age of 18 months, displaced into foster care in a nearby non-indigenous community.
P. 46
Upon seizure, Lacey showed many signs of a lack of a responsive caregiver in terms of early development. Upon observation, she struggled with regulating her emotions. She seemed to be developing more slowly than other children and had failed to meet several developmental milestones. Signs of delayed cognitive function, motor development and language were apparent. Upon interactions with others, she showed deficits in socio-emotional behaviors such as a lack of ability in understanding the mental
P. 47
TRIB E: ELSI POGTOG AGE: 3 O CCU PATI ON: N/A ED U C ATI ON: N/A
Upon being seized by the state, her mother was accused of multiple accounts of physical and emotional child neglect, including the refusal of seeking necessary health care, child abandonment, inadequate supervision, and providing inadequate nutrition. Evidence pointed towards Lacey having been experiencing a severe lack of nurturing and affection from her adolescent mother, who had herself been in foster care for much of her life and who struggled with recovering from alcohol and drug addiction. Children who experience socially unresponsive situations and the effects of adversity in early childhood often experience the results of such re-emerging during adolescence and adulthood if not addressed.
Phase 2 : Relationability | User Persona’s
states of others, and confusion in the presence of newly introduced caregivers. She would sometimes approach a caregiver with indiscriminate friendliness and other times would show resistance or fear towards being approached.
Garrett Alford | Mandeep Mangat | Rachel South
U SE R P E RS O NA
SAS HA MI D D LE S CH OO L ST U D ENT
I live with my grandma and my father on the Cree reserve in Attawapiskat. My dad and I hunt and play hockey together and my grandma and I cook good food and she keeps me in touch with my heritage. At a grocery store in Attawapiskat, a single red pepper costs $3.99 and a half dozen bananas is $2.89. There is also no high school here. This year I will be completing grade 8 at the local school on the reserve. I have been having a hard time deciding whether to leave Attawapiskat to go to high school which will be my only opportunity to someday leave the poverty and lack of infrastructure on the reserve.
P. 48
Under the headlines of the National Inquiry into the M.M.I.W, young women face really terrifying statistics about their future. 54% of girls like me will be sexually assaulted, beaten, choked or threatened with a gun or a knife; I am four times more likely to be victim of a homicide. My cousin was murdered in her own home. A few of my friends are involved in a suicide pact. I have struggled
P. 49
TRI BE: C REE AGE: 14 O CCU PATI ON: N/A E DUCATION: GRADE 8
I have heard about the racism that indigenous teens face when they leave their reserves to move to live in Thunder Bay and it is starting to convince me to stay back. I have seen kids before me leave to attend high school and eventually return because they couldn’t cope without their families. Much worse are the children who left and whose family never saw them again. [ “Seven students sent to Thunder Bay to finish their education due to the lack of high schools in their home communities died between 2000 and 2011. Despite a 2015 inquest into their deaths, many of their families have no answers, says journalist and author Tanya Talaga”(cbc.ca, Nov 18, 2017)]. The loss of family support, culture, my safety, and my identity are the trade-offs that I would have to make to pursue an education and employment, to try to rise above the 70% unemployment rate and severe poverty here in Attawapiskat.
Phase 2 : Relationability | User Persona’s
with depression and an eating disorder, and started using substances in my early teens.
Garrett Alford | Mandeep Mangat | Rachel South
U SE R P E RS O NA
JARE D PARTI A L S ECO N DA RY E DU C ATIO N
Jared grew up on the prairies in the western part of Canada and the United States. His family, with relatives on both sides of the border traveled back and forth frequently under Jay Treaty eventually settling on a reserve in Alberta. He felt close to his family and a sense of community when he was younger, but nowadays no longer feels at home due to the frequency of relocating, and transient relationships. Lacking role models with strong educational backgrounds, and with a family history in the residential school system there was a
P. 50
P. 51
TRI BE: C REE AGE: 15 O CCU PATI ON: N/A E DUCATION: GRADE 9
In addition to the lack of support from his family, being relocated from schools began to take its toll and Jared was quickly falling behind. In his early teens he found acceptance from some of his peers. They would skip school together and drink beer. Finding that no one in the school system noticed his absence and that his family did not discipline him, she eventually stopped going to school altogether.
Phase 2 : Relationability | User Persona’s
deep mistrust of the educational system. He remembers frequent occasions when he would come home to his grandmother asking him “what’s the point?”. There were many occasions when he felt judged and criticized for being enthusiastic about school.
Garrett Alford | Mandeep Mangat | Rachel South
U SE R P E RS O NA
AME LI A E L E M E NTA RY S CH OO L T E AC HER
Amelia has had a maternal instinct that followed her throughout her life. Looking after her baby-brother in the early years she would dress him up in her clothes and seemingly forget the regular chastising she would receive from her parents each time. It was during high school while volunteering as a peer mentor that she realized her true calling. Amelia went on to teacher’s college and set out to teach impressionable young children. Almost immediately she felt drawn towards disadvantaged youth in her aboriginal community and felt a strong desire to make a difference in their lives, and to help them grow and develop.
EDUCA
P. 52
P. 53
C ANADI AN AGE: 28 O CC UPAT ION: TEAC HER ATIO N : BACHELOR S DEGREE
When Trudeau’s promises of educational spending in aboriginal communities fell through Amelia began setting aside a portion of her salary for educational materials and snacks for the students. While the job can be emotionally draining, to the point of being filled with despair, she also finds it rewarding as giving back and providing a sense of safety to the students gives her a sense of meaning.
Phase 2 : Relationability | User Persona’s
As an elementary school teacher on a reserve there were always challenges with low attendance, and unfortunately the occasional violent outbursts, but Amelia found most frustrating the lack of resources and support networks in the teaching system.
Garrett Alford | Mandeep Mangat | Rachel South
U SE R P E RS O NA
J OH N S OCIA L WO R K ER
Upon moving up north with my family to live on the reserve, I realized that I had taken the full range of services that people have access to in urban centers for granted. My education did not prepare me enough to learn what it is like to work in an isolated community. I experienced scrutiny from community members, due to high visibility, and I had no access to professional development there because the number of professionals on the reserve is small. The members of the reserve tend to have a pretty good idea of what goes on in the lives of other community members, therefore, my work with an individual never impacted just one person. My paths
O CC EDUC
P. 54
P. 55
CIT Y OF O RIG IN: TORONTO AGE: 38 CUPAT I ON: S O CI AL WOR KER ATIO N : G RA D UATE DEGR EE
Dual relationships and cultural competency were other issues I struggled with. Acceptance and credibility became difficult to uphold when I began to withdraw my engagement from the community as I tried to avoid these conflicts. Now that my family and I have moved back to Toronto, my goals going forward include working with Aboriginal Canadians in Toronto to form Native social work programs that foster cultural identity so we can better provide services on Northern reserves moving forward.
Phase 2 : Relationability | User Persona’s
crossed with people often and they had details of my personal life and those of my children and wife, which was never expected due to the fact that this never happened in Toronto.
Garrett Alford | Mandeep Mangat | Rachel South
PHASES
E X PE RIENC E M A P
EARLY CHILDHOOD
RESIDENTIAL SCHOOLING
Was physically separated from brothers and sisters. Children would play sick or hide when they didn’t want
EVENTS & EXTERNAL INFLUENCES
services. Was excited on first day of school, loaded
“Mixed feelings of sadness”, and children crying when they heard they’d be moving to
THOUGHTS & EMOTIONS
EMOTIONAL STATE P. 56
INSIGHTS & OPPORTUNITIES
Felt distant due to not being able to visit her sick brother before his death.
Upset at poor quality of food - holey, crusty, dry bread and barley soup.
Child cried when teacher mocked
Too young and too afraid to try running away.
“Dislocated from the nucleus of the family.” 0 yrs.
“Feeling of not being equal”, when they saw wealthy white farmers nearby.
Missed their family, felt alone and inferior. Shame kept him from telling anyone that he was molested by his music teacher.
Felt sadness wh originally leavin - felt like not a the outside wor
10 yrs.
school survivors have an increased respect for family which was caused by their
need to validate their cultural
families at a young age.
this needs to be reversed.
consisted of constant sugges-
There appears to be an insisten
the complex interconnected nat
P. 57
01 A JOURNEY MAP THROUGH THE EXPERIENCES OF INDIGENOUS RESIDENTIAL SCHOOL SURVIVORS.
ADULTHOOD Now enjoys working in a social work
Wishes to preserve the culture’s heritage and
language. Believes in emphasizing the validity of the culture to the their heritage.
hen ng school part of rld.
Catholic teaching of devils and hell “put a lot of fear into me”,
because “I needed structure...needed to be controlled.” When entering adulthood, used “crying as a part of healing”.
Values respect. “Respect of animals, respect to people, respect to Mother Earth”.
“Unresolved anger” during childhood due to abuse.
Feels an increased sense of the importance of family. “Home is where family is”. Believes strongly in strengthening “Release the trauma of the past slowly.”
growth. 20 yrs.
Wishes for their people to return to the land. “The land is where healing and peace is”.
30 yrs.
Present
nce on the
ture of
survivors is to return to the land. This is believed to be a source of healing, and a place to call home.
Phase 2 : Relationability | User Experience Maps
Was originally “grateful for the
abuse. Upon returning home, felt distant from her family and distaste towards
Receives judgment and Anglican priest.
Turned to alcohol to during adulthood.
others.
as it has been stated that trauma released too quickly can be harmful to the community.
Garrett Alford | Mandeep Mangat | Rachel South
E X PE RIENC E M A P
CHILD IS ENROLLED AND BEGINS SCHOOL.
THOUGHTS
FEELINGS
“School is a fun place to play.”
TEACHERS EXPERIENCE DISCOMFORT INTERACTING WITH PARENTS DUE TO RESIDENTIAL HISTORY.
Excited.
TIMEFRAME
EVENTS & EXTERNAL INFLUENCES
P. 58
INSIGHTS & OPPORTUNITIES
KINDERGARTEN
“I miss
Unsupported.
Sca Lonely.
ELEMENTARY SCHO
PERSPECTIVES FROM BOTH YOUTH AND TEACHERS ARE COMBINED IN THIS EXPERIENCE MAP WHICH EXPLORES WHY SUCH A HIGH PERCENTAGE OF INDIGENOUS STUDENTS DO NOT COMPLETE HIGH SCHOOL.
“I need help.” “I’m not smart.” “I dont understand....”
“I’m not going to do my homework tonight.” “I don’t want to go to school.”
FRUSTRATION OVER INCOMPLETE HOMEWORK, AND LACK OF SUPPORT FROM PARENTS.
ared of being uprooted. Self doubt. Embarressed. Inferiority. Self-conscious. Isolated. Shame. Increased Inferiority.
MIDDLE SCHOOL
“My new friends are so cool.” TEACHERS ARE CONFUSED BETWEEN TRANSIENCY VERSUS ABSENTEEISM. SCHOOL STAFF FEEL DISRESPECTED AND UNSAFE DUE TO SCHOOL VANDALISM AND GANGS. STUDENT DOES NOT
Sense of acceptance and RETURN TO SCHOOL belonging from new friends.
HIGHSCHOOL Phase 2 : Relationability | User Experience Maps
s my...family/ old school/ friends.”
OOL
P. 59
02
LACK O ON ESP COM TO LAN
URBAN-BASED PROFESSIONAL EDUCATION
Sasha
Lacey LACK OF ANONYMITY
Ba ck gr ou nd
Garrett Alford | Mandeep Mangat | Rachel South
E X PE RIENC E M A P
John
ASS DUAL (PRO C
Carrie
Elementary School Teacher
p AVERSIVE CHILDHOOD EXPERIENCES
SECONDARY GRANDMOTHER AND GRANDFATHER HAD BEEN STUDENTS IN RESIDENTIAL SCHOOLS
C
M
g
relationship:
NO ASSISTANCE/ STRUCTURE PERTAINING TO ROLES OF MOTHERHOOD AND ITS RESPONSIBILITIES
Tenuous relationship:
PSYCHOLOGICAL DISTRESS FROM A YOUNG AGE
SECONDARY INCARCERATED FATHER
NEGATIVE SELFPERCEPTIONS AND LOW SELF-ESTEEM
LACK OF ENCULTURATION DUE TO NON-ABORIGINAL FOSTER PLACEMENTS
DEALING WITH INDIVIDUALS WHO ARE ANGRY OF SYSTEMATIC INJUSTICES, TARGETTING PERCIEVED RESPRESENTATIVE OF SYSTEM/ FAMILY POTENTIALLY THROUGH VIOLENCE
EXTREME POVERTY
SECONDARY MOTHER WHO HAD BEEN VICTIM OF DOMESTIC VIOLENCE AND SUBSTANCE ABUSE
PLACED WI CHILD WEL SYSTEM
DEGRADATION OF EXTENDED FAMILY AND UNHEALTHY RELATIONSHIPS TO FOSTER PARENTS
PERSONAL CHALLENGE EMPOWERME SOCIAL JUSTI EQUITY WOMENÕS A CHILDRENÕS R
GANGS AND SCHOOL VANDALISM
GREW UP IN TRANSITION BETWEEN MULTIPLE FOSTER HOMES DEVELOPING MORE SLOWLY THAN OTHER CHILDREN
SUB A
SECONDARY DEGRADATION OF EXTENDED FAMILY
STRUGGLES REGULATING EMOTIONS
MAINTAINING STRUCTURE IN THE CLASSROOM CHILDREN GO HOME AND THERE IS NO STRUCTURE
CONFUSION IN PRESENCE OF NEWLY INTRODUCED CAREGIVERS
P. 60
SOCIALLY UNRESPONSIVE PRE-FOSTER CARE ENVIRONMENT
FRUSTRATION OVE PARTICIPATION (PERVASIVE CLASSRO SILENCE)
INDISCRIMINATE FRIENDLINESS
LACK OF RESPONSIVE CAREGIVER
INT SC
HIGH VISIBILITY - WORD SPREADS FAST IN TIGHTLY BONDED COMMUNITIES
CONFLICTS SOCIATED WITH L RELATIONSHIPS OFESSIONAL AND COMMUNITY)
LACK OF ACKNOWLEDGMENT OF TRADITIONAL WORK HOURS
DELAYED COGNITIVE FUNCTION, MOTOR DEVELOPMENT, AND LANGUAGE
ITHIN LFARE M
PERSUADING STUDENTS AGAINST JOINING GANGS (FOR BELONGING, RESPECT, AND POWER)
EMOTIONAL TOLL: STUDENT ABUSE AT HOME DROPPING OUT SUICIDE
ER
STRUGGLES WITH DEPRESSION AND AN EATING DISORDER FRIENDS INVOLVED IN A SUICIDE PACT
SEEN YOUTH BEFORE HER LEAVE TO ATTEND HIGHSCHOOL AND EVENTUALLY RETURN
CONSIDERING THE LONG-TERM SAFETY/ WELL-BEING OF OWN FAMILY MEMBERS
LOSS OF CREDIBILITY DUE TO ACTIONS OF CHILDREN/ FAMILY MEMBERS
AVOIDANCE OF USING A SERVICE TO AVOID LABELLING OR STIGMA
SPECIAL NEEDS/ MODIFIED CURRICULUM
DIFFICULTY COMMUNICATING WITH PARENTS (LETTERS/ READING)
PARENTS TIMIDATED BY CHOOL SYSTEM
COUSIN WAS MURDERED
EARLY INVOLVEMENT WITH SUBSTANCE ABUSE
AND RIGHTS
OOM
TRADE-OFFS OF LEAVING TOWN TO GO TO HIGHSCHOOL INCLUDE: LOSS OF FAMILY SUPPORT CULTURE SAFETY IDENTITY
FAILS TO MEET SEVERAL DEVELOPMENTAL MILESTONES
BSTANCE ABUSE
P. 61
ACCESS TO DETAILS OF PEOPLEÕS PERSONAL LIVES AND THEIR ACCESS TO YOURS
NO ACCESS TO PARENTING CLASSES, SOCIAL SERVICES, OR MONEY TO CARE FOR CHILD
L ES/ ENT: ICE
NUMBER OF PROFESSIONALS ON RESERVE IS SMALL
LACK OF PARENTAL SUPPORT (HOMEWORK COMPLETION)
DIFFICULTY HELPING ÔNEWÕ STUDENTS (STUDENTS WHO HAVE RECENTLY MOVED)
TEENAGE FEELING OF NOT QUITE FITTING IN AMPLIFIED BY HER CIRCUMSTANCES
70% UNEMPLOYMENT RATE AND SEVERE POVERTY PERVASIVE IN HER HOMETOWN
LIVING EVERY DAY UNDER THE HEADLINES OF THE M.M.I.W
Phase 2 : Relationability | User Experience Maps
OF SERVICES RESERVE, PECIALLY MPARED O URBAN NDSCAPE
03
NOT ENOUGH PROFESSIONAL DEVELOPMENT PREPARING FOR WORK AND LIVING CONDITIONS IN ISOLATED COMMUNITY
R EL AT I ONA B ILITY M A P
CA OL ER T O S FO RE OF OMES. CH S CA ER H T IN L S UP E FO EW IPL GR ULT M
D
/
N/ TIO A NS PE M CO
HO TU R RE NED O LIE T O V FE LT E TR ALC DU A O RI UM HO NG A AD STI L T UL LL TH O
VING FOR SCHOOL ON LEA S UP OF THE NES LIKE PART SAD OT FEEL N ORLD. DID W E TSID OU OME, FELT DISTANT ING H URN Y AND ALIENATED L I M RET M FA ITIONAL WAYS OF LIFE. D FRO A R MT FRO
D. O O
ERN INT
W US OF
FTER LEAVING TURE A RUC USED F ST SCHOOL CA O IAL CK ONOMOUS. LA IDENT O BE AUT T S RE BILITY OLIC TEACHINGS INA CATH ND BLOCKED HER A EMOTIONAL GROWT
GIGAMAP OF MULTIGENERATION EXPERIENC
N EI US AB
TI B EN RS N SID F HE RE AC S O D TE ECT P CE A AS EN M RI FRO PE EX USE EN EV S AB O D PR E SCL TE AM DI LES SH M O O M FR RE E W
NATION ALIE
(YRS 16 - 21 )
DU LT
0 CH RS A LO -7 I YO GI EX ILDH VE ) UN CA PE O RIE O G LD D NC AG IS ES E. T A .
SS RE
RELATION N URATIO CULT L N A E N I IG K OF ABOR LAC TO NON . DUE ER CARE T FOS ALIZATION (YR
OF INEQUALITY LINGS FEE PARED TO WHITE COM ERS’ CHILDREN. FARM
CH ILD OF RE CH ILD SID HO EN OD EXT REM TI P POV E (Y FR SYC ERT A RS AV OM HO Y. E
Garrett Alford | Mandeep Mangat | Rachel South
T TO NEX PAREN D N ,A OR V ) I 8 - 16 RV (YRS DEGRAD E SU FAMILY A R
EN D SI RE
S E OU N TH EN IG TIO AS IND PULA TED PO BJEC ” SU HER T “O
RE SID EN TIA L
IN S TE EW YS IC VI Y S UD C B EJ LA A PR D UR I AN LT AT CU UC ED
S AL TI EN SID RE
AL S EL CH OO I AT TTL ED L IV E CU SE LT MISSE UR D FAMILY, FELT YO XUA E. ALONE L UN AND INFERIOR. TE G IN AG D G TH E . BY THA EM WAS PHYSICALLY SEPARATE TH T T FROM HE IE BROTHERS AND SISTER R TE Y ON T HE FIRS AC TI T DAY OF SCHOO H ER AL . FELT SC ISOLATIO N AND LONELIN HO “DISL OC L OF TH ATED FROM THE NUC OL E FAMILY.” (YR S8 -15 )
F M LU IC EN CE K E, R D L OF AC O I S N M . ,
V
IE CH WE CH D SO ILDR IND O CI EN IG A AS ENO O LL US Y I LT NF ER IOR EA . CH ER
FAM ILIAL SEPA TION RA
SCH OOL SURVIV OR
P. 62
6-7) (AGE
T EN UD S ST OP DR T OU
I D
U C S A
EA T L O O H SC
FO ST ER
ELE CA MEN RE TARY SCHOO L
ELE MEN TARY SCHOOL
MO TH ERH OOD
Phase 2 : Relationability | Experience Gigamap
7 S3 (YR
T) EN ES R -P
LACK OF ANONYMITY. ICES ISIBILITY SERV HIGH V K OF VE, FAST LAC R SPREADS RESE WORD ON CIALLY Y BONDED ER O TIGHTL MB ALS ESPE PARED T . IN NU N UNITIES. S ALL ESSIO COMM COM N AREA SM F A H RO N P URB UG L OF RELY O . NO NA E TO T E SSIO ON ERV RES NO OFE RATI IN PR EPA DING S ED PR AR ION LAT T O T G DISCOMFOR WITH RE NDI IN IS Y. RACTING E T N I CO ING UNIT UE TO PARENTS D LIV MM AL RESIDENTI CO L HISTORY SCHOO TRUST. S AND MI
N IO Y US NC F . N SIE CO AN S EISM TR RSU NTI VE BSE A
R VE O
TR FU D D NC TU EN ING ERN W YIN (YRS 7-11) RE T’S S S ITHI G TO TEA HO N . CH TIM RTE A A LA TO E-F R AB RAM STU CK OF SEN E, PAR DENT TEI DUE SM TRYIN CRE TICIPAT . G LACK OF ADJU TO “PE ATES CL ION, ST RVA A EDUCATIONAL S S C R SIVE URRIC THE OOM R SILEN LA SUIT V ULUM TO C ESOURCES CE”. OMPARED TO AC CK O A NEEDS RIOUS K NON-RESERV . OF NO F E W S C HOOLS. T INS W RA LED OR DI GM T I A N EN K H TIO AN DIV NCES OU NAL T SYS GRYIDUAL WHE RS R T . AR TEM ABOUS WHOE ARE RES GET ATIC I T N P LOSS P JU SY RE ER OF CRED PO STEM SENT CIEVE STICES, IBILIT VIO TEN /FAM ATIV D D Y U E E CONFLIC T LEN TIA IL OF ACTI O TS CE. LLY T Y, O WITH DU ASSOCIATED HRO CHIL NS OF A RELATIO L UGH FAM DREN / N (PROFES SHIPS MEMILY S I O NAL AND BERS COMMU . NITY).
ST SCH UD OO EN L T, IN
M
C LO ON SA NG SID O FE -TE ERIN W TY R N /W M GT FA HE M ELL ILY -B E M IN EM G BE OF RS .
AL UR Y LT TIT U C EN . ID SS LO
ID D LE
SC HO OL
A
CH ER
D ID M
A “T D N A L E ER ILY IA AR V M NC RE D O A F NA SU IZE FI ES RIT . PR IO OL PR HO SC
F
PRE-SCHOOL
R TE LA
IN D R AN CHE T R A FO T-TE OM N SC ARE I D P IN
LE
NESS OF HOME AWARE N BY IO SITUAT ER MAY LEAD TEACH ILD WELFARE TO CH ENTION. INTERV
G E IZIN D PRID AS PH Y AN ON. EM DIT RATI IN ALI NE ES L V R GE E EV RA LI TU NG U L U YO IN
TO TI PRE N TY, SER AT A VE IV ND HE EL R D AN OES ITAGE G R UA SO BY GE AN PE OFTE O N. AN D. “ PLE D TH TO VALU PE E L AC AN OF A ES RESPECT. “RESPECT EI D PEO NIMALS, RESPECT TO S.” IE PLE S. M OTH , RESPECT TO YE F TH ER EAR TH.” INC AR E PA REA GH I S M SED S / T.” PO OU S THR . “HO RTANC ENSE OF S ING GR THE L E E OF SE ME A S E H FA AU IS W M CU AN AL C HERE MILY. EE R SOCI FAMILY IS.” DP TI E N AR GS NS ENT . / HO ATIO NO R E N PES FOR FUTURE GE PA ACC IN N D SO RENT ESS TO H D SA TO CIAL ING CL E BE C S W L CE A CA E RE RVICE SSES, RO ON P CE OR O NO ASSISTAN FO NG T NG GI TAN TU R C S, OR M RTAINI NG C HILD UCTURE PE RHOOD ONE R T S R C E Y LC N E . H T R W O S M F E O I S O ROLE IT . O IN W ITH NSIBIL TH H G D” AND ITS RESPO O TO HA E CL . LA W U S B ASS ND A SP NWE ECO ROOM DR RDS (AGE 16 ST ACE LCO ME A DI UG - PRESENT) U C D ; TH MING N TO FFICULT S PEONF ENT E FRE Y A A D N R QUE RC O FE JUST D D B E I N N I N E E (Y ULL XPE G FIC EVE TE LS YIN RIENT CHANGE RS IEN D D O G. CING S BEG F 12 CIE SKIP INS S. -1 HAS 5) AND PING C REP IS NOT LASS, EXPERIENCED FREQUE FE BY F RIMAND S MOVIN NT ED AMI LO ELIN N RE LY. FALLINGG AND IS SA SP ISO NEL GS ACADE BEHIND (Y LA INE OF N HO FE EC MICALLY. RS TIO SS D O D T N. AN 12 D L V U ED D RU A E -1 D A E V 5) GS ND TO ND SLO ELOPIN D . AL CONFUS CH WLY T G MORE ILD H RE IFFIC IS PRESEN ION IN REN EN OT M T AC U HER . NEWLY CE OF OVO PA HIN LTY INTRODUC R E R G ED CAREGIV ST EGA R COENT OUT ERS. S U R
NESS. LEUS T AL O RO ST NG ON MA I AU ES ENI T V LIE TH ERA TR E BE ENG EN TH R ST R-G ASE E INT“RELE
OR SEL UN CO
ED RS OL.
EI TH L R HE G O F T IN ES O AL SH N T E WI TUR RE H IN RE HE LY NG IS W
E PRE-SCHOOL OM ) 0-4 TH YRS ( E NITIV GA N OES COG FAMILY D IN OR TIO DELAYED N, MOTOR T SUPPORT A O O LIV EDUC ITH FUENVCETLOI PMEE.NT, AND NENDCUOCUARTIAOGNEAL E D T, SW UAG NS. G AMBITIO LAN RE UGGLETING L EN P ERA TONES. TR LA S. T S GU ION S SEV ET L MILE EN RE OT UD ME R A EM TO MENT PA ILS P LE ST FA ELO V NG .
ADO LES CEN CE
P. 63
ITY UN MM CO
N S HE N IS DE W D I ING AN AK E SP DE
NAL CES BE SI NIT U
P C
OL HO SC Y. FT O LE E T ANC DU EGN PR
DATION O AND U F EXTEN NHEA DED LT NSHIP TO FO HY STER (YR PAR ENT S1 NEG S. 2A AND TIVE S 16 LOW ELF ) SEL -PER RS 22 - 3 F E CE SU 5) ST PT AB BS EE IO M. N US TA E. NC E WHEN ENT ERI SED NG “C AD F HE RYING UL ALIN AS G.” A P THO AR OD T ,
E F O SIV CK N ER LA SPO IV G RE RE CA
S FR IGH TE NE D TH.
D SE L BA NA N- IO BA ESS ON UR OF ATI PR UC ED
XT GEN ERAT ION
EN T, I N
C TR ON V AN FU AB ERS SI SIO SE US EN N O CY N VE TI R EI DI SM UN SRE . SC SA SPE AN HO FE CTE D OL DU D A DR VA E T ND D UG ND O IF S. AL R FI ISM T EAC CULT Y H O OV PAR ING O
- 15 )
15)
) (AGE 16 - PRESENT
DEVEL O SLOW PING MORE LY THEN CHILD OTHER REN.
CONFUSION IN PRESENCE OF NEWLY INTRODUCED CAREGIVERS.
ELEMEN TARY SCHOOL
FO STE ELEME NTARY SCHOOL (YRS 7-11) R CA RE
12 -
FEE LO LING S N ISO ELIN OF LAT ESS (YR ION AND . S
M ID CU DL ID L ES LO EN TUR SS TIT AL CH . Y OO L M ID DL ES CH ST UD OOL
GT EO ANC TAININ D T S I S NO AS URE PER RHOO ES. E I T STRUC F MOTH SIBILIT O N S E O L P O S R S RE AND IT
DIFF TO FRICULTY ADJUSTING AND EQUENT CHA BULLYEXPERIENCINGNGES ING. BEGINS HAS SKIPPIN EXPERIENCED AND IS G CLASS, FREQUENT REPRIM NOT MOVING AND IS A BY FAM NDED FALLING BEHIND ILY. ACADEMICALLY.
MO THER HOOD
NO A PAR CCESS TO E SOC NTING C L I TO C AL SERVI ASSES, CES, O ARE R MONEY FOR C HILD.
INCR EA IMPO SED SENSE OF THE RTANC E OF FAMILY. “HOM E IS WHE RE FAMILY IS.”
NS O /G I T RA RA E ND N PAR E GE R ENT / U T HOPES FOR FU O R
TI E OF S. TH EP AS T.”
GH OU R TH S. ING USE L A HE AL CA I SOC
37 RS Y (
-P
RE S E NT )
P. 64
SC H O O LT EA CH
A
F A IN “T ND DS A HE B CC W ELO EPT RO NG AN NG IN CE TU CR G W THE OW ITH AL RN CO IN HA CLASS D”. S HO G T UN BECO ROOM WE ME L A OW S P A A ND R CE; LCOMIN AN D S T T G DR S CO UDEN HE UG N T S F F PE EEL RO DEFRCIEVENTED OS D F I C (YR IEN CIES S1 . 2
ILY SS C AN O H RI UR IAL D O T E O IZ A L. ED R E O VE R
M
M
O YE AR MF AR EN OR T- T A S TE N AC D I HE NS R ECU M EE RE TIN GS .
LA TE R
IS HE S AK IDE TO IN NT PRES IT G ERV NA Y, A E HE N RITAGE T IVE D DO FO ES SO LAN R BY O T GUA GE OFT H TH HEI EN. EA E R LI LA PEO N N ECT P O D G VALUES RESPECT. “RESP AN . “T LE TO N NG O T H G LY D OF ANIMALS, RESPECT A PE E LAN IN AC PEOPLE, RESPECT TO E TIO D E TR N IS.” MOTHER EARTH.” AU AL
OOL -SCH PRE
T EN D U PS ST RO D UT O
ME OF HO NESS Y ARE AW ATION B Y LEAD A SITUCHER M LFARE E TEA HILD W N. C O TO RVENTI
N FA INA F RE P RI P C S
E INT OOL -SCH PRE
SURVIVOR -7) E6 (AG C IS D NP I
OES OR ILY D FAM SUPPORT E NOT OURAG AL ENC ATION C . EDUBITIONS AM
ION AL SEPARAT R ST I S EN E R V H LIE GT NE H BE EN GE E T R - S ST ER EA L T E IN “R
E S ITIV (YR GN OR CO ED , MOT ND N LAY ,A DE NCTIO MENT P FU LO E. G VE DE GUA ITH N W S. LA NE AL G ER STO V SE MILE S. ET L ME NTA TO ME ILS OP FA VEL DE
D ATE EPAR ERS HYSICALLY S IST ND S L. ROTHERS A HOO C S F O FIRST DAY SS. LINE S E N O L U OLATION AND CLE E NU H T M O ATED FR FAMILY.” S T HE IS URN RE W T E RE WH S I
4)
T , FEL SED FAMILY OR. FERI NE AND IN
0-
W N A E SP
ME
AMAP OF ULTIAL RATION S RIENCE E NG RID IZI D P . AS AN ON PH ITY RATI EM ID NE L E VA R G E G
I N S I G H TS & O P P O RTU NITIES
BE L CU IEV E L T IN U S YO RA IN UN L
ON
G
OL HO Y. SC T TO NC A E U GN E PR
CHINGS FRIG HTE NED CKED GROWTH.
Garrett Alford | Mandeep Mangat | Rachel South
D
WHEN ENT ERING ADU USED “CRY LTH ING A O SAP OF HEALI NG.” ART OD,
I believe that bolstering these ties within the indigenous community would have a positive impact on the whole, providing for a medium in which empathy, compassion and identity could flourish. This is necessary to upend the harm done to the earlier generations in which their culture was discredited and undermined, family and community relations fractured and torn apart. Such a solution would attempt to reverse these effects.
P. 65 Phase 2 : Relationability | Insights and Opportunities
LACK OF NAL EDUCATIO RESOURCES O COMPARED T E NON-RESERV . S L O SCHO
IATED CONFLICTS ASSOC WITH DUAL RELATIONSHIPS D (PROFESSIONAL AN . ) Y T COMMUNI
NAL KH OU RS.
LAC
AC K OF KN OW OF TRA LEDGM WO DIT ENT IO R
INS INDITANCES W ANG VIDUAL HERE SYST RY ABOUS WHO ARE LOSS OF TAR EMATIC T CREDIBILITY INJUST GET P ICES, RES ERC DUE TO SYSTPRESENTAIEVED ACTIONS OF POT EM/FAM TIVE OF CHILDREN / VIOLENTIAL ILY, ENCE LY TH FAMILY ROUG . H MEMBERS.
The emphasis expressed by the residential school survivors on the topics of elevating and validating Native American culture, fortifying the component of family relations, and strengthening intergenerational ties to increase a sense of empathy and community has led me to propose a solution directly addressing these sentiments. A means by which generations connect, empathize, and share lessons and stories is a unique educational and community-building opportunity.
CO LO NSI SA NG- DER I T OWFETY ERM NG T HE / N FA WEL MI L-B LY E ME ING MB OF ER S.
V R O RE ER C ENT UT TRY ST GAR ONC S W ING T FU UDENDING ERNS S ITHIN O TEACH TU HOR A A LACK RE T’S OF TIM TER . S TUDEN E TRYING TO F T TO PA ABS RAME, D ADJUST THE ENT UE C RTICIPATION, EISM REATES CURRICULUM TO . “PERVA CLASSROOM SUIT V ARIOUS SIVE SILEN CE”. NE EDS.
HE R
OF LACK MITY. Y ANON LITY AST ISIBI F S HV EAD HIG SPR DED RD BON WO TLY IGH IES. IN T MUNIT COM
ORT WITH OMF DISC RACTING TO INTEENTS DUE PAR TIAL RY DEN RESI OL HISTOT. O US SCH MISTR AND
I NTERGENERAT IONA L STORYTELLING
A
P. 66
SC H O O LT EA CH ER EN T, I N
) (AGE 16 - PRESENT
DEVEL O SLOW PING MORE LY THEN CHILD OTHER REN.
CONFUSION IN PRESENCE OF NEWLY INTRODUCED CAREGIVERS.
ELEMEN TARY SCHOOL
FO STE ELEME NTARY SCHOOL (YRS 7-11) R CA RE
C TR ON - 15 ) VE AN FU AB RS SI SIO SE US EN N O FEE CY N LO LING VE S TI N ISO ELIN OF R EI LAT ESS DI SM (YR ION AND UN SRE . . S1 2 S SC SA PE - 15 ) H F C AN O E T D OL DU ED A DR VA E T ND D UG ND O IF S. AL R FI ISM T EAC CULT Y H O OV PAR ING O RE ER C ENT UT TRY ST GAR ONC S WIT ING TO U D E
M ID CU DL ID L ES LO EN TUR SS TIT AL CH . Y OO L M ID DL ES CH ST UD OOL
GT EO ANC TAININ D T S I S NO AS URE PER RHOO ES. E I T STRUC F MOTH SIBILIT O N S E O L P O S R S RE AND IT
DIFF TO FRICULTY ADJUSTING AND EQUENT CHA BULLYEXPERIENCINGNGES ING. BEGINS HAS SKIPPIN EXPERIENCED AND IS G CLASS, FREQUENT REPRIM NOT MOVING AND IS A BY FAM NDED FALLING BEHIND ILY. ACADEMICALLY.
MO THER HOOD
NO A PAR CCESS TO E SOC NTING C L I TO C AL SERVI ASSES, CES, O ARE R MONEY FOR C HILD.
INCR EA IMPO SED SENSE OF THE RTANC E OF FAMILY. “HOM E IS WHE RE FAMILY IS.”
GH OU R TH S. ING USE L A HE AL CA I SOC
NS O /G I T RA RA E ND N PAR E GE R ENT / U T HOPES FOR FU O R
TI E OF S. TH EP AS T.”
F A IN “T ND DS A HE B CC W ELO EPT RO NG AN NG IN CE TU CR G W THE OW ITH AL RN CO IN HA CLASS D”. S HO G T UN BECO ROOM WE ME L A OW S P A A ND R CE; LCOMIN AN D S T T G DR S CO UDEN HE UG N T S F F PE EEL RO DEFRCIEVENTED OS D F I C (YR IEN CIES S1 . 2
ILY SS C AN O H RI UR IAL D O T E O IZ A L. ED R E O VE R
M
M
O YE AR MF AR EN OR T- T A S TE N AC D I HE NS R ECU M EE RE TIN GS .
LA TE R
IS HE S AK IDE TO IN NT PRES IT G ERV NA Y, A E HE N RITAGE T IVE D DO FO ES SO LAN R BY O T GUA GE OFT H TH HEI EN. EA E R LI LA PEO N N ECT P O D G VALUES RESPECT. “RESP AN . “T LE TO N NG O T H G LY D OF ANIMALS, RESPECT A PE E LAN IN AC PEOPLE, RESPECT TO E TIO D E TR N IS.” MOTHER EARTH.” AU AL
37 RS Y (
-P
RE S E NT )
SC MIS AND
T EN D U PS ST RO D UT O
OOL -SCH PRE
N FA INA F RE P RI P C S
ME OF HO NESS Y ARE AW ATION B Y LEAD A SITUCHER M LFARE E TEA HILD W N. C O TO RVENTI
RVIVOR -7) E6 (AG C IS D NP I
E INT OOL -SCH PRE
SS. LINE S E N O L U ON AND CLE E NU H T M O D FR LY.” R ST I S EN E R V H LIE GT NE H BE EN GE E T R - S ST ER EA L T E IN “R
OES OR ILY D FAM SUPPORT E NOT OURAG AL ENC ATION C . EDUBITIONS AM
ION SEPARAT
I N S I G H TS & O P P O RTU NITIES
E S ITIV (YR GN CO TOR ED MO ND LAY ION, ,A T DE ENT C M N FU ELOP E. G V DE GUA N LA ES. L RA STON VE SE MILE ET L ME NTA TO PME LO VE
TED PARA RS ALLY SE TE D SIS OL. HERS AN CHO S F O T DAY S T HE IS URN RE W T E RE WH S I
4)
T , FEL FAMILY R. ERIO ND INF
E NG RID IZI D P . AS AN ON PH ITY RATI EM ID NE L E VA R G E G
W N A E SP
0-
TITIONAL ENCES BE L CU IEV E L T IN U S YO RA IN UN L
L OO Y. NC NA
GS FRIG HTE NED WTH.
Garrett Alford | Mandeep Mangat | Rachel South
MAP
D
CRYIN ULT G AS HO HEALIN A PA OD G.” RT ,
P. 67
The residential school survivors have identified that caring for others provides them with personal healing and a sense of meaning, additionally through their experiences they have accumulated an abundance of wisdom to pass on. This can be paired to the benefit of youth in single parent dwellings - as they are at high risk for experiencing neglect, low self-worth, not developing essential life skills, increased exposure to drug abuse, and dropping out of school. Through connecting these users (that belong to the same culture, but may not be directly related) there is the potential for symbiotic value exchange.
Phase 2 : Relationability | Insights and Opportunities
NAL KH OU RS.
LACK OF NAL EDUCATIO RESOURCES O COMPARED T E NON-RESERV . S L O SCHO
IATED CONFLICTS ASSOC WITH DUAL RELATIONSHIPS D (PROFESSIONAL AN . ) Y T COMMUNI
INS INDITANCES W ANG VIDUAL HERE SYST RY ABOUS WHO ARE LOSS OF TAR EMATIC T CREDIBILITY INJUST GET P ICES, RES ERC DUE TO SYSTPRESENTAIEVED ACTIONS OF POT EM/FAM TIVE OF CHILDREN / VIOLENTIAL ILY, ENCE LY TH FAMILY ROUG . H MEMBERS. LAC
AC K OF KN OW OF TRA LEDGM WO DIT ENT IO R
Value can be provided to the residential school survivor and student stakeholders through strengthening the community.
CO LO NSI SA NG- DER I T OWFETY ERM NG T HE / N FA WEL MI L-B LY E ME ING MB OF ER S.
TEAC FU UDENDING ERNS S THIN H TU HOR A A LACK RE T’S T OF ER TIM . S TUDEN E TRYING TO F T TO PA ABS RAME, D ADJUST THE ENT UE C RTICIPATION, EISM REATES CURRICULUM TO . “PERVA CLASSROOM SUIT V ARIOUS SIVE SILEN CE”. NE EDS.
R
OF LACK MITY. Y ANON LITY AST ISIBI F S HV EAD SPR DED RD BON Y HTL ES. TIG NITI MU OM
ORT WITH OMF DISC RACTING TO INTEENTS DUE PAR TIAL RY DEN RESI OL HISTOT. S CHO STRU
FOSTERI N G COMMU NIT Y
N ARE P D N EY S, ON LATER YEARS / GRA E O T ASS R M SS
E THE
TRAUMA OF THE PAST.”
N SE E R -P
6 E1 G (A G TIN ES
D D DJUS ANG CE O N O LTY ANT CCHING AS ERIEENT ND IISND . H ER IFFICUEQUEERIEN HEXPEQUING ABEHALLY H T D FR XP . L FR OV ING IC MO TO D E ING , L EM O M S L N Y A LL AS FA CAD O N OM BU INS CL RO N A H S G S O G T A N A I E L D C O C E SI E B IPP N DE S U THE ECOM ING S K I N S D Y ONFSENC AS B LCOM N RIMA Y. H E C R A N A T E C RE LY IL P FINDS ACCEP HE RE FAM S WITH UNW P EW OD TA CE; T FEEL OF AND BELONGING D”. A FAMILY Y P N S N TR G T B N AND “THE WRONG CROW D E E E FINAN IN RE E STUDFRONT M CIAL R E O ER N VED . CA PRESSU O L C M E G OTH RCIEENCIES PRIORIT RE ARE E O P N I S I H SCHOO IZED OVER TURNING TOWARD S OP HEN EFIC D L E L. G C T RU V ALCOHOL AND D DE WLY N. 5) 1 E YS O R L 2 S 1 R D S L R I CH TA MIDDLE SCHOOL (Y N E OF D M N INGS E FEEL INESS A EL EL
DISCO MFORT AND INSECURE IN PAR ENT-TEACHER MEETINGS.
STUD EN DROP T S OUT
L E O ACC ING C ICES, D. O N ENT RV I HL PAR IAL SE OR C F C SO ARE C TO
T)
I N S I G H TS & O P P O RTU NITIES
(A GE 6-7 )
N S O GE RO TRU ASS NE AN L C IS D ES O TUR TAN IT F E CE S RE MO PER OR SP TH TA ON ER INI SIB HO NG ILI OD TO TIE S.
U TU RE
S
D E , AND ID T E ENTITY, AND AG S R ALS PEC .” U E G N SPEAK U A S H L L E M ING NATIV VA ANI , RE ART E F O OPL ER E PE TH E WISH MO ES FOR O TH T THEIR PEOPLE RET F Y. .” UR ND E O MIL Y IS IS W N TO THE LAND. “THE LA S N FA IL .” HERE SE M HEALING AND PEACE IS F ED E OF FA S R A E E C R R N BEL INC RTA HE IE FO W STR VES STRONG PO S S I M I ENG L Y IN THEN ME PE INT ING “HO ER-G O H “REL ENERATION AL TIES. EAS T/
ED O P O AM UC UR PO ES BI AT AG RT T I E O I O ON R NS A . L
Garrett Alford | Mandeep Mangat | Rachel South
RA TI O N
A
AN N IO RO AT F ED Y.” AT IL AM
AN PA O D S RA T F SC IST ED HO ER M DL OL S . TH ON E E NU LIN CL ESS EU . S
Y
CULTURAL IDENTITY LOSS.
LON ION. T ISOLA
E R A RC E T OS F N I , CH TEA STUDENT O GT
L MIDDLE SCHOO
) - 15 2 1 S (YR
F KO C N, T A A L DEN ATIO SSR P U ST TICI CLA ILE S R PA ATE IVE S E N R I C RVAS TRY HIN A IT UE “PE ULTY R DIFFIC ING OUT W ORTE ME, D . M A H CONFUSION H OVER DISRESPECTED AND REAC RENTS NS S IME-FR NTEIS E A R TRANSIE T P E S B TO NCY ONC UNSAFE DUE TO TO A VER C ING VERSUS O M S I L A D N A D V SCHOOL REGARENT’S ABSENTI E AND DRUGS. EISM. STUD E . WH H S R W U E C ALS FUT N T TA U INS IVIDABOUINJ D IN GRY ATIC IE AN TEM PERC SYS GET ENTA TAR PRES FAM T N F O RES TEM/ IALL ME LACK WLEDG SYS TENTCE. L O A N E H K T N C PO LEN A ITIO CONSIDERING D A VIO . R RS FT O U O F LONG-TERM O KH L-BEING . WOR SAFETY/ WEL S R E MEMB OWN FAMILY
SCHOOL TEACHER
P. 68
P. 69
An absence of community and belonging, as well as continued colonial aggression towards indigenous teens, has been detrimental to the well-being of students who do not have the option to attend high school in their hometowns, due to lack of development of post-secondary institutions on many reserves. Information about an individual’s problems can be stored at a somatic level.
O
D TE A CI O I propose a form of expressive arts therapy, using S AS digital mediums as a method of communication D S T L PS AN C I I A L U H Lfor teens attending high school away from home. NF D NS NA ). O C ITH TIO SIO TY W LA ES NI F ITY RE ROF MUThe arrangement of digital mediums into storytelling O S IBIL S (P OM LO ED O OF C or narrative methods will give students the R C E T NS / U E E N O D TI RE potential to create conceptual ways of explaining ERO AR AC ILD , H . S Y S H E L the world for students. C MI ER IC ST FA EMB JU M ED EV E OF IV H AT , Y OUG L I R M TH LY
Phase 2 : Relationability | Insights and Opportunities
L
E
A
COM M U N ITY
CO U N SE L O R
D IN ISC P T OM E A RE RE RAC FO N S SID T TIN RT C S AN HO EN DU G W T O D E M L IA TO ITH IS HIS L TR T O U ST RY .
F N O TIO ES TO CK CA RC ED VE LA DU OU AR ER E ES P ES S. R OM - R L C N OO O T HE TO NOCH G T M S IN
Y ST U S TR DJU ICUL OU A RR ARI CU IT V S. SU ED M NE O O . R E” C EN
N O T N-BASE PRO ENOUG FESS D H PR IO SS IO N A L RE EPARAT NAL ION TION GA CON RDING SM DI A LIVIN TIONS OF LL NU G IN PR M C O M T MUN ISOLAT O R OFESS BER ED EL ITY IO L Y . N I A N AL RES ON S O CK O E N R V ES RES F SE E. P CO ECI ERV RVIC A ES U MP LL E, R BA ARE Y NA D H T R EA O W IGH S V O . IN RD ISIB I CO TIGH SPR LIT Y E M M TLY AD LA S U B N IT ON FAS AN CK IE D T O S N OF . ED YM IT Y.
AT H O ME
PR AW E -S SI A TE TUA REN C TO ACH TIO ES H S IN CH ER N B O OO PR TERVEILD WMAYY F HOM L N E LE E SC TIONL. FAREAD H O
L O O
G
UCA T I ON
ES W (YR ITH N S G D 0 E -4 L . FU AYE ) D C DE NCT IO OG N L VE N A NG LOP , M ITI OM UA ME OT VE EE G PM T SE E. NT, OR V EN AN TA ER D L M AL I LE FA ST O N MI N ES EN OT LY . S
IN N F O E D ) CE S. 11 U D ER 7V RS GI (Y
EXPR ESSIV E DIGITA L ARTS THE RA PY
Garrett Alford | Mandeep Mangat | Rachel South
Andy Everson, - Transcendence. https://www.huffingtonpost.ca/2015/12/08/idle-no-more-indigenous-art_n_8754718.html
P. 70
P. 71
R E F E R E NC ES RESEARCH Ambers, Basil. “Story 6 of 47.” Where Are The Children, We Are The Children, 20 Mar. 2015, wherearethechildren.ca/en/stories/#story_6. Aulakh, R. (2018). “Attawapiskat: Why don’t they just leave?” Toronto Star.[online]thestar.com. Available at: https://www.thestar.com/news/ canada/2012/12/29/attawapiskat_whydont_they_just_leave.html [Accessed 9 Feb. 2018]. BabyGaga. Available at: https://www.babygaga.com/15-signs-thebaby-is-suffering-from-neglect/ [Accessed 9 Feb. 2018]. Battaja, Mary, Rev. “Story 2 of 47.” Where Are The Children, We Are The Children, 15 Mar. 2015, wherearethechildren.ca/en/ stories/#story_2. Beardsley, Bove, et al. “The Future of Artificial Intelligence in Education.” Dataconomy, 1 Feb. 2018, dataconomy. com/2017/09/ future-artificial-intelligence-education/.
“Conferences.” Lancaster House, Lancaster House, 2017, lancasterhouse.com/conferences/authority/id/3717/conference_ id/73/topic_id/695.
References
CBC News. (2018). Deaths of 7 Indigenous students in Thunder Bay the responsibility of all Canadians: author. [online] Available at: http:// www.cbc.ca/news/canada/manitoba/tanya-talaga-author-sevenfallen-feathers-1.4408984 [Accessed 9 Feb. 2018].
Garrett Alford | Mandeep Mangat | Rachel South
R E F E R E NC ES
Elias, Lillian. “Lillian Elias.” We Were So Far Away, weweresofaraway.ca/ survivor-stories/lillian-elias1/. Flowers, Marjorie. “Marjorie Flowers.” We Were So Far Away, weweresofaraway.ca/survivor-stories/marjorie-flowers1/. Fncaringsociety.com. (2018). First Peoples Child and Family Review. [online] Available at: https://fncaringsociety.com/sites/default/files/ online-journal/vol3num4/Ordolis_pp30.pdf [Accessed 9 Feb. 2018]. Fontaine, Mabel Harry. “Story 7 of 47.” Where Are The Children, We Are The Children, 20 Mar. 2015, wherearethechildren.ca/en/ stories/#story_7. “Indigenous Leadership Initiative.” Indigenous Leadership Development Institute Inc., The Indigenous Leadership Development Institute Inc., 2018, www.ildii.ca/indigenous-leadership-initiative/. Little Bear, Leroy. “Naturalizing indigenous Knowledge.” Afn.ca, Canadian Council on Learning, July 2009, www.afn.ca/uploads/ fileseducation/21._2009_july_ccl-alkc_leroy_littlebear_naturalizing_ indigenous_knowledge-report.pdf. Mattess, Lucille. “Story 1 of 47.” Where Are The Children, We Are The Children, 13 Mar. 2015, wherearethechildren.ca/en/stories/#story_1.
P. 72
McCue, Harvey A. “Education of Indigenous Peoples in Canada.” The Canadian Encyclopedia, 2011.
P. 73
National Post. (2018). Silent no more. [online] Available at: http:// nationalpost.com/silent-no-more [Accessed 9 Feb. 2018]. “Overview of Methodologies.” OECD.org - OECD, OECD, 25 Jan. 2018, www.oecd.org/site/schoolingfortomorrowknowledgebase/ futuresthinkingoverviewofmethodologies.htm. Page, Velma. “Story 4 of 47.” Where Are The Children, We Are The Children, 16 Mar. 2015, wherearethechildren.ca/en/stories/#story_4. Rope, Lorna. “Story 5 of 47.” Where Are The Children, We Are The Children, 16 Mar. 2015, wherearethechildren.ca/en/stories/#story_5. Severight, Grant. “Story 3 of 47.” Where Are The Children, We Are The Children, 15 Mar. 2015, wherearethechildren.ca/en/stories/#story_3. Teo, J., Trudeau, K. and James, P. (2018). 15 Signs The Baby Is Suffering From Neglect. [online]
References
“What is Artificial Intelligence (AI)? - Definition from Techopedia.” Techopedia.com, Techopedia, Mar. 2017, www.techopedia.com/ definition/190/artificial-intelligence-ai.