Aboriginal women in Canada are at significantly higher risk for spousal violence and spousal homicide than non-Aboriginal women. Although the majority of Aboriginal people in Canada live in urban settings, there is a dearth of literature focusing on the experiences and violence prevention efforts of urban Aboriginal peoples. In order to understand issues relevant to the prevention of domestic violence among this population, we employed Aboriginal community development principles to conduct a scoping review of the relevant literature to explore the meanings and definitions, risk and protective factors, and prevention/intervention strategies within urban Aboriginal communities. Our study underscores that a number of domestic violence risk and protective factors are present in both Aboriginal and non-Aboriginal communities. However, the multifaceted impacts of colonization, including residential school trauma is a key factor in understanding domestic violence in urban Aboriginal contexts. The limited available research on this topic highlights the need for Aboriginal-led research directed towards eliminating the legacy of violence for Aboriginal peoples in Canada.
Legacies of colonialism have been associated with risk factors for delayed childhood development in Aboriginal communities in Canada. In the Algonquin community of Rapid Lake (Québec, Canada), the maternal-child nurse carries out regular screening for developmental delay in children (0-66 months) using the Ages and Stages Questionnaire (ASQ). The aim of this project was to explore parenting practices and cultural traditions regarding childhood stimulation in this community as well as primary caregivers’ perceptions of the use of the ASQ. Using a Community Based Participatory Research framework, we conducted a focused ethnography over four months, which included 28 participants. Outcomes of our research included the development of a stimulation activity for families involving all generations in the community, incorporating traditional parenting practices and language, and promoting a safe learning environment. Results can be used to support efforts towards community-driven childhood development services in other Aboriginal communities.
This article investigates and shares the elements of a successful working relationship between an Aboriginal graduate student and a non-Aboriginal faculty supervisor. In order to explore the emerging relationship, each author reflected on the experience by recording weekly journal entries and examining supporting literature. Through examination of the literature and their own metacognition, the authors came to the realization that theirs’ was a productive and enjoyable relationship due in large part to mutual respect and consistent back and forth feedback.
This community story describes one committee’s experiences in reconciliation after the planning and hosting of an education conference entitled It Matters to Us: Transforming the Legacy of Residential School at Western University’s Faculty of Education. The objective in hosting this conference was to provide educational opportunities that foster dialogue, reconciliation, and relationship building between Indigenous and non-Indigenous peoples. This conference sought to increase knowledge, enhance self-awareness and strengthen the skills of those who work both directly and indirectly with Indigenous peoples. Outlined throughout the story are both the lessons learned and challenges experienced when a group of individuals from diverse individual, familial, and communal backgrounds come together to engage in a process of reconciliation.
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