Cultures indigènes

In Panama, a boy has just cut his calf with a machete and is bleeding profusely. Rather than die, his father can call a doctor that can arrive with medical care. As he arrives, the doctor can also provide first aid guidance to the father.

Academy instructors are of local Aboriginal ancestry and consist of certified teachers, Elders, resource people and community members. This project-based course will focus on 21st Century learning and consist of four major components. These are:

1. Classroom studies
2. Community field trips
3. Independent Aboriginal project / study
4. Field study

During their field study, students will camp in tents and will participate in activities, workshops, ceremonies, and hands-on learning. They will be led by community Elders and facilitators both at the campsite and at various traditional Thompson and Okanagan locations. The field portion of the course may involve a variety of terrain and weather conditions for which students must be prepared and equipped. Classroom sessions prior to the field portion will provide background information and context from each of the participating disciplines, while classroom sessions afterwards provide opportunities for further learning. Teaching strategies and materials will focus on 21st Century Learning Principles.

• A greater emphasis on the ‘learning to learn’ and the ‘learning of skills’
• Discovery
• Individualized tailored learning
• Assessment for Learning
• Lifelong learning
• Technology as a tool for Learning

On an individual level, student outcomes will reflect the Provincial Learning Outcomes for English 9, Social Studies 9, Science 9, and the BAA course Aboriginal Academy 9.

The Nisga'a Nation Speaking Contest will have grade level groups of students present speeches that share their the students thoughts and opinions about fiction and non-fiction books authored by First Nations authors. Students will be judged on a set of criteria by a panel that has received an orientation and will be awarded scholarships in the form of RESP accounts. Students will interact and expand their thinking by responding to 3 questions posed by the panel during their presentation. This contest will highlight the themes of First Nations authors, critical analysis and the "making of meaning" by our students, and be celebrated through a regionally and soon to be nationally distributed First Nations newspaper.

1.Garden Site: A community garden will be designed and built on the Tsleil-Waututh Nation Reserve including individual and communal growing spaces, a school garden bed, a culinary garden bed, a traditional medicinal and cultural plant area, a perimeter of native berry bushes and a gathering area. These garden plots will be used by community youth programs, as well as local community members, to learn about food production and grow their own healthy, fresh local food, in additional to native medicinals that are important for cultural sharing and preservation.

2.Youth Capacity Building: Three workshops will be held with students in a culinary career-training program, three with high school aged youth, and two with a younger children's Head Start program. A TWN youth intern will develop career skills in project coordination and food growing by helping to coordinate the garden and programming. Nine youth involved in the program will gain skills in teamwork, leadership and digital media via a digital storytelling project around the garden’s transformation. These skills will be used to contribute to the TWN and support the individuals in their future careers.

3.Community Building and Capacity: Through three workshops, community members will gain the skills to grow their own food organically and prepare it in healthy ways. At the end of a 2-3 year collaboration period, community members will have the necessary skills to continue running the garden and programming independently, without Evergreen's support.

Our model begins with the voices of our subjects, vulnerable youth in the Downtown Eastside of Vancouver, BC. Kloshenem learned by doing consultations the needs of the students, the schools, the families and the community. Communication and consultation initiate and drive the process. In discerning the needs of the students we can tailor a program specific to those needs, a program that may involve play/story writing, traditional and non-traditional visual art work, elder visits and public sharing of their work.

One success story occurred in our partnership with a non-profit FN organization. Their needs were health related. Kloshenem developed programming that gave the students a sense of belonging, mastery, independence and generosity. The students learned these concepts, applied them and shared them with their family, friends, community and stakeholders. The primary activities were teaching concepts through art using professional art-educators such as visual, drama, media, dance artists and elders. We developed programming that helped the youth learn about mental health through painting, self-esteem through drama, community through dance and cooperation through Aboriginal games. The program culminated in an art show in a prestigious Lower Mainland gallery. Youth attended the art show opening and there was a feast to celebrate what the students had learned. The feast acknowledged Aboriginal culture, tradition and protocol and was proudly hosted by the youth. This pride beamed through the youth as they saw their potential celebrated on a public scale

Spirit Garden Parties

Fall, 2012 - Root Harvest and Plant Garden Party
Traditional Knowledge Keepers from the Ktunaxa, Colville Federated Tribes, and Okanagan Nation will be invited as guests to show party attenders how to harvest, prepare and cook fall ripening plants, especially roots. Some of these roots will be the first plants in the Gathering Place plant beds. Stories, photos and illustrations will be recorded in a the Gathering Place gardening book, an oversized book placed in the elders room and meant for recording and sharing knowledge.

Spring, 2013 - Renewal and Cleansing Garden Party
Traditional Knowledge Keepers from the Ktunaxa, Colville Federated Tribes, and Okanagan Nation will be invited as guests to show party attenders how to harvest, prepare and cook spring plants, especially tonics for cleansing. Some of these plants will be placed in the beds. Stories, photos and illustrations will be recorded in a the Gathering Place gardening book, an oversized book placed in the elders room and meant for recording and sharing knowledge.

Summer Garden Party, 2013 - Preserving for the Winter
Traditional Knowledge Keepers from the Ktunaxa, Colville Federated Tribes, and Okanagan Nation will be invited will be invited to instruct on how the programming in the Gathering Place building and gardens can prosper and be properly maintained. A celebratory garden potluck will follow the discussions.

Fall, 2013 - Spirit Garden Official Opening
To celebrate the work of the past 18 months a celebratory official opening of the garden will take place.

El programa se articula en torno a 4 principales acciones que contribuyen a fortalecer todo el ecosistema emprendedor y de negocio:
1. Asistencia técnica a emprendedores: provisión de asistencia técnica por rubro de producción para mejorar la calidad de los productos y servicios y para aplicar protocolos de producción que garanticen su sustentabilidad.
2. Formaciones en gestión, asociativismo y comercialización: talleres de espíritu emprendedor y asociativo, comercialización, atención al cliente, registro de ventas, costos y ganancia, fijación de precio e identidad marca PY
3. Apoyo a la comercialización de productos y servicios de la marca PRODUCTOYUNGAS
La marca PRODUCTOYUNGAS es una marca de calidad social y ambiental que fue desarrollada por la Fundación ProYungas en un conjunto con las comunidades y empresas de la región. Garantiza una elaboración artesanal y sustentable de los productos, usando materia prima y procesos naturales que cuidan el ambiente de la Reserva de Biósfera y valorizan el saber-hacer de las comunidades locales.
4. Implementación de un fondo de compra de mercadería, que más adelante servirá como fondo de microcrédito autogestionado. En una primera instancia, el fondo se implementará como fondo de compra de mercadería, la cual será adquirida por ProYungas para comercializarse con el apoyo de PlaNet Finance en provincias del norte del país y en Buenos Aires. El fondo se re orientará hacía el microcrédito productivo (compra insumos etc.) cuando los canales de comercialización estén fortalecidos y los niveles de venta sean más significativos.

The primary activities of “Climate Matters” are:
• Media production, facilitation training & workshop development
• School based workshops & community dialogues
• Media/social media dissemination

AMES media training is based on mentorship and project-based learning models. Our facilitation-training approach is rooted in peer-education & models youth leadership & initiative ‘from the ground up’.

Overall, Climate Matters has been designed to engender concentric circles of impact that begin with the nurturing of individual creative expression and small group collaboration, leads to the engagement of students/schools and extends to the broader community and ‘general public’.

We witnessed the positive ripple effect that can happen when spaces are created to hear authentic youth-voices at the ‘Community Dialogue’ that AMES hosted in Port Alberni (June of 2009). People from all walks of the community (many of whom had been political adversaries) gathered. Many of them came only because they were ‘called upon’ by the young people in their community—to watch their videos, listen and ultimately to rise above their own prejudices and ‘camps’. Among the most concrete of dialogue outcomes was the local Superintendent committing to make anti-racism education mandatory from K-12.
Young people walked away from that dialogue believing that their voices and visions mattered and that they could make a difference. Though the particulars will differ in each community, we will employ similar strategies in the 8 “Climate Matters” Dialogues,ideally resulting in similar outcomes.

This pilot project started in February, 2012. It provided 4 months of technical training in seven specific trade areas by a college level instructor followed by a one month, unpaid, practicum placement with an employer in the construction sector. The training was delivered "on reserve" in the Pauquachin Nation Community Hall which provided a safe & familiar environment enabling students to more positively engage in their learning. A First Nation Elder trades person was engaged to support student learning needs and provide mentorship. One of the greatest challenges to success in the program was attendance. Students were coached in examining past personal management systems and worked toward creating change in their lives. Many of these vulnerable learners have undiscovered potential and benefitted greatly from the tangible learning activities provided by this program where they "learned by doing." The class project required them to learn and execute all skills required to complete the task. It engaged them in a way that piqued their enthusiasm and curiosity to keep learning about the next step. Since they worked in teams of 3, it also taught them about commitment to task and responsibility to coworkers. They framed walls, floors, and roof; installed the electrical wiring and plumbing; installed ceiling fan & duct work; drywalled & painted the structure; and constructed & installed a vanity and sink. The TASK project is unique in the many and varied partnerships we created with numerous agencies, employers, and suppliers from the community to sustain the vision.

The first phase of the model is the smallest circle. A multi-cultural group of youth, adults, and seniors who care about this topic are invited to spend time in workshops with theatre artists Will Weigler, Krystal Cook, and Bisia Belina learning how to translate their ideas and insights into a theatre performance. Once the ensemble begins to strengthen these skills, educators Paulette Regan and Brenda Ireland introduce them to a deeper understanding about the lives and histories of Aboriginal people in Canada. The ensemble members then distill the revelations and insights they experience from this work together into brief, evocative performance pieces.

The second phase of the model expands this circle. Instead of coming to sit in a theatre and watch a play about this daunting topic, the public will be invited to wend their way through the passageways of a labyrinth with alcoves, chambers, rooms and nooks, meeting the ensemble members’ performance pieces all along the way. At the end of the journey, in heart of the labyrinth, they will be welcomed to sit, have tea, and reflect on the experience in conversation with others.

The third phase dramatically expands the potential circle of public dialogue about reconciliation between non-Indigenous and Aboriginal people. The core team will turn what we learn from the pilot project into a “how-to” workbook, creating a model that can be reproduced in other communities both nationally and globally.

Ejemplo: Una niña y madre tienen la necesidad de comentar un tema de sexualidad, un embarazo a temprana edad.

Escenario 1: En casa nunca se habló del tema por prejuicios, o porque se tiene poco conocimiento y comunicación.

Escenario 2: El embarazo puede ser el resultado de un abuso continuado de un adulto a la sombra; igual no hay comunicación ni confianza, ninguna de ellas no saben cómo actuar.

La solución oportuna pudo haber sido formación en salud y sexualidad, el conocimiento de la normatividad y leyes, para entender los cuidados necesarios oportunos, evitando situaciones de riesgos, saber como actuar frente a los acosos.

La solución enfocada en formación y educación se apoya en herramientas tecnológicas, una plataforma e-Learning, con unos contenidos, con enfoque en aprendizaje colaborativo, tutores, y profesionales de consulta. Mediante una llamada vía celular se contactan a las autoridades y servicios médicos, incluso a la comunidad perteneciente al proyecto ya activos.

Como actividades primarias tenemos:

Formulación y ejecución de programas de aceleración educativa para niñas y mujeres, con apoyo en las TIC´s: portal, plataforma de aprendizaje, telefonía celular, contenidos pertinentes en temas como:

 Mujeres y Derechos Humanos
 Salud y sexualidad
 Artesanías e identidad
 La mujer y la naturaleza
 Conocimientos en informática

Programas de formación en derechos sexuales y reproductivos, con perspectiva étnica, y que potencie la Autonomía.

Formación emprendimiento, en áreas competitivas y dinámicas de la economía.