Faculty of social science building

Strategic plan - September 2020 to September 2022

Cercle Kinistòtàdimin : Decolonization of the School of Social Work

10 objectives and priority actions

1. Increased recognition and cultural awareness in academia 

  • Dedicate Indigenous artworks to be displayed at the 12th FSS 

  • Promote the Anishinabe/Algonquin Nation/Community flags on display at the 12th 

  • Promote the idea that graduations and other official ceremonies managed by the Uo reflect Anishinabeg-Algonquin values as guardians of the territory and other Indigenous Nations (ceremony and welcome, wearing of traditional clothing, presence of more guests, etc.) 

  • Celebrate: National Indigenous Peoples' Day on June 21st of each year; Orange Sweater Day on September 30th of each year and the 4 changes of seasons, which represent important transitions in the values of the First Peoples (see calendar of holidays). 

  • Post a personalized territorial recognition statement on the School of Social Work (SSS) website highlighting that the School is located on unceded Anishinabe-Algonquin territory and other symbols associated with Anishinabe-Algonquin culture. 

  • Making statements of support at major events that recognize the presence of Indigenous Peoples and the occupation of the Uo on unceded Anishinabeg-Algonquin territory. 

  • Organization of roundtables and discussions for the entire academic community that highlight, among other things, the resilience and resurgence in identity and socio-political identity of Indigenous Peoples 

  • Mashkawazìwogamig Centre Initiative 

  • Create an Indigenous book club  

  • Teach-ins: examples include sharing info on COVID19, traditional activities (e.g. beading circle). o "Focus group" with our students (Mashkawazìwogamig Centre initiative). 

  • Film/discussion nights, etc.  

  • Virtual sharing circles (considering that not everyone is willing/able to have virtual sessions at home) 

  • Online workshops (webinars) of various community teachings on various topics 

  • Analyze other programs for Indigenous students (what is being done elsewhere)

Example:

Metis Nation of Ontario - Education and training

Infinite Reach Student Solidarity Network

2. Consolidation of the Kinistòtàdimin Cercle 

  • Crystallize the 2020-2022 action plan of the Kinistòtàdimin Cercle: 

  • Its objective, its activities, how to measure the impact of these activities. 

  • Define the role and expertise of each member of the Kinistòtàdimin Cercle to ensure that each person can contribute in a meaningful way (e.g., some people are well positioned to liaise with communities, others within the UO, others in their courses, etc.) 

  • Align action strategies with the UO Indigenous Action Plan  

  • Creation of a Facebook webpage for the Circle 

  • Creation of a customized Indigenous Affirmation at ÉSS (A guide to acknowledging First Peoples and traditional land: Land acknowledgements for staff and volunteers", 2021). 

  • Creation of a logo/image that represents the Cercle. 

3. Recruitment and retention of Indigenous students  

  • Adjust the admission form to allow for self-identification of Indigenous students to facilitate their access to culturally appropriate services, scholarships, and support.  

  • Facilitate access to university social work education for Indigenous students. Provide a discretionary admission pathway that recognizes experiential learning and clinical experience (e.g., Faculty of Law and Medicine at Uo). 

  • Conduct a survey of Indigenous students at the Uo to learn about the challenges they face and to analyze how ÉSS can be better adapted to their reality 

  • Visit Indigenous communities and meet with community leaders. Carry out, in collaboration with partners, actions aimed at recruiting more Indigenous students into our programs. For example, make presentations in high schools where there are many Indigenous students or offer preparatory courses in the community. 

4. Culturally appropriate academic and financial support for Indigenous students 

  • Provide dedicated financial support for Indigenous students: scholarships and research assistantships 

  • Contribute to/participate in the creation of a Learning Community with the Institute for Native Studies and Research for first year Indigenous students 

  • Create a space, a place to share, to purify, to rest, (place of belonging, friendship center, academic support) for Indigenous students at the ÉSS where the languages of exchange are Indigenous languages and French. See the possibility of locating the space close to the office of the new anicinap-attikamewk teacher 

  • Hire a resource person (Elder-in-Residence, Traditional Knowledge Keeper) from Indigenous communities for the FSS  

  • This could be a person who works part-time, even remotely, to open ceremonies, give teachings or support students. (See partnership and possible collaboration with the ARC). 

  • Establish a mentorship process for Indigenous students (build on existing models) 

5. Indigenous cultural sensitivity training for ÉSS professors and support staff 

  • Provide training to ÉSS professors and support staff on Indigenous issues and the process of decolonization of the academic community. 

  • Invite guest speakers 

  • Complete the Kaïros training 

6. Development and integration of course content focusing on Indigenous ontology, epistemology, methodology, and axiology in the social work discipline 

  • Organize a Summer School focused on the decolonization of social work education. Discuss the choice of the central theme (acronym of the course) with the community involved (Kitigan Zibi?) Open 2 - 3 places reserved exclusively for Indigenous students and promote it: visibility and recruitment. 

  • Identify, through a survey, the courses that offer content related to Indigenous issues at FSS and at ÉSS 

  • Review the content of all courses offered at the School of Social Work and include/develop Indigenous content 

  • Link courses from other faculties (e.g. Institute of Indigenous Studies) with our program (electives). Develop a partnership with the Institute of Indigenous Studies and Research 

  • Possibility of accessing first year (or other) courses as electives for ÉSS students (no need for a minor, etc.) 

  • Official statement for the recognition of indigenous knowledge at ÉSS 

7. Creation and development of ethically responsible partnership research in an Indigenous context 

  • Conducting participatory research with the Indigenous communities. Ensure that these studies have direct social benefits for the communities.  

  • Adoption by the ÉSS of the fundamental ethical principles PCAP (Possession, Control, Access and Ownership of Data, AFNQL, 2014) of culturally respectful research in an Indigenous context. Ensure that the data produced in research belong primarily to the communities involved and that their agreement is obtained, downstream, before any dissemination of results (AFNQL, 2014). 

  • List the research already carried out at the ÉSS 

  • Training of professors/researchers on research in an Indigenous environment (open to all professors of the Faculty). Sensibilize researchers to Indigenous realities.  

  • Creation of a special issue of Revue Reflets directed "by, for and with" Indigenous students, with the primary objective of publishing thematic articles on Indigenous epistemology and issues of social practice with various Indigenous Nations (with a greater focus on Ontario realities?) 

8. Improved internship opportunities in Indigenous communities 

  • Develop internships in Indigenous organizations for Indigenous and non-Indigenous students (Mino Obigiwasin).  

  • Develop a directory of Indigenous supervisors who can contribute to the supervision and training of interns doing their practical training in Indigenous communities or resources. 

  • Maintain or even formalize a partnership with the CRA; 

  • Develop partnerships with other francophone or bilingual Indigenous communities: Atikamekws, Abenaki, Innu, etc. 

9. Create partnerships with various community and institutional organizations (community centers, federal agencies, education councils, etc.). 

10. Welcome and support for the new anicinapé-attikamewk teacher  

  • Welcome activity and introduction to the team 

  • Development of a welcome package (Google Drive) for the new teacher (including resources available to Indigenous and other learners. Listed at the ÉSS, Cercle Kinistòtàdimin) 

  • Introduction to Kinistòtàdimin Circle members  

  • Visit to Indigenous organizations and communities in the territory.