Volume 6, March 2007: Resistance and Resiliency: Addressing Historical Trauma of Aboriginal Peoples

Permanent URI for this collectionhttps://laurentian.scholaris.ca/handle/10219/390

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Building Bridges Between Academe and Community: Case Study of the Healing of the Seven Generations Project
(2007-03) Lafrenière, Ginette; Diallo, Lamine; Dubie, Donna
The following article is an account through the eyes of a community partner and two instructors at Wilfrid Laurier University who, through a series of events, contributed to the development of a community-based aboriginal healing program. The Healing of the Seven Generations Project is an attempt to address issues of healing amongst survivors and intergenerational survivors of the residential school system living in the Waterloo Region. Given the history of academic exploitation between certain researchers and aboriginal communities, the authors submit that this particular initiative may be considered as a model for future collaboration between academic institutions and aboriginal community groups given its attention to anti-oppressive practice and community development. A more extensive version of this article has been published in other venues. The purpose of this submission is to share the journey of the actors involved in this project as well as to encourage reflection on the merits of university and community collaboration within aboriginal spheres.
Towards An Aboriginal Model of Community Healing
(2007-03) Freeman, Bonnie; Lee, Bill
This paper presents a community development model that discusses the resistance and resiliency of Aboriginal communities who have endured long histories of traumatic events and experiences through the processes of colonialism, genocide, residential schools and assimilating government policies. It presents an Aboriginal perspective that focuses on the traditional knowledge and cultural practices which is foundational to many nations of Aboriginal people. By using the medicine wheel as premise for this model, practitioners and community workers have a tool to assist Aboriginal communities in regaining community health through the process of vision and self determination. Thus, creating and maintaining direction and sustainability for Aboriginal control over their destinies and for future generations. This paper also briefly reviews the limitations that may be encountered within a community, thus providing an opportunity to work with all members.
Vol. 6, March 2007 "Resistance and Resiliency: Addressing Historical Trauma of Aboriginal Peoples"
(2007-03) School of Native Human Services
The complete issue.
Aboriginal Healing Methods for Residential School Abuse and Intergenerational Effects: A Review of the Literature
(2007-03) Goforth, Shelley
Residential school abuse and its intergenerational effects have created devastating impacts on entire Aboriginal communities. Much has been written about the history and experiences of Aboriginal people who attended residential schools, including the impacts on individuals, families, communities and nations. The purpose of this literature review was to examine the area of healing from residential school abuse and intergenerational effects. Important to this exploration was a focus on Aboriginal healing methods. It was found that only a small amount of literature exists in the area of appropriate and effective therapeutic or healing strategies for dealing with residential school abuse. Further, the Canadian residential school system is only one of many forms of oppressive measures that have impacted upon Aboriginal peoples. Therefore it is difficult to separate what form of oppression has caused which impacts. These various forms of oppression exacerbate and intensify each other. Further, rather than tracing the cause of present social conditions of Aboriginal people down to residential schools, most researchers broaden their scope of oppression, going beyond residential schools alone. This paper explores how Aboriginal communities are using Aboriginal healing methods to deal with oppression, colonization and its resulting social conditions, and demonstrates how the emerging body of literature is clearly relevant to our understanding of healing from residential school abuse and its intergenerational effects.
A First Nations Woman with Disabilities: “Listen to what I am saying!”
(2007-03) Durst, Douglas; Morin, Georgina; Wall, Sharon; Bluechardt, Mary
This article tells the story of a courageous First Nations woman living with severe disabilities in an urban prairie city. Her story is a story of resistance and resiliency and of continued healing. This exploratory and qualitative study applies culturally sensitive research methods and attempts to capture the rich voice of Hope as she tells her-story. Personal names such as Hope’s have been changed in order to preserve confidentiality. Themes identified and described include grief, racism and verbal abuse, sexual abuse, health care concerns, resisting child welfare, isolation, poverty, relationships, and sexuality. Hope resisted, and through resilience, overcame much of the trauma but the scars are deep. Hope’s healing is found in finding meaning in her life through raising her daughter, caring for others, and advocating for herself and other Aboriginal persons with disabilities. Poverty and vulnerability, however, continue to plague her life. All she asks is to be heard: “Listen to what I am saying!” Her message is one that every health and social service provider should hear.
Resilience and Urban Aboriginal Women
(2007-03) Scarpino, Gina
This paper presents the results of a qualitative research study that explored resilience with four urban Aboriginal women. The research focused on the strengths of urban Aboriginal women, for research has silenced the voices of Aboriginal women by using Western concepts and constructs that have maintained colonialism through a negative portrayal of Aboriginal women. A two-part analysis was utilised in my research on resilience with urban Aboriginal women. First, the Western concept definition of resilience (the ability to overcome adversity by having more protective factors than risk factors) was critiqued. Second, the process of resilience from the cultural framework of the Medicine Wheel was explored, while applying post-colonial Indigenous epistemological and methodological approaches. The voices of four urban Aboriginal women were honoured using a discussion group with three participants, followed by two in-depth interviews, which were analysed using content analysis. A study of the data revealed that, through relationship with self, others and the Creator, a process of resilience emerges, and this process can effectively be captured by using the Medicine Wheel as a tool for analysis and understanding. From a Western perspective, risk and protective factors are linear forms used to explore resilience. From an Indigenous perspective, however, the exploration is a continual web of relationships, process and flow that encompasses life from childhood to adulthood and through to Elder status. The research explored the positive strengths of Aboriginal women and showed that the process of resilience is dependent on Indigenous ways of knowing.
Thessalon First Nation’s “Journey to Wellness”
(2007-03) Manitowabi, Susan; Morningstar, Sally; Manitowabi, Daniel
Thessalon First Nation, like many other First Nations, has been affected by and continues to deal with the aftermath of the Residential School System. This article highlights the activities undertaken by Thessalon First Nation as they “Journey to Wellness.” The development of the “Journey to Wellness” proposal marks the beginning of Thessalon First Nation’s development of a social safety net to deal with the inter-generational effects of the Residential School System on the family and community. Beginning with the creation of a Project Team, Thessalon First Nation has made great strides in dealing with the issues resulting from the Residential School System. Thessalon First Nation now has a mental health worker, has produced a video dealing with resiliency of the community, and is working towards creating a community that has the capacity to deal with the traumas resulting from the residential school experience.

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