METIS NATION BRITISH COLUMBIAOFF RESERVE ABORIGINAL ACTION PLAN – YOUTH ENGAGEMENT

Colette Trudeau, Director of YouthApril 26, 2013

ContentsIntroduction................................................................................................................................................................................................................. 3

Approach..................................................................................................................................................................................................................... 3

Barriers to Community Involvement............................................................................................................................................................................3

I. Getting Involved...............................................................................................................................................................................................4

II. Awareness........................................................................................................................................................................................................5

III. Funding............................................................................................................................................................................................................ 5

IV. Geography........................................................................................................................................................................................................ 5

Education..................................................................................................................................................................................................................... 5

I. Education System.............................................................................................................................................................................................6

II. Education Supports.......................................................................................................................................................................................... 6

III. Métis 101......................................................................................................................................................................................................... 6

IV. Education Funding........................................................................................................................................................................................... 6

Bringing Elders and Youth Together............................................................................................................................................................................7

Cultural Resources.......................................................................................................................................................................................................7

Health and Wellness....................................................................................................................................................................................................8

I. Access.............................................................................................................................................................................................................. 8

II. Cultural Competency.......................................................................................................................................................................................8

III. Physical Activity............................................................................................................................................................................................... 9

IV. Traditional Foods.............................................................................................................................................................................................9

Employment................................................................................................................................................................................................................ 9

Conclusion................................................................................................................................................................................................................. 10

Introduction

On March 23 and 24, 2013, Metis Nation British Columbia conducted a series of ORAAP youth group discussion in Richmond, B.C. The discussions were focused on the challenges faced by Metis youth living in urban areas in the province of B.C. In addition to addressing the challenges faced by Métis youth living in urban areas, we also hope to create a positive forum in which the youth could speak to changes they would like to see in the near future, over their lifetimes, and in looking toward the future generations. In this sense, much of our discussion occurred organically; in addressing one of the questions, we often talked about issues and potential solutions in a holistic way that went hand in hand with our group’s mind-map.

Approach

Each group was composed of individuals from specific geographical locations, including Vancouver, Surrey, Duncan, Prince George, Kamloops and the surrounding areas. The groups consisted of approximately six to eight people and included both youth and elders. Each group had one facilitator who posed a series of pre-constructed questions for their group to discuss. However, the facilitators’ were encouraged to foster organic and fluid discussions, allowing the participants to fully exhaust the questions while simultaneously keeping within the parameters of the topic at hand. The discussions and results were recorded by hand using the mind-map discussion tool.

Barriers to Community Involvement

There are a myriad of factors that currently prevent Metis youth from becoming and maintaining meaningful involvement within their Metis communities, and the greater Metis community as a whole. What follows is a list of some of the major themes that were discussed that pertain to this topic.

I. Getting Involved - ‘Getting involved’ was described as the process used to establish and maintain connections with Métis communities. Métis youth are often a part of a number of different, yet interconnected communities, which include Métis Chartered Communities, MNBC, as well as urban Aboriginal organizations, such as friendship centres. It can be difficult to stay connected which causes a feeling of being “spread out.”

With a larger portion of Métis youth moving to new cities for work, education, and social reasons, many have a hard time establishing new connections within their local Metis Chartered Communities and urban organizations. It can also be incredibly difficult to identify other Métis youth. Some participants discussed that this transition can be even more difficult when moving from rural to urban areas.

While Facebook pages (e.g. MNGV, MYBC) have been a great help in facilitating conversation and promoting events, a few of youth noted that they were unaware that these groups exist. Email distribution lists have also been a good tool in sending out mass information on news and events, but are not entirely effective at fostering unity within Métis communities (i.e. there needs to be more opportunities to meet in person!)

There was discussion around the need for a gathering place, where Métis youth can come together in a safe and mutually respectful environment. It was acknowledged that as a sample of Métis youth, the groups may not be representative of the larger populations, particularly those that have lower socio-economic status, and who may not be reached by current events and initiatives. This also suggests the need for an open, safe space for youth to come together.

Métis youth should technically be able to fully access other gathering places, but many youth mentioned that they often do not feel welcome (e.g. ‘we don’t look native’). Some mentioned specific instances where they have experienced racism, and have not felt welcome to return to certain organizations and gathering places. Other organizations that may

Getting Involved Awareness Funding Geography

be directed toward Aboriginal peoples were described as not being “youth friendly.” This illustrates the potential for a Métis youth gathering place that could help to reach out and connect with other youth in the area.

II. Awareness - Many youth brought forward the difficulties posed by a lack of awareness regarding specific Métis issues, community, and history. The youth recognized the importance of elders/ leaders within their communities, and vocalized a yearning for more direction and support from the higher echelons of their communities. Additionally, there was recognition of the difficulties posed by a lack of awareness of each other that would be otherwise mitigated by a clearly shared ‘physical Métis trait’. The Métis people are of mixed and variegated backgrounds’, and are not always clearly identifiable to one another. This can also pose issues when frequenting friendship centres, as Métis sometimes experience racism by those who do not recognize them as aboriginal because of their white heritage.

III. Funding - Participants of the discussions recognized the challenges posed by both Federal and Provincial cuts to funding. However, they also recognized that more funding was not necessarily the solution, but less restrictive and better allocated funding. For instance, it was mentioned that funding provided was usually directed towards solving community ills and addressing negative concerns rather than supporting and promoting healthy community development. They felt Métis communities could greatly benefit from funding that would be directed towards sports, community events, youth programs, and Métis focused learning centres, etc.

IV. Geography - Another issue specific to Métis youth that was addressed is the sense of separation and disconnectedness from the greater Métis community due to geographical separation of living in British Columbia. They feel that living in non-traditional territory not only causes a sense of separation from other Métis communities, but that this exacerbates issues of identity from not living within their traditional territory. It was noted that this could be mitigated by greater community development and support.

Education

Education was another highly discussed topic. ‘Education’ was used as a loose term, including issues ranging from formal institutions (public schools through to university) to educating the greater public about Métis people, culture and identity.

I. Education System - Discussed was the need for change within the education system. There is very limited knowledge about Métis culture, history, and people transferred to students, through elementary, middle, and high school curricula. We believe that this is a product of limited knowledge and information; textbooks are not inclusive of our culture and history, teachers are generally not knowledgeable, and most students do not have the awareness to ask questions. Universities often continue this through limited semantics in programs (e.g. First Nations Studies programs that may or may not include Métis-specific courses). We are also lacking supports within our education systems and would like to see more access to Métis Elders, and have more opportunities to share our culture.

II. Education Supports - In terms of success within the education system, supports are highly important. The feeling is that the services provided in high schools and universities are not supportive enough and would benefit from alternative forums, such as student-led support groups and gatherings with Elders and mentors.

III. Métis 101 - While it is incredibly important to educate others about Métis people, we feel that it can be very difficult when consistently having to give a broad overview, which is comically referred to as ‘Métis 101.’ This is inclusive of having to prove ourselves as Aboriginal people, having to explain what our Métis Citizenship cards mean, or explaining that we do not receive the same rights as First Nations people. These facets of education are undoubtedly interconnected and if the education system was more comprehensive and inclusive of all Aboriginal people, struggles around public ignorance may be less pronounced.

IV. Education Funding - As a subset of education, discussed was the issues faced around funding education. It was noted that many were fortunate to have received partial funding for up to two years of our university degree programs through MNBC. However, not everyone has been successful through this process, and others have experienced other barriers in financing their education. More opportunities for grants, scholarships, and funding that are either Métis-specific or inclusive of all Aboriginal people would be greatly beneficial.

Bringing Elders and Youth Together

In speaking about connecting with their culture and preserving Métis language, the discussions were centered on the need to bring Métis Elders and youth together. There is potential to help out many Elders that may be in need of help around their houses, including chores and daily tasks. Also discussed were the difficulties of connecting with healthy Métis Elders that are willing to share their knowledge of culture and language. Many spoke about providing Elders with opportunities to heal themselves, so that a balance could be found. There are amazing Métis Elders in our communities, but some are spreading themselves too thinly with their many obligations. Acknowledged are the community potlucks and other gatherings for the opportunities to connect, but more opportunities for mentorship programs would be appreciated. Mentorship programs would help to facilitate knowledge transmissions, as Métis youth are eager to learn about the stories, the histories, the language, and other aspects of their culture, in the hopes of passing it on to the future generations. Specifically, many felt these programs should involve outreach initiatives, to seek out youth that are not adequately addressed in their communities.

Cultural Resources

In recognizing their affinity for cultural knowledge, discussed were alternative forms of knowledge transfer; while workshops can be an amazing opportunities to share ideas and knowledge, they are not always accessible to everyone. In this way, online resources can be incredibly practical for a number of age groups.

The youth discussed some amazing projects that can still be used as online resources, such as Learnmichif.com as a language resource. However, limited funding has restricted the upkeep and promotion of these resources; needless to say, many of the youth had not heard of these resources, and the ones that had noted that they are largely outdated. More initiatives that aim to preserve traditional knowledge and networks that can connect youth to other Elders and knowledge holders was expressed by the youth participants.

Health and Wellness

Discussions around health were multi-faceted and encompassed a number of interrelated sub-topics; it is important to remember that Métis people have faced a variety of issues with health, rooted in historical and ongoing efforts of colonization, as well as through other interconnected Indigenous Social Determinants of Health.

I. Access - Access to health care has been an ongoing issue for Métis people and was discussed extensively. There are a number of barriers including the impact of mental wellness, such as the stigmas that result from a lack of understanding of mental health and addictions; financial barriers, which can result particularly through a lack of coverage for prescriptions, dental care, and vision care; and general difficulties in finding a family doctor.

II. Cultural Competency - Many of the participants spoke passionately about the impacts that racism can have on access to health care for Métis people. In looking for ways to help Métis feel more comfortable in accessing health care, many felt that there is an overwhelming need for cultural awareness and relevancy. To have more Métis and other Aboriginal people as practicing health care professionals would assist in addressing this need.

There are many challenges moving down the path of education, and greater supports for Métis students throughout high school and university in preparing them for medical school would be beneficial. There is also the issue of negative stereotypes that label Aboriginal medical students as ‘quota fillers’ and many would like to see some positive change in this area. In addition to increasing the number of Aboriginal practitioners, a higher level of cultural competency amongst non-Aboriginal people in the health care system is necessary.

Mentioned were some of the current training models, such as the Cultural Competency Online Training that is offered through the Provincial Health Services Authority, but also noted that there is very little Métis-specific content. Métis

Access Cultural Competency Physical Activity Traditional Foods

youth have strong and powerful voices and would like to see their people better represented in training so that health care practitioners will have a higher level of understanding when working alongside them.

III. Physical Activity - The importance of staying active in the pursuit and maintenance of wellness was briefly discussed. More opportunities to participate in physical activities, sports, and recreation could greatly benefit Métis youth and their communities. Specifically, some of the youth would like to see Métis drop-in sports, such as volleyball, as well as opportunities for yoga and other wellness activities.

IV. Traditional Foods - We briefly touched on the importance of traditional foods to our people. We particularly discussed issues around access to these foods; in terms of both harvesting and hunting, many of the youth noted that they are not sure what our rights are and what is available (i.e. where to go). We also talked about the importance of learning and understanding the cultural protocols around traditional foods, and would like to be connected with people that can teach us the process.

Overall, we recognize the importance of health, traditional foods, as they are intricately connected to our cultural identity, as well as our health as individuals and as a nation.

Employment

Discussed was the need for access to comprehensive employment services that will aid Métis youth in finding jobs. It can be quite difficult for youth to gain the skills and experience that is needed for successful employment, as well in finding where jobs are available. Some youth noted that it would be helpful to have access to skill-building programs that help prepare youth and young adults for employment. Also, encouragement around employment equity programs and services that will help to ensure that there is Métis representation in the multiple areas of employment is needed. Particularly touched on were some of the initiatives within government that has helped to increase our representation, such as the Aboriginal Youth Internship Program with the Provincial Government. Another participant talked about a Bridging Program that helps students to become involved with work in the federal government; although this program gives preference to Aboriginal applicants, it was also noted that there is a low level of awareness around the program, so they have had very few applicants.

Conclusion

The challenges faced by Métis youth, especially those who are moving to or living in urban areas are myriad in number and complexity. They increasingly face impediments to ‘getting involved’ within their respective communities, and the greater Métis community as a whole. Further obstructions to Métis prosperity are found in a flawed education system which is not only ignorant of Métis history, people, and customs but also lacks proper supports and funding. Yet, many supports are available but are neither clearly visible nor accessible to Métis youth. Such resources are the leadership opportunities found in Métis Elders, who are rich in cultural knowledge and have the potential to fill critically needed leadership roles. There is also great potential found in the power of the internet and other information technologies to allow for a greater dissemination of knowledge of available cultural resources to Métis youth. Furthermore, these same technologies could help educate non- Métis peoples about Métis culture, history, and customs, thus mitigating xenophobia and racism amongst the great Canadian population against Métis people. There also a plethora of obstacles to Métis health and wellness demonstrated for example by a lack of access and participation as healthcare professionals. Lastly, a lack of awareness of, access to, and training for fair and equitable employment is a major impediment to Métis prosperity.