On the Land Round Table Report
Transcription
On the Land Round Table Report
NWT ON THE LAND ROUND TABLE FINAL REPORT April 2016 EXECUTIVE SUMMARY On Thursday, February 25, 2016, the NWT Recreation and Parks Association (NWTRPA) hosted a round table of on the land (OTL) leaders in Yellowknife. Twenty-six people representing each of the regions in the NWT gathered at the Yellowknife Ski Club to talk about the rewards and challenges of delivering on the land programming and to identify concrete actions to support on the land leaders. The round table grew out of the On the Land Funders Collaborative Workshop spearheaded by Tides Canada in the fall of 2014. Concerned that the non-funding related observations and suggestions that emerged during the Collaborative Workshop might be lost, the NWTRPA offered to host a round table for OTL coordinators and practitioners to continue the conversations begun in 2014. Invitations were extended to individuals from across the territory working in land-based programming (broadly understood) for schools, cultural institutions, First Nations, community governments, non-profit organizations, and the territorial government. At the most basic level, the round table was an opportunity for people working in landbased education, broadly conceived, to meet face-to-face, in many cases for the first time, and to learn more about other programs and activities happening around the territory. The round table was also an opportunity to identify and address non-fundingrelated barriers to delivering culturally relevant, meaningful, and safe on the land programming. Participants identified four broad categories of challenges: Capacity referred to human and material resources; Commitment included both institutional and individual commitments to supporting and participating in on the land programs; Outcomes captured the challenges OTL leaders face in developing and evaluating meaningful programs, but also in communicating their successes to funders; and Safety highlighted the barriers to developing programs that are physically and emotionally safe, while still challenging participants. Participants developed a rich suite of possible solutions to each of the challenges identified during the brainstorm. Here again, there were common themes in the solutions, many related to working collaboratively. While a number of actions were identified as priorities for the group, the call heard most consistently was for a network of on the land leaders. Not only will a network create a space for sharing resources and best practices, but it can also serve as the foundation for other priorities such as training, advocacy, research, and resource development. 1 TABLE OF CONTENTS Executive Summary 1 Background 3 Getting Started 4 Creative Solution Café 5 Capacity Commitment Outcomes Safety 6 9 13 16 Walk and Talk/Snowshoe Circle 18 Moving Forward 20 Sharing Resources Tapping into Local Resources Training Bringing Language and Land Together 20 20 21 22 Conclusions and Next Steps 23 Appendix A: Participants 24 This report was prepared by: Please direct questions to: Jess Dunkin On the Land Programs Consultant [email protected] 867.669.8376 2 BACKGROUND In 2014, Tides Canada hosted an On the Land Funders Collaborative Workshop that brought together stakeholders in land-based programming and education to “brainstorm and discuss how support for on the land programs in the NWT could be enhanced and strengthened.” While much of the discussion centred on fundingrelated barriers, the meeting highlighted other areas for improvement including, but not limited to communication, collaboration, and capacity. In the interest of continuing this conversation, the NWTRPA offered to host a round table for OTL coordinators and practitioners to measure progress since the Funders Collaborative meeting and to highlight areas for future work. While the NWTRPA served as the lead organization, an advisory committee was assembled to guide the planning process. Steve Ellis (Tides Canada), Erin Freeland-Ballantyne (Dechinta), Jill Gilday (Northern Youth Leadership), Jess Dunkin (NWTRPA), and Geoff Ray (NWTRPA) all contributed to the development of the program and the invitation list. Invitations were extended to individuals from across the territory working in land-based programming (broadly understood) for schools, cultural institutions, First Nations, community governments, non-profit organizations, and the territorial government. A list of participants can be found in Appendix A. On Thursday, February 25, 2016, 26 participants representing 21 different organizations gathered at the Yellowknife Ski Club to talk about the rewards and challenges of delivering on the land programming, and to identify concrete actions that will support on the land leaders. This report seeks to capture the day’s conversations and to map a way forward for this nascent network of on the land leaders. 3 GETTING STARTED Jess Dunkin opened the round table by offering words of welcome and a brief overview of the motivations for bringing together on the land (OTL) leaders in this way. Chief Gerry Antoine of Liidlii Kue First Nation offered further words of welcome and a prayer song. Facilitator Lois Little then asked the participants to introduce themselves and to share their motivations for leading and/or participating in OTL programs. The following is the list of motivations generated during the opening circle: Identity – a Dene person is of the land Belonging Connecting language and land and history Culture-based education = success The land feeds us in all ways The land is the root of education for all OTL education is transformative, if we can create safe and strong spaces Environmental stewardship and conservation Valuable base for education (not always recognized by formal education) Being on the land lifts spirits Kids feel valued In times of climate change, we need to connect with the land Land stewardship – the land has power Unique source of knowledge Part of northern life Way of life is under threat Conservation economy Filling gaps not addressed in the home – growing healthy children Able to be “my best self” Empower youth and make connections with elders Find “true self” Learn healthy family roles Longer stays (e.g. Tundra Science Camp) = rich learning Skills development (e.g. Ranger training) Connect values, culture, and land to sustain culture and produce good values and ethics Wellness and well-being Good citizens give back to society Decolonization, reconnection, and political consciousness 4 CREATIVE SOLUTION CAFÉ Following introductions and a brief coffee break, the group reconvened to brainstorm responses to the following question: Funding aside, what are the most important challenges you face in delivering culturally relevant, meaningful, and safe on the land programming in your community/region? Participants’ contributions were grouped into four categories (Capacity; Commitment; Outcomes; and Safety), which formed the basis for the discussion in the next session, titled the “Creative Solution Café.” In this session participants had the opportunity to begin the process of creatively collaborating to address challenges identified in the first session using a modified World Café Model. Four facilitators (Lois, Jess, Geoff, and Karen) were positioned at tables around the room with one of the categories of “challenges” identified during the brainstorm. Participants circulated randomly, spending approximately 15 minutes at each table. Following on our intention to avoid discussions of funding and also our desire to be realistic in our planning, participants were encouraged to develop solutions that were low cost and/or made use of existing resources and relationships. (Photo: NWTRPA) 5 A. Capacity The larger group identified a number of challenges related to capacity. They were: Cultural inclusion Cultural experts may change Cultural experts have inadequate training Lack of community interest in Pleasure Craft Operators Card (PCOC) training or a sense that it may not be needed due to existing skills Safety issues (e.g. people don’t always wear life jackets) Lack of access to appropriate transportation to get on the land Resource people/policies require criminal record checks, which can limit locally qualified people being hired Having enough staff to handle all aspects, deliver SAFE programs, and avoid staff burnout Appropriate infrastructure for winter gatherings for large groups Limited network and available land Lack of OTL programs for urban youth Lack of equipment to run programs Managing OTL language instruction (how? who?) Human capacity, e.g. I am the only land-based staff in my office Visitors to this table identified a number of possible solutions to these challenges. These have been grouped thematically. Develop relevant programming that is rooted in the local community and connected to the land Understand community needs first o Supplement community needs and match resources Regional perspectives need to be respected - no one size-fits all approach o Programming should also be community and family specific Aim for consistency/long-term sustainability Follow local protocols Design OTL programs tied to seasons and people with expertise Work with families and use existing infrastructure/camps o Improves sustainability Be intentional about developing on the land leaders Think about how to grow Northern experts in a holistic way 6 o Decolonize so that experts think of themselves as experts Recognize and appreciate skills, but not in a token way o Create safe spaces, in which everyone is a teacher o Recognize the risk of burnout Clarify and share expectations among all parties involved Train the trainer within the framework of on the land leadership expectations Craft messages to give value to OTL skills/knowledge and include role models Value OTL skills/knowledge as the foundation of a new economic sector (knowledge economy) that celebrates Northerners’ innovation Support existing OTL leaders and staff Be clear about roles, responsibilities, and expectations o Important to ensure all of the work isn’t on one person o Separate administrative duties from program delivery or family/group host experience Establish a network for program organizers o Someone with expertise should be responsible for the network (e.g. NWTRPA as the OTL connector) o Online networking Develop an inventory of resource people Provide training for OTL leaders (e.g. how to cope with mental health issues in isolated settings, first aid) o Pay for training as a way to lengthen often short-term OTL jobs o Move away from the ‘certification model’ and create new ways of recognizing skills and knowledge Consider mixed models of employment (e.g. seconded employees) Mentoring for facilitators that recognizes different ways of working Develop partnerships Breakdown silos and coordinate programs Share resources Partnerships can make training more accessible, especially for small organizations Recognize, celebrate, and learn from successful programs Deh Gah School is a model for all schools (e.g. listen to the community and engender political will) There were ancillary conversations that happened as participants discussed capacity. First, they observed that OTL activities can be approached as a program with all the 7 attendant standards, rules, etc. OR as an experience that is part of the daily life of a family/individual/group, in which case activities are those set out by the host. If we think about OTL following the second model, “training,” in the Western sense of the word, needs to be re-examined. Trying to insert OTL practitioners into a premade program can create difficulties, be patronizing, and perhaps does a disservice especially if culture-based, language-rich experiences are the objective. In differentiating OTL programming and OTL experiences, there are different opportunities and challenges. But either way, it is clear that intent is the best way to deal with them and with capacity issues. Second, participants explored how OTL activities are a way to grow a “knowledge economy” in the NWT, through the valuing of OTL skills/knowledge and moving people with these skills into expert positions whether it is in the tourism industry, education system, forestry, water management, etc. This is part of the reasoning behind the Tłı̨chǫ Wilderness Skills Program and Dechinta’s work. 8 Sophie Williah (Photo: NWTRPA) B. Commitment The first group of participants to visit this table observed two different kinds of commitment in the challenges identified during the brainstorm, individual and institutional. Challenges related to institutional commitment included governments, both territorial and community, developing policies and allocating funds to support OTL programs and educational administrators seeing the value in land-based programs and organizing their schedules and funds accordingly. Individual commitment, meanwhile, was related to personal realities such as livelihoods, limited experience, and a lack of interest that might result in a failure to participate in or a decision to quit a program. Institutional The problem of institutional commitment centred on the question of how do we convince those in positions of power at all levels of government across the territory, from MLAs to top-level bureaucrats to educational administrators to community leaders, to truly value and invest in land-based programs. The first step toward addressing this challenge seemed to be to stop working in isolation, to create a network or coalition of OTL leaders. At the most basic level, this group could share resources and experiences, which in some cases could help individuals to make the case for OTL programs in their home organizations. A website was suggested that featured information about who is working in this field, what kinds of programs exist, available work opportunities, and resources. However, given the need for advocacy, a more developed network was advised that could compile and disseminate research and lobby governments for increased support for OTL activities. The question of how to sustain a network was briefly discussed. Daniel T’Seleie, a founding member of Dene Nahjo, an Indigenous leadership collective with members across the territory, shared that one of the keys to that organization’s success is having a paid staff member who is able to coordinate meetings and network initiatives. A network can engender varying levels of engagement from a loosely associated group that shares resources through an online portal to a set of individuals that makes faceto-face meetings a priority to a group that works more closely together on specific projects. Should advocacy become a priority of this network, and there were some who felt that it should be, there will need to be a greater degree of engagement and also consensus. 9 A key challenge to swaying government and public opinion on the subject of OTL programs is a lack of hard and fast evidence. We know as individuals and OTL leaders through our experiences that land-based education is powerful and transformative. The question is how to translate what we see in our programming to language and metrics that will satisfy decision makers and funders. Some participants observed that while there is lots of research showing that the classroom model of education is failing students, there is not the same wealth of research available about OTL programs. This is a gap that the network could fulfill, especially through collaborative work. Individual One of the first challenges identified was how do we let people know that our programs exist. Dechinta uses their alumni networks to spread the word about their programs. Another participant suggested taking advantage of GNWT wellness fairs. Second, how do we attract participants? In terms of “enticing participants,” café participants observed that OTL leaders need to create programs that are relevant. This involves working with youth, families, and elders in advance to identify their goals. One participant noted the importance of developing programs that work with existing skills, knowledge, and resources. In other words, leaders should fit the program to the people, not the other way around. Evaluation tools can also help us to know if our programs are working and meeting participants’ needs. Dechinta uses an intensive interview-based evaluation model to ensure that its programs are relevant. Students participate in three long-form one-onone interviews over the course of their semester: intake, midpoint, and exit. They also take part in daily community governance circles while on site to ensure that the program is meeting their needs. Finally, Dechinta staff engage in informal follow-ups. These varied evaluation tools allow for both daily changes to the program and more long-term program development. In addition to developing relevant programming, we must ensure that our programs are accessible. For example, recognizing that it is impractical for potential participants to leave children behind in their communities for a semester, Dechinta welcomes students with families and provides child-centred activities on site (KidsU). Likewise, Northern Youth provides participants with the appropriate gear because not all youth have the necessary equipment to participate in a week-long canoe trip or land camp. 10 Both Erin Freeland-Ballantyne (Dechinta) and Jill Gilday (Northern Youth) spoke about the time it takes to get program participants from the point of expressing interest in a program to showing up. Freeland-Ballantyne estimated approximately 40 hours is devoted to providing one-on-one support through phone calls, emails, and community visits. A significant part of this process is about building confidence. In the case of participants, it is the confidence that they have the capacity to participate and succeed. In the case of youth, it refers to building confidence in the program itself. In other words, OTL leaders need to inform and reassure parents and guardians that their children will be safe and secure. This relates to another challenge that faces individuals working in the education system, the belief on the part of parents that land-based education isn’t real education and that scholastic success depends on sitting at a desk in a classroom for 6 hours every day. How can OTL leaders convince parents that OTL is real education? Greta Sittichinli (Beaufort Delta District Educational Council) has observed the success of children telling their stories to parents. At schools in her home region, show and tell events where children shared photos and stories of their experiences at land camps have been important in changing parental attitudes towards OTL programming. This issue of convincing parents that OTL programs are truly educational brings us back to the larger question of communicating to territorial and community leaders, education officials, university administrators, and the public at large the value of OTL programs. One of the groups noted that in some cases livelihoods prevented or limited participation in OTL programs. For example, employment in the resource sector is a barrier to taking part in community-based OTL programs because workers are on a strict schedule. Round table participants noted the need for OTL-related jobs. This would require investing in training for community members and then hiring them to programs. Having recently reviewed a number of Impact Benefit Agreements (IBAs), Sean Magee (Nihat’Ni Dene, Lutsel K’e) observed that training programs included in these documents focused on resource extraction, which reinforce community and individual dependence on extractive industries. What if, Sean wondered, corporations were required to support OTL training, which in turn could support individual livelihoods and traditional economies? 11 Some of the round table participants have struggled with having contracted workers show up to OTL programs. One solution proposed by Dahti Tsetso (Dehcho First Nations) is to contract community governments to assist with the program logistics (i.e. service agreements to hire cooks, elders, provide camp preparation and maintenance). This is an approach that has worked effectively when organizing programming in the Dehcho region. Both the regional and community offices benefit from this arrangement; as the service needs of the program are met at the local level, it enables short-term community employment and allows the community office to generate some revenue. (Photo: NWTRPA) 12 C. Outcomes This table focused on measuring OTL project outcomes, sharing OTL program experiences, and building the case for increased recognition and support of the value that OTL programs provide. Specifically, this table addressed three questions: 1. How do schools assess learning outcomes with OTL programs? Need to persuade the Department of Education, Culture, and Employment (ECE) to quantify what is happening at Deh Gah School. Great programs and learning taking place, but this is not being shared as widely as it should be. ECE and District Education Councils need to invest in local successes rather than southern experiences at teacher in-services Develop and use case studies Create an OTL skill-set that students need to demonstrate in order to gain credit (e.g. setting camp). Links to multiple learning outcomes can be made depending on the skill set (languages, math, sciences, northern studies, etc.). Old Crow, YT, has resources to help define learning activities and outcomes Old Crow, YT, also has a program to help students return to the community after high school (students attend high school in Whitehorse and often don’t return to the community after graduation). Students can attend school in Old Crow until grade 9 and then spend grade 10 participating in school-run OTL programs and then complete high school in Whitehorse. This approach is having a positive impact on retention and could be looked at as an example for our programs. Sachs Harbour, NT, is also using OTL programs to keep students in the community Need to be creative to meet curriculum objectives with OTL programs OTL programs/activities have strong links to Math and English Language Arts (ELA) curriculum objectives Ask kids (and other program participants) to self-evaluate Ask kids to tell their own stories through journals, story-writing, demonstrations, videos, etc. Make links between CALM (Career and Life Management) hours and OTL programs Influence educators to value OTL programs with school credits 2. How do we share and learn about what is working and what is not? We need to follow-up on this workshop and build momentum for our collective work with OTL programs. 13 We should strive to have regular and frequent connection between programs. There needs to be shared accountability to each other. Create network between program leaders – the challenge is how to do this? It is difficult to talk openly about program challenges and failures without risking funding and participant enrolment We need to start thinking about and framing challenges/failures as opportunities to improve or build programs Create a process to share program resources, knowledge, and plans Develop strategic and business plan process and templates to help OTL programs Create mentorship opportunities so that OTL leaders can learn about planning from each other Create post-program de-briefing templates so that leaders can document what they learned from each program Create training and supports for program planning, goal-setting, and administration Create a website of best practices and resources Create a directory of OTL programs and leaders Create opportunities for OTL programs to partner with each other so they can share resources (including funding) and learn from each other Use storytelling to share program successes, challenges, and failures It is important to identify challenges as often other programs have solutions! Can be done through informal conversations, private websites, and regular conferences/meetings. 3. How do we deliver on all the many outcomes that we promise funders? This discussion started with the question of how do OTL programs demonstrate their success to governments/funders and shifted to a discussion about how OTL leaders can influence funders and government (both as a funder and a public policy-maker) to value and support OTL programs. The feeling among participants was that governments and funders are not recognizing the value of OTL programs and through policy and funding requirements are negatively shifting programs away from their desired program goals. 14 We need to influence funder/ECE goals to better align with the goals of OTL projects that are successful. Funders should value good work and not push programs to change what is working to match funder requirements. Need to create stronger political support for the value of OTL programs We can work together to create strength in numbers to mobilize change We need to translate OTL programs and experiences for government and funders Need to advocate for OTL priorities, values, and outcomes Conduct research on the long-term impacts of OTL programs (e.g. How do people describe the longer-term impacts of their OTL program experiences?) Need to study (and influence) government priorities and find the links with OTL programs Work with funders to make the connection between what is happening out on the land and funder criteria Work with funders so that they value (with their $) Dene knowledge and traditions Recognize that Dene families have infrastructure (camps and equipment) and knowledge that funders and programs can access. Build on what some families are already doing Define what an OTL program is and what the benefits are Get away from talking about OTL programs and activities and move towards outcomes. Activities change from program to program (and even within one program) but the outcomes remain the same. Funders should support the outcomes and not care too much about the activities. Create links between OTL programs and job skills 15 (Photo: Amy Lusk) D. Safety The groups who visited this table identified a wide range of safety concerns. They included: No Emergency Medical Service (EMS) for OTL activities, e.g. Medevac service Lots of concern around how to manage risk Liability – so much risk management that learning opportunities are compromised Difficulties in creating safe spaces, especially for women and mothers Forced to organize under confines of colonial borders Climate change is messing everything up Participants identified a centralized resource centre for all things safety related as a key priority. A resource centre would allow groups looking to develop OTL programs to build on existing work, rather than reinventing the wheel. Ideally, any resources shared would be flexible enough to be adapted to a specific OTL program/camp. In order to meet legislative expectations around risk and safety, all levels of government must be supportive of the resource centre and what it provides. Some things that could be shared through a resource centre include: NWT standards for OTL camps Mental health plan Sample risk management plan Listing of training courses (e.g. first aid and lifesaving) and how to access the training Sample safety plans (e.g. who to call if group is late returning or EMS required) o May include registering trip with RCMP Environmental assessment protocols (procedures to protect the environment and ideas on reducing the impact of OTL programs) o May include waste management systems Resources for briefing program participants and sharing info with parents o Site orientation and safety training as soon as people arrive – “What if” scenarios like fire drills o Nightly meetings at camp with all ‘staff’ (elders, volunteers, hosts, staff, organizers, etc.) to check in on how participants are doing. Is everyone participating? Does anyone need to be watched? Incident response tools (e.g. If an incident happens, how to debrief it and avoid similar issues in future) 16 Ways to provide/accommodate childcare so you can have greater participation Suggestions on how to work with land owners/hosts to learn their protocols and safety solutions (local knowledge) o Also includes using local knowledge to respect sacred sites Visitors to this table identified a tension between ensuring participants are safe and eliminating risk to the point that participants do not learn and grow from the experience. Participants discussed heightening perceived risk, but reducing actual danger because often times, the best learning comes when the limits are being pushed. The group noted that vulnerable sector screening is important to ensuring the safety of OTL program participants (vulnerable sector checks verify if an individual has a record suspension for sex offences). However, it could also limit participation from potential leaders or resource people. Round table participants suggested that if a person wishes to support a program that would not pass a vulnerable sector check, they could be partnered with someone. Further to this, a healing plan could be developed to support this individual as they work through their issues. Addressing lateral violence within OTL programs is another important aspect of ensuring the safety and security of participants. Lateral violence consists of a set of harmful practices from gossiping and bullying to physical violence that members of oppressed groups engage in against each other as a result of marginalization. It is often referred to as “internalized colonialism.” Round table participants identified a number of possible solutions to addressing lateral violence in OTL programs: establishing guidelines and rules for respect/trust with the whole group; using group discussion to establish community norms to which all members are accountable; and establishing protocols for how issues will be addressed and when/how you will remove an individual if behaviour does not change. 17 WALK AND TALK/ SNOWSHOE CIRCLE The morning’s sessions focused on capturing the challenges facing OTL leaders and generating a host of possible solutions. In the afternoon, our intention was to begin to narrow our focus in order to develop a handful of the solutions identified in the morning that can become priorities for this group. The first afternoon session found participants out on the trails, travelling by snowshoe from the chalet to the lookout and back. We instituted this “walk and talk” for two reasons: one, as a gathering of OTL leaders, we thought it was important to have an OTL activity, however small; and two, as walking increases our creativity, we thought it might be beneficial to take our thinking out on the trail. At the start of the snowshoe, participants were asked to find a conversation buddy with whom to share the first half of the walk, ideally someone they hadn’t worked with before. They were encouraged to spend the first half of the walk fleshing out one of the solutions identified in the morning that they felt was important. When we reached the lookout, the participants were asked to find a different conversation buddy for the second half of the walk and discuss a different potential solution. Not everyone stuck to the assignment, but at the very least, it was an additional opportunity for participants to “network.” After the snowshoe, the participants returned to the round table to report on their walks. Specifically, they were asked to share a solution with the group that that they had developed with their conversation partner. These were recorded. Then the group was supplied with dots to identify their top three priority solutions in anticipation of the day’s final session, which was devoted to fleshing out four priority solutions. Perhaps because people were tired, perhaps because of poor communication, these last two sessions didn’t go quite as expected. The intention was to identify three of four concrete activities that could inform future work amongst those present. However, a number of the activities identified were perhaps best understood as general guidelines for all OTL programming (such as prioritizing local knowledge and engaging elders and families), rather than activity priorities for a group of OTL leaders. Nevertheless, some key themes and objectives for the group emerged. 18 The priorities identified by the group in this order were: Sharing resources Tapping into local knowledge Training - Train the trainer (how to teach); Land-based skills certification program Bringing land and language together Working group to advocate/address big issues (e.g. policy barriers) Promote benefits of OTL to funders, family, youth, education system Build relationships with families as the basis of programs Collaborate on evidence-based research on OTL programs Network of OTL practitioners Risk management Needs assessment of OTL programs (Photo: NWTRPA) 19 MOVING FORWARD In this final session, the group broke up into smaller groups to develop action plans for the top four priorities. Given the limited time and the size of the task, these are best understood as works in progress. Sharing Resources Action Plan What? Sharing contact information for round table participants Central hub Website with resources/best practices/community contacts Job or message board with opportunities/needs/trainers/skills on offer Blog for telling our stories (Semi-)annual network meeting Reach out to communities/elders How? Needs a staff person dedicated to this (RPA?) Working group with other initiatives/organizations (e.g. Funders Collaborative; Dene Nahjo; Municipal and Community Affairs; Health and Social Services; Education, Culture, and Employment) When? Jess to circulate contact information after meeting Jess to meet with OTL Funders Collaborative to discuss network options in April Tapping Into Local Resources Action Plan What? Recognizing, acknowledging, and enhancing the involvement of local knowledge Why? It exists, it needs to be the basis of being on the land How? Working with resource people so that they are able to teach 20 Building relationships (i.e. Elders - resource-based, understand protocol processes) Also the land Hands-on approach, as well as with observational processes Resource list, community to be involved with identifying people Who? Everyone Those who would like to be part of this process Those who would like to facilitate this process Community resource people that would like to be part of this and who are available When? Long before you start the planning process Always continue to follow up and update the relationship Training Action Plan What? Train the trainer - Help experts become teachers 1. Hard Skills – Teach participants how to learn from elders/experts; Facilitate the passage/transfer of knowledge 2. Soft skills – Teach elders/experts how to deliver knowledge 3. Train facilitators to facilitate the transfer of knowledge; create a bridge between elders and youth. Why? Stop loss of culture How? Tap into Truth and Reconciliation Commission (TRC) mandate/other existing programs Deliver facilitation training Source curriculum ideas…“gaps” to focus on Develop/compile key competencies How do we retain people (or create a database) 21 Who? Community leaders Teachers Young people/elders “Working Group” (Identify key OTL community members) Bringing Land and Language Together Action Plan What? Create a how-to guide to create conditions to introduce language instruction (activities, space, etc.) to OTL programs How? Video resources (website) Exemplars Wiki Methodology Workshop (e.g. Mentor-Apprentice Program [MAP]) Who? Sean Magee offered to build a website. Suggestion that he wait until we see who else might be able to host such information. NWTRPA to initiate connecting people to find out who is doing language instruction in OTL programming 22 (Photo: NWTRPA) CONCLUSIONS/NEXT STEPS An evaluation form was circulated to participants after the round table. The majority of respondents cited the opportunity to meet with others working in OTL programming as the most valuable part of the workshop. They also expressed a desire for a network of OTL leaders. In the wake of the round table, an OTL leaders network seems an important first step in supporting OTL programs in the NWT. Not only will it provide an opportunity for sharing resources and best practices, but it can also serve as the foundation for ancillary work such as advocacy, research, and resource development. A network requires an organization/individual to take responsibility for its functioning. There seemed to be a general consensus that the NWTRPA was well-suited to take on this role given that they are a non-profit with a history in the field and a mandate to “promote the inclusion of recreation and parks as key to our way of life...by supporting leaders, communities and partners through training, advocacy and networking.” With that in mind, the On the Land Programs Consultant at the NWTRPA, Jess Dunkin, has begun work on building the infrastructure for a network. As the network takes shape, we will work toward meeting other goals and priorities set out during the meeting. Based on the round table discussions, the current priorities are: 1. Develop an on the land leaders network: a. Circulate updates about ongoing work quarterly in a newsletter. b. Arrange a second face-to-face meeting of on the land leaders, perhaps in conjunction with the NWTRPA conference in Yellowknife scheduled for September 27-29. 2. Create an online hub for sharing resources and best practices: a. Meet with Funders Collaborative to discuss digital collaboration. b. Reach out to OTL to amass resources. 3. Work to raise the profile and communicate the successes of on the land programs. 4. Pull together a training working group to develop/support an OTL leadership training program that focuses on local knowledge and expertise. 5. Begin work on advocacy priorities: a. Risk management; b. Linking language and land. 23 APPENDIX A: PARTICIPANTS Name Organization Chris Carthew Deputy Commanding Officer, First Canadian Ranger Patrol Group Cindy Caisse YKDFN Dahti Tsetso Resource Management Coordinator, Dehcho First Nations Daniel T’Seleie Sahtu Youth Network Coordinator Douglas Dillon Aboriginal Tourism Development Officer, ITI Erin FreelandBallantyne Dean, Dechinta Bush University Geoff Ray Executive Director, NWTRPA Gerry Antoine Chief, Liidlii Kue First Nation Greta Sittichinli Assistant Superintendent, Beaufort-Delta Educational Council Iris Catholique Project Director, Dene Nahjo Jennie Vandermeer Environmental Impacts Analyst, ENR Jess Dunkin On the Land Programs Consultant, NWTRPA Jill Gilday Project Director, Northern Youth Leadership Mandee McDonald Program Director, Dechinta Bush University Mike Mitchell Curator of Education and Public Programs, PWNHC Nicole Garbutt Director, Camp Connections Paul Cressman Program Development Officer, Tlicho Government Roger Vail Teacher, PWK High School Scott McQueen ENR, Traditional Economy Coordinator Sean Magee Nihat’Ni Dene (Lutsel K’e Rangers Program) Steve Ellis Northern Canada Program Lead, Tides Canada Tammy Roberts Executive Director, Foster Family Coalition Tasha Stephenson Tundra Science Camp 24 Tee Lim Conservation Coordinator, CPAWS Thomsen D'Hont Research Assistant, Institute for Circumpolar Health Research Waheed Al Mahdy First Canadian Ranger Patrol Group Round Table Participants (Photo: NWTRPA) 25