{"id":55,"date":"2022-01-26T19:29:46","date_gmt":"2022-01-27T00:29:46","guid":{"rendered":"https:\/\/opentextbc.ca\/workintegratedlearning\/part\/indigenous-peoples-communities-and-cultural-safety\/"},"modified":"2022-12-22T15:34:29","modified_gmt":"2022-12-22T20:34:29","slug":"indigenous-peoples-communities-and-cultural-safety","status":"publish","type":"part","link":"https:\/\/opentextbc.ca\/workintegratedlearning\/part\/indigenous-peoples-communities-and-cultural-safety\/","title":{"raw":"Chapter 4: Indigenous Peoples, Communities, and Cultural Safety","rendered":"Chapter 4: Indigenous Peoples, Communities, and Cultural Safety"},"content":{"raw":"
\r\n

Learning Objectives<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nBy the end of this chapter, the reader will be able to:\r\n
    \r\n \t
  • Discover the Indigenous communities that live in the region where you reside<\/li>\r\n \t
  • Define Indigenous, First Nations, Inuit, and M\u00e9tis<\/li>\r\n \t
  • Define cultural safety and cultural humility<\/li>\r\n \t
  • Reflect on your culture<\/li>\r\n \t
  • Promote truth as well as reconciliation and culturally safe work and school environments<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n
    \r\n

    Terms to Know<\/p>\r\n\r\n<\/header>\r\n

    \r\n
      \r\n \t
    • [pb_glossary id=\"959\"]Indigenous[\/pb_glossary]\u00a0- Is used around the world to describe people with historical ties to territories prior to invasion or colonization that have been deeply impacted by the dominant society (United Nations, 2004). In Canada, Indigenous is used as a collective term for a variety of different groups, including First Nations, M\u00e9tis, and Inuit people.<\/li>\r\n \t
    • [pb_glossary id=\"960\"]M\u00e9tis[\/pb_glossary]\u00a0- Refers to Indigenous peoples whose heritage includes First Nations and European settlers, particularly French, who share a distinct cultural identity.<\/li>\r\n \t
    • [pb_glossary id=\"961\"]Inuit[\/pb_glossary]\u00a0- Refers to Indigenous peoples who inhabit the North and Arctic.<\/li>\r\n \t
    • [pb_glossary id=\"956\"]First Nations[\/pb_glossary] - Used in Canada to describe Indigenous people and groups that are not Inuit and M\u00e9tis. The majority of Indigenous people in British Columbia belong to First Nations.<\/li>\r\n \t
    • [pb_glossary id=\"1019\"]Cultural safety[\/pb_glossary] - \u201can outcome based on respectful engagement that recognizes and strives to address\u00a0 power imbalances inherent in the healthcare system. It results in an environment free of racism and discrimination, where people feel safe when receiving health care\" (FNHA, 2016, p. 5).<\/li>\r\n \t
    • [pb_glossary id=\"957\"]Cultural humility[\/pb_glossary]\u00a0- \u201c[i]s a process of self-reflection to understand personal and systemic biases and to develop and maintain respectful processes and relationships based on mutual trust. Cultural humility involves humbly acknowledging oneself as a learner when it comes to understanding another\u2019s experience\u201d (FNHA, 2016, p. 7).<\/li>\r\n \t
    • [pb_glossary id=\"958\"]Reconciliation[\/pb_glossary] - Taking concrete actions to positively change the relationships and experiences that Indigenous people have with Canadians. It is the process of regaining trust, respect and relationship with Indigenous peoples, communities and Nations.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\nContent Warning:<\/strong> This chapter discusses anti-Indigenous racism, colonialism, and oppression. As a result, it also discusses the horrific impacts of Canadian settler colonialism on Indigenous peoples including genocide, cultural annihilation, language loss, forced displacement, intentional infection, residential schools, incarceration, murder, and abduction. There are also examples of stereotyping and microaggressions against Indigenous peoples described in the case studies.\r\n
      \r\n

      Case Study: Mikaela (She\/Her) learns about the Lheidli T'enneh.<\/p>\r\n\r\n<\/header>\r\n

      \r\n\r\nMikaela just started her work term at Smiles Family Dental in Prince George, BC. She was introduced to the other staff. One of the dental hygienists greeted her by saying \u201cHadih! Si soozi Imeli ts\u2019utni. My name is Imeli.\u201d Mikaela responded warmly, \u201cGreat to meet you! What language was that?\u201d Imeli smiled and said, \u201cThe language you just heard is Dakelh, a dialect of Carrier. Me and my brother are learning it to learn about our culture! I\u2019m from the Lheidli T\u2019enneh territory, right here on the unceded land of Prince George.\u201d Mikaela had been living in Prince George for a year, but after meeting Imeli, realized she didn\u2019t actually know very much about the people indigenous to the land she lived, worked, and played on. As her first day continued, she reflected:\r\n
        \r\n \t
      • Where could she learn more about Lheidli T'enneh?<\/li>\r\n \t
      • What other Indigenous Nations resided in BC?<\/li>\r\n \t
      • How could she be a good ally to Indigenous people in her work placement?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n ","rendered":"
        \n
        \n

        Learning Objectives<\/p>\n<\/header>\n

        \n

        By the end of this chapter, the reader will be able to:<\/p>\n

          \n
        • Discover the Indigenous communities that live in the region where you reside<\/li>\n
        • Define Indigenous, First Nations, Inuit, and M\u00e9tis<\/li>\n
        • Define cultural safety and cultural humility<\/li>\n
        • Reflect on your culture<\/li>\n
        • Promote truth as well as reconciliation and culturally safe work and school environments<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
          \n
          \n

          Terms to Know<\/p>\n<\/header>\n

          \n
            \n
          • Indigenous\u00a0– Is used around the world to describe people with historical ties to territories prior to invasion or colonization that have been deeply impacted by the dominant society (United Nations, 2004). In Canada, Indigenous is used as a collective term for a variety of different groups, including First Nations, M\u00e9tis, and Inuit people.<\/li>\n
          • M\u00e9tis\u00a0– Refers to Indigenous peoples whose heritage includes First Nations and European settlers, particularly French, who share a distinct cultural identity.<\/li>\n
          • Inuit\u00a0– Refers to Indigenous peoples who inhabit the North and Arctic.<\/li>\n
          • First Nations – Used in Canada to describe Indigenous people and groups that are not Inuit and M\u00e9tis. The majority of Indigenous people in British Columbia belong to First Nations.<\/li>\n
          • Cultural safety – \u201can outcome based on respectful engagement that recognizes and strives to address\u00a0 power imbalances inherent in the healthcare system. It results in an environment free of racism and discrimination, where people feel safe when receiving health care” (FNHA, 2016, p. 5).<\/li>\n
          • Cultural humility\u00a0– \u201c[i]s a process of self-reflection to understand personal and systemic biases and to develop and maintain respectful processes and relationships based on mutual trust. Cultural humility involves humbly acknowledging oneself as a learner when it comes to understanding another\u2019s experience\u201d (FNHA, 2016, p. 7).<\/li>\n
          • Reconciliation – Taking concrete actions to positively change the relationships and experiences that Indigenous people have with Canadians. It is the process of regaining trust, respect and relationship with Indigenous peoples, communities and Nations.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

            Content Warning:<\/strong> This chapter discusses anti-Indigenous racism, colonialism, and oppression. As a result, it also discusses the horrific impacts of Canadian settler colonialism on Indigenous peoples including genocide, cultural annihilation, language loss, forced displacement, intentional infection, residential schools, incarceration, murder, and abduction. There are also examples of stereotyping and microaggressions against Indigenous peoples described in the case studies.<\/p>\n

            \n
            \n

            Case Study: Mikaela (She\/Her) learns about the Lheidli T’enneh.<\/p>\n<\/header>\n

            \n

            Mikaela just started her work term at Smiles Family Dental in Prince George, BC. She was introduced to the other staff. One of the dental hygienists greeted her by saying \u201cHadih! Si soozi Imeli ts\u2019utni. My name is Imeli.\u201d Mikaela responded warmly, \u201cGreat to meet you! What language was that?\u201d Imeli smiled and said, \u201cThe language you just heard is Dakelh, a dialect of Carrier. Me and my brother are learning it to learn about our culture! I\u2019m from the Lheidli T\u2019enneh territory, right here on the unceded land of Prince George.\u201d Mikaela had been living in Prince George for a year, but after meeting Imeli, realized she didn\u2019t actually know very much about the people indigenous to the land she lived, worked, and played on. As her first day continued, she reflected:<\/p>\n

              \n
            • Where could she learn more about Lheidli T’enneh?<\/li>\n
            • What other Indigenous Nations resided in BC?<\/li>\n
            • How could she be a good ally to Indigenous people in her work placement?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

               <\/p>\n

              definition<\/span>