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Investigadores diseñan una herramienta para medir la resiliencia de los refugiados sirios adolescentes

La Vanguardia

Por: La Vanguardia

  • Investigadores de la Universidad de Yale, en Estados Unidos, junto con socios de universidades de Canadá, Jordania y Reino Unido, han desarrollado una herramienta breve y fiable para medir la resiliencia en niños y adolescentes que han sido desplazados por el conflicto en Siria. Más de cinco millones de personas han sido forzadas a huir del conflicto de seis años en Siria y más de 650.000 sirios están ahora reconstruyendo sus vidas en la vecina Jordania.

El restablecimiento de la resistencia en las personas afectadas por la guerra es una prioridad para los trabajadores humanitarios, pero no hay una medida establecida que pueda ayudar a evaluar las fortalezas que los jóvenes de Oriente Próximo tienen en la adversidad, lo cual dificulta la evaluación de la naturaleza de la resiliencia y el seguimiento de los cambios en el tiempo.

Los investigadores, en colaboración con organizaciones humanitarias que trabajan en la frontera sirio-jordana, han diseñado y probado una herramienta culturalmente relevante en inglés y árabe, cuyos resultados se detallan en un artículo publicado este jueves en ‘Child Development’.

«Las organizaciones humanitarias se esfuerzan por aliviar el sufrimiento y también nutren la resiliencia de los refugiados, su capacidad para superar la adversidad –explica la principal autora del estudio, Catherine Panter-Brick, profesora de Antropología y Asuntos Mundiales de la Universidad de Yale–. Si sólo te concentras en lo negativo –el trauma de la gente– entonces te falta la imagen completa. Hemos desarrollado una herramienta para medir con precisión la resiliencia en los jóvenes que hablan árabe. Esta encuesta ayudará a los investigadores y proveedores de servicios a diseñar intervenciones eficaces que refuercen las fortalezas de las personas».

La herramienta es útil para medir rápidamente la resiliencia en las comunidades de refugiados y de acogida. Identifica fortalezas a nivel individual, familiar y cultural, incluyendo así fuentes individuales, interpersonales y colectivas de resiliencia. Pide a los encuestados que califiquen 12 declaraciones, incluyendo «tengo oportunidades de desarrollarme y mejorar para el futuro», «mi familia está a mi lado en tiempos difíciles» y «la educación es importante para mí», en una escala de cinco puntos desde «en absoluto» a «mucho».

En consulta con grupos de jóvenes refugiados sirios y anfitriones jordanos, el equipo de investigación examinó primero la comprensión local de la resiliencia. Luego, adaptaron y tradujeron una herramienta que se ha utilizado con éxito en otras culturas con poblaciones vulnerables –la Medida de Resiliencia del Niño y la Juventud– para hacerla contextualmente relevante para su uso en comunidades de refugiados de habla árabe.

MENOS ESTRÉS A MAYORES NIVELES DE RESILIENCIA

Para probar la herramienta, los investigadores entrevistaron a 603 niños y niñas de 11 a 18 años de edad, incluidos refugiados y no refugiados, que vivían en cinco ciudades cerca de la frontera sirio-jordana. Como era de esperar, encontraron que los niveles más altos de resiliencia se asociaron con menos estrés y menos problemas de salud mental, además de diferencias interesantes en las fuentes de resiliencia dentro de las poblaciones encuestadas.

Los niños y las niñas pusieron un énfasis diferente en la importancia del apoyo familiar, la participación en actividades religiosas y la educación como puerta de entrada al «futuro». Y mientras que los jordanos identificaron modelos de roles como importantes para la resiliencia, los jóvenes refugiados sirios sacaron fuerzas de superar sus experiencias traumáticas, sintiéndose reestablecidos, manteniendo la ambición y creyendo que la educación formal era todavía importante.

Para todos estos jóvenes, la confianza en los lazos familiares fue primordial, más que las relaciones con los compañeros, señalaron los investigadores. «Esta nueva herramienta mide un aspecto importante del bienestar, que examina la fuerza positiva, más que la vulnerabilidad y las dificultades –afirma la coautora Rana Dajani, líder del equipo, en la Universidad Hachemita, en Jordania–. Ayudará a las organizaciones humanitarias a evaluar sus programas para los jóvenes y sus familias».

Fuente: http://www.lavanguardia.com/vida/20170615/423417912094/investigadores-disenan-una-herramienta-para-medir-la-resiliencia-de-los-refugiados-sirios-adolescentes.html

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Canada: Twenty years on from the first book, Harry Potter continues to cast a spell on readers

Noticias

América del Norte/Canadá/Junio del 2017/Noticias/https://theconversation.com/

A couple of weeks ago while at Durham’s Pride Parade, my attention was caught by a teenager carrying a placard which read:

If Harry Potter taught us anything it’s that no one deserves to live in a closet.

A quick Google search revealed that this powerful adage – originally a poster created by The Youth Project, an LGBT charity in Nova Scotia, Canada, and later retweeted by JK Rowling – has been doing the rounds online for a number of years.

And it’s not the only Harry Potter-related slogan to make an appearance at recent marches or protest events. At the worldwide Women’s Marches, which took place in January, there were numerous “Dumbledore’s Army” and “Hermione wouldn’t stand for this!” placards on show.

What these placards remind us of is that two decades on from the publication of Harry Potter and the Philosopher’s Stone, JK Rowling’s novels are about so much more than just witchcraft and wizardry. For many young people, Harry Potter is a familiar, even comforting, frame of reference that can help them to process and understand their experiences. And this is particularly the case in the current context of increasing division and inequality in both the US and Britain.

Revisiting first impressions

Though Hogwarts is clearly a fantastic and fictional setting, the characters experience real life trials and traumas – bereavement, loneliness, persecution, jealousy, unrequited love, guilt, and bullying, to name but a few.

There are also the “stock” characters common to everyone’s school days – the class bully and his goons, the “insufferable know-it-all”, the school jokers, and the sadistic teacher.

Part of the appeal and achievement of the series, though, is the way these characters develop in complexity as Rowling’s readers grow and mature. So that assumptions made about characters upon first reading are challenged and tested by the events and revelations of the later books.

All aboard! Shutterstock

In the first novel, for example, Dumbledore and Snape form the pairing of “good teacher vs bad teacher”. Both are essentially unknowable to the characters and to the reader, who cannot yet see beyond Dumbledore as the all-knowing, twinkly-eyed, grandfatherly character and Snape as the black-eyed, evil-tempered “malevolent bat”.

But as the series progresses, these two characters move through mirror image character arcs. The “good” or even “perfect” Dumbledore is humanised and made relatable as we discover he is racked with guilt and self-blame about his early association with the fearsome dark wizard, Grindelwald and his part in the death of his sister, Ariana.

“Bad” Snape, on the other hand, is rehabilitated and made sympathetic through the back story of his unrequited love for Lily Potter – Harry’s mother – his anguish at her death, and his lifelong mission to atone for the sins of his youth. They are no longer stock heroes or villains but believable characters with complex motivations.

In this way, there is something powerful about literature that compels us to examine and revise our first impressions, assumptions, and opinions. It teaches us to be willing and able to do this in real life, too.

Life lessons from Hogwarts

Before the likes of Harry Potter, 18th and 19th-century children’s literature was intended as instruction: the “good” were rewarded and the “bad” were punished – with “bad” behaviour linked to “bad” character and vice versa.

In contrast, a series like Harry Potter helps today’s young readers to appreciate that the world, and the people in it, are not easy to understand or “sort” in the Hogwartian sense. Gryffindors may be cowardly – think Peter Pettigrew – and Slytherins may be motivated by love rather than by ambition, for example when Narcissa Malfoy chooses to lie to Lord Voldemort about Harry being dead in the seventh novel.

True magic never dies. Shutterstock

A recent study from the University of Cambridge supports the idea that reading and literature can help children to learn about the world and the people around them. It found that:

Reading fiction provides an excellent training for young people in developing and practising empathy and theory of mind. That is, [an] understanding of how other people feel and think.

Or as Hermione would put it, reading fiction helps you not to have “the emotional range of a teaspoon”. And it is this emotional range and empathy, found in books such as Harry Potter, which can help children to navigate the complex and magical world we all share.

An inexhaustible source of magic

But of course, though the world of Hogwarts and Diagon Alley may offer us an escape from our “muggle” existence, theirs is a world as marred by inequality, oppression, and danger as our own.

And in this way, the books create a space where both children and adults can explore and process pressing questions of morality, responsibility, conflict, and trauma at a safe distance.

JK Rowling has said that while she doesn’t believe in the “magic of waving a wand and making things happen”, she does believe in “the magic of imagination and the magic of love”. Let’s add to that another kind of magic that we can all believe in and which continues to be very much part of our lives – and that is the inexhaustible magic of the world of Harry Potter.

Fuente:

https://theconversation.com/twenty-years-on-from-the-first-book-harry-potter-continues-to-cast-a-spell-on-readers-79872

Fuente imagen:

https://lh3.googleusercontent.com/JNBsWwVetSOOr8lOeFJJlL6OXtHzHoqaBD8I5zREurbG33JrJ1oRe6GfFYjciN469b1d=s85

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Canada: Allison Hanes. Rethinking education in Quebec should be our summer project

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Canada/ 27 june, 2017/By: Allison Hanes/Souce: http://montrealgazette.com

School is out for the summer, to the joy of students and teachers across Quebec.

But just before classes wrapped up last week, the Liberal government outlined a sweeping vision for revitalizing the education system. The timing is a bit strange, for something so important. But it gives Quebecers a lot to think about as we head off on vacation.

The new policy framework pledges to deal with everything from Quebec’s stubbornly high drop-out rate and the funding formula for helping students with learning difficulties, to renovating crumbling schools and bringing more technology into the classroom. It is chock full of heart-warming sentiments about setting the conditions for success, learning being a lifelong process, inclusiveness and education being at the heart of “our lives, our families, our communities, our society.”

What it is short on, however, is details of how all these major challenges will be tackled. As the document states, this is a departure point for steps that will be taken over the coming years. The other missing element, of course, is financing. Quebec loosened the purse strings in its last budget, with $3.4 billion more for education and a $1.9-billion youth strategy. But if the government is really serious about making education a priority, it will have to put its money where its mouth is.

The goal is to have 85 per cent of students graduating from high school in Quebec by 2030, up from about 74 per cent now. Quebec’s stubbornly high dropout rate is no small matter. According to the 2017 Quebec budget, there are 160,000 young people ages 15 to 29 who were neither attending school nor working last year. They account for 11 per cent of the youth population. It’s a huge loss of potential, with Quebec’s economy firing on all cylinders and our labour pool shrinking because of an aging population.

It’s also a huge drain on resources. The long-term implications of this terrible problem are staggering: a 2012 study from the Ministry of Labour and Social Solidarity estimated poverty, and all its associated difficulties, costs Quebec $15 billion a year, including $5 billion for social supports. (Yes, that’s billion with a B.)

Perhaps it took looking at education as an economic problem to spur this Liberal government to act. They spent the first two years of their mandate squeezing education, from early childhood to post-secondary, to put Quebec on sound financial footing. But Finance Minister Carlos Leitão just announced a $2.5-billion surplus — 10-times greater than the notoriously cautious economist initially projected.

Johnny-come-lately though it may be, the government’s plan to make education a signature issue heading into the 2018 election should give Quebecers licence to dream big. And the latest budgetary windfall should remove any excuses for not going “all in” when it comes to transforming our education into one of the best in the world, the stated goal.

Fortunately, there is no shortage of ideas worthy of consideration, many of them from beyond the pedagogical experts in academia and policymakers at the education ministry.

The Quebec government has recently woken up to the idea that success in school starts long before kids show up there at five years old. It is rolling out pre-kindergarten classes in disadvantaged areas, announcing 100 more will be set up by September. It also wants to make the transition from daycare to school smoother for young children. This is great.

But it could go further. The Association des centres de la petite enfance, the umbrella group representing Quebec’s publicly subsidized daycare network, held its own roving consultations over the last year and recently recommended making high-quality, universally accessible daycare free for all children from birth. This would require an expansion of CPEs, which the Liberals have sorely neglected, and the abolition of their income-based daycare fees they instituted when they took office in 2014.

In an unusual twist, the government has engaged three celebrities, Ricardo Larrivée, the chef, Pierre Lavoie, the sporting guru, and Pierre Thibault, an architect, to come up with a vision for reinventing Quebec schools. Some unions have grumbled that the well-known trio piloting the Lab-école project, as it’s called, are not experts in education. But their outsider status will hopefully mean their input contains fresh thinking and innovative concepts.

Others have also weighed in with radical proposals. Montreal business executive Mitch Garber recently pitched the idea of paying graduates of Quebec’s public high schools $1,000 upon obtaining their diploma as an incentive to stay in class. Education Minister Sébastien Proulx immediately shot down the suggestion. But some Scandinavian countries pay students to stay in school, and we might need to think outside the box to make progress on this intractable problem.

So our homework this summer is to think about the kind of education system we want in Quebec and how we can achieve it. Some of what’s needed is obvious, like more help for students with behavioural and learning difficulties to take the burden off stressed classroom teachers. Other ideas are simple enough: more physical activity would help young brains as well as bodies. Others will require careful consideration, like bringing more technology into the classroom without sacrificing the critical thinking skills today’s youth will need to thrive in age of automation.

There is no more important challenge for Quebecers than reinvigorating our education system. So while sitting on the dock or chilling at the park: think about it.

ahanes@postmedia.com

Source:

Allison Hanes: Rethinking education in Quebec should be our summer project

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Hunger strike over Canada’s treatment of Indigenous peoples proves valuable education for Queen’s Park visitors

Noticias

Canadá/Junio de 2017/Fuente: Now

Resumen:  El miércoles, 14 de junio, el jefe hereditario de los Pies Negros Davyn Calfchild deja que el fuego ceremonial en frente de su campamento se consuma, poniendo fin a su ayuno de 13 días. Durante casi dos semanas, Calfchild ha acampado a la sombra de la Legislatura de Ontario para llamar la atención sobre las condiciones devastadoras que enfrentan las comunidades indígenas. Apoyado bajo las banderas, junto a la senda, hay una señal hecha a mano que enumera los problemas que el ayuno de Calfchild busca destacar: mujeres y hombres asesinados y desaparecidos, suicidios juveniles en las reservas, víctimas indígenas de la violencia en Thunder Bay y genocidio. Enmarcado en las grietas en la parte superior de una mesa de picnic cerca, uno de los signos de la pizarra dice: «20.000 años en la ‘capilla.»

Under the nose of Edward VII’s horse at Queen’s Park, an array of colourful First Nations flags ripple in the morning breeze.

Swaying among the banners is an upside-down Canada 150 flag and trademark Hudson’s Bay sweater. Neatly printed in thick marker between the trademark horizontal stripes: #Shame150.

On Wednesday, June 14, hereditary Blackfoot Chief Davyn Calfchild lets the ceremonial fire in front of his encampment burn out, ending his 13-day fast. For nearly two weeks, Calfchild has camped in the shadow of the Ontario Legislature to draw attention to the devastating conditions facing Indigenous communities.

Propped up under the flags, next to the footpath, is a handmade sign listing the issues Calfchild’s fast seeks to highlight: murdered and missing women (and men), youth suicides on reserves, Indigenous victims of violence in Thunder Bay and #genocide150. Wedged into the cracks on top of a nearby picnic table, one of the whiteboard signs reads: “20,000 years in the ’hood.”

Calfchild wants it known that the cultural genocide continues in Canada. “Children’s Aid Society has replaced residential schools in taking away Native children and assimilating them,” he says.

Calfchild’s wife, Anishinabe song keeper Cathy Tsong Deh Kwe, has been by her husband’s side throughout the fast.

“In order for us to become more visible, people have to learn more about us. One of the things we have been doing here is educating the public.”

A helmeted cyclist arrives on his bike and empties a bag of firewood onto the pile donated by supporters. He’s told that the fire is burning down but the wood won’t go to waste – one of the fire keepers will take it home. Miigwetch.

John Scully has cycled past Calfchild’s camp every day on his way to work.

Scully, who has worked with Indigenous artists and students, says, “We need to support Indigenous people in their autonomy. They’ve been making decisions for 20,000 years, and we need to stop being the colonizers. We need to stop telling them what to do.

“As Canadians, we are so ignorant of Indigenous issues,” says Scully. “Events like this will help make people aware. I’ve learned a little bit about the process of colonization and about the Two-Row Wampum treaty Davyn was talking about.”

The Two-Row Wampum is a belt made from white and purple beads, the preferred way for First Nations to mark treaties and covenants at the time of first contact.

The treaty, made in 1613 between Dutch settlers and the five nations of the Haudenosaunee (Iroquois), was later extended to include American, British and French settlers and other First Nations. The white beads represent truth, and the two rows of purple beads represent two vessels travelling in parallel: a canoe for the Onkweh:onwhe (original people) and a sailboat for the settlers.

Onondaga Nation Chief Irving Powless Jr. puts the significance of the Two-Row Wampum in context in his 1994 essay:

“As we travel down the road of life together not only with each other, but with the whole circle of life – the animals, the birds, the fish, the water, the plants, the grass, the trees, the stars, the moon and the thunder – we shall live together in peace and harmony, respecting all those elements.

“We shall not pass laws telling you what to do. You shall not pass a law telling me and my people what to do. The Haudenosaunee have never violated this treaty. We have never passed a law telling you how to live. You and your ancestors, on the other hand, have passed laws that continually try to change who I am, what I am and how I shall conduct my spiritual, political and everyday life.”

Calfchild promotes the Two-Row to campsite visitors every chance he gets.

“It’s the key to the future,” he says. “The two nations have to work together side by side, not one dictating to the other.”

John Croutch is an Anishinabe educator who specializes in cultural identity and culinary practices. He’s come down to the park to check in on Calfchild’s fast. He points to the symbols of colonialism all around us.

“This is the original territory of the Wendat and later the Haudenosaunee people,” says Croutch. “What’s been happening here for the last 13 days speaks to the fact that laws were passed to prevent us from living on our land.”

A tour group from the Ministry of Education makes its way to the campsite and stops in front of the flags. Calfchild, surrounded by supporters, welcomes the visitors before he launches into a lecture.

“When it comes to the education in this country – what happened in the residential schools, the 60s scoop, the colonization of our territories, the dishonouring of the treaties, things that need to be renegotiated – it’s the responsibility of Canadian citizens to understand what truly happened to our people and not cover it up.”

The visitors listen quietly, some with their heads bowed.

“We’re not here as enemies; we’re here as your friends. We’re here to help you if you want that help,” Calfchild finishes up. “We have to think about the children and the world we want to leave them. If you can’t be honest in the education system, how can they trust you? How can they trust us? So it’s time for our people and your people to start educating the people properly and start being honest.”

Calfchild thanks the group, and Tsong Deh Kwe announces the protocol for the potlatch celebration that will break the fast. Three community members have joined the fast in solidarity over the last few days.

Before the feasting begins, 81-year-old urban elder and Cree spiritual leader Vern Harper has a few encouraging words for the gathering.

Harper, who experienced a cycle of residential schools and foster homes as a boy, remembers having his mouth washed out with soap as a five-year-old for speaking Cree.

“When we say we’re going to do something, sometimes people will say, ‘I’ll be there in spirit.’ My uncle used to say, ‘Get your ass over there.’  Here I am.” Laughter all around what’s left of the fire.

Harper is the sixth-generation grandson of Big Bear, who fought the last battle between the Cree and the Canadian government in 1885.

“We need to take care of our families and take care of Mother Earth. When we have food, be thankful. I love all of you, and we got to keep struggling, never give up. Don’t be a worrier – be a warrior. Miigwetch.”

Cheers and whoops ring across the park.

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México, EU y Canadá buscan apoyar la educación

Noticias

19 junio 2017/Fuente: Debate

Acuerdan más de 120 rectores de universidades y asociaciones educativas facilitar diálogo para generar proyectos en la materia de movilidad educativa.

Con el respaldo de más de 120 rectores y directores de instituciones de educación superior, asociaciones de universidades de Canadá, Estados Unidos y México, manifestaron su voluntad de abrir espacios y fortalecer proyectos educativos para aumentar la movilidad académica y la formación de profesionales que demanda el crecimiento de los tres países.

Con la participación de más de 120 rectores y directores de instituciones de educación superior y de presidentes de las más importantes asociaciones nacionales de universidades de Canadá, Estados Unidos y México, se realizaron los Diálogos por la Educación Superior.

El secretario general ejecutivo de la Asociación Nacional de Universidades e Instituciones de Educación Superior, Jaime Valls Esponda, propuso que los diálogos se convirtieran en un mecanismo de consulta y concertación a nivel trilateral, que proyecte a la región con una voz consolidada y convergente.

El diálogo, destacó Valls Esponda, comprende una agenda para entender la complejidad para el presente y futuro de nuestras naciones. En ella, sobresale la idea de que la educación no sólo es uno de los motores determinantes del desarrollo, es la clave de los grandes cambios de paradigmas de la cultura humana en medio de las grandes transformaciones políticas, económicas y sociales.

Detalló que la tarea de cooperación, es robustecer y ensanchar las convergencias para trasladar los beneficios de la educación y sus potencialidades a la vida productiva de las tres naciones.

Fuente: https://www.debate.com.mx/mexico/Mexico-EU-y-Canada-buscan-apoyar-la-educacion-20170619-0029.html

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Canada eases entry for foreign researchers

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Canadá/Junio de 2017/Fuente: The Pie News

Resumen: Las universidades han acogido con beneplácito la inclusión de la exención de permiso de trabajo para estancias académicas de hasta 120 días en la estrategia, que también introduce el procesamiento acelerado de visas para algunas profesiones altamente calificadas. Los investigadores extranjeros que trabajen en proyectos en una institución financiadora con fondos públicos o institución de investigación afiliada serán elegibles para una estancia de 120 días en Canadá cada 12 meses. Y las universidades también podrán acceder a un canal de servicio dedicado que apoyará a los empleadores y brindará orientación sobre las solicitudes de visas para los talentos extranjeros.

Universities have welcomed the inclusion of the work permit exemption for academic stays of up to 120 days in the strategy, which also introduces expedited visa processing for some highly skilled professions.

Foreign researchers working on projects at a publicly funded degree-granting institution or affiliated research institution will be eligible for one 120-day stay in Canada every 12 months.

And universities will also be able to access a dedicated service channel that will support employers and provide guidance on visa applications for foreign talent.

“We must ensure that our country has the right people with the right skills so that it can grow”

The Global Skills Strategy, which came into force on June 12, aims to boost the Canadian economy by filling skills gaps with international talent.

“We must ensure that our country has the right people with the right skills so that it can grow,” commented Minister of Innovation, Science, and Economic Development Navdeep Bains.

“Our government will make it easier for companies to bring in highly skilled talent,” he added.

The inclusion of measures to help universities attract international talent demonstrates that “the federal government recognises the important role Canadian universities play in ensuring Canada can compete in the global research and innovation race”, according to Paul Davidson, president of Universities Canada.

“These measures will make Canadian universities even more attractive to the brightest minds in the world, building universities’ capacity to advance knowledge, foster innovation and build prosperity,” he added.

As well as the short term work permit exemption, the Global Skills Strategy aims to make it easier for employers to recruit highly skilled workers in certain fields such as computer engineering.

“Employers that are making plans for job-creating investments in Canada will often need an experienced leader, dynamic researcher or an innovator with unique skills not readily available in Canada to make that investment happen,” said Ahmed Hussen, Minister of Immigration, Refugees and Citizenship.

“The Global Skills Strategy aims to give those employers confidence that when they need to hire from abroad, they’ll have faster, more reliable access to top talent.”

Fuente: https://thepienews.com/news/canada-scraps-work-permits-short-term-research-projects/

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First Nations activist says education is critical for Canada’s next 150 year

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América del Norte/Canada/WATERLOO

Resumen:

Reconciliación suena bien, pero ponerlo a la acción es lo que va a hacer una diferencia real para las comunidades indígenas de Canadá, fue una de las ideas compartidas por Roberta Jamieson, abogado y activista de las primeras naciones, a una multitud en la Universidad de Waterloo lunes por la noche como parte de una conferencia especial.  Jamieson fue la primera mujer Primeras Naciones de ganar un título de abogado en Canadá, quien a pesar de que ha visto una gran cantidad de cambios positivos desde que era una de los cuatro estudiantes indígenas en la universidad, señala que todavía hay un largo camino por recorrer. «Tenemos que demostrar que vivimos en una realidad donde nos apoyamos unos a otros», dijo. Jamieson dijo que la educación es importante no sólo para las comunidades indígenas, pero más aún para los canadienses no indígenas que tienen una visión distorsionada de la historia de este país.

Reconciliation sounds nice, but putting it to action is what will make a real difference for Canada’s indigenous communities, says Roberta Jamieson.

«For the next 150 years, we indigenous people are looking for change,» the lawyer and First Nations activist told a crowd at University of Waterloo Monday night as part of a special convocation lecture.

«This time around, Canadians have the opportunity to become former colonizers.»

Jamieson was the first First Nations woman to earn a law degree in Canada. She has seen a lot of positive change since she was one of only four indigenous students at university, but there is still a long way to go.

«We have to demonstrate that we live in a reality where we support each other,» she said.

Jamieson said education is important not only for indigenous communities, but even more so for non-indigenous Canadians who have a distorted view of this country’s troubling shared history.

Part of the problem is that many aspects of indigenous history are not even talked about, she said.

Like how indigenous people were run out of town at sunset, relegated onto reserves and made wards of the state, she said.

«We were, by law, declared to be non-persons.»

Jamieson said her vision is for an education in which all of us are encouraged and empowered. She outlined three kinds of education that she said Canada should embrace to mend relationships with indigenous communities.

Fuente: https://www.therecord.com/news-story/7370389-first-nations-activist-says-education-is-critical-for-canada-s-next-150-years/

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