Category: Blog: Miscellaneous

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In 2021, September 30th officially became the National Day for Truth and Reconciliation in Canada and became a day to remember those who have been and continue to be harmed by the impacts of residential schools. This blog explores the history and significance residential schools have had, and continue to have on Indigenous Peoples, and ways for individuals to participate in the ongoing healing and reconciliation process that is the focus of the National Day for Truth and Reconciliation. 

By Mariska Konnik, ESPC Volunteer

In June of 2021, the Government of Canada passed Bill C-5 which established September 30th to be a federal statutory holiday, known as the National Day for Truth and Reconciliation. (1) This was done as a response to the Truth and Reconciliation Commission’s Call to Action which “call[s] upon the federal government, in collaboration with Aboriginal Peoples, to establish, as a statutory holiday, a National Day for Truth and Reconciliation to honor Survivors, their families, and communities, and ensure that public commemoration of the history and legacy of residential schools remains a vital component of the reconciliation process.” (2) The National Day for Truth and Reconciliation honors the Survivors, as well as the children who never returned home from residential schools. (3) Recognizing and acknowledging the tragic history and ongoing impacts of residential schools on Indigenous Peoples is essential to the reconciliation process. (3) Additionally, September 30 is recognized as Orange Shirt Day which was created as a grassroots campaign by Phyllis Webstad and based on her own experiences of attending the St. Joseph’s Mission residential school near Williams Lake, BC. (1) It is rooted in the story of her first day at the school in which she put on a bright orange shirt that she compared to her feelings of starting a new school – bright and exciting. (4) However, upon her arrival at St. Joseph, she was stripped of her clothes and never saw that orange shirt again. (4) The orange shirt has since become a symbol used to represent the stripping away of culture, freedom, and self-esteem that has been, and continues to be, experienced by Indigenous children over many generations. (3) 

Ways to Participate in the National Day for Truth and Reconciliation 

This September 30th, there are a variety of opportunities for individuals to participate and commemorate the National Day for Truth and Reconciliation in order to support Indigenous Peoples and participate in the ongoing healing process.  

Wear an Orange Shirt 

Start off by wearing an orange shirt. The Orange Shirt Society encourages people to do so in order to raise awareness and honor the tragic history of residential schools and the lasting impacts they have had on Indigenous Peoples. (5) Orange shirts can be purchased through local Indigenous designers, the National Centre for Truth and Reconciliation’s (NCTR) website, (5) and through MacEwan University and the University of Alberta, both of which donate the proceeds to their Indigenous programs.  

Read the TRC Calls to Action 

Another option to honor the National Day for Truth and Reconciliation is by reading and further educating yourself on the histories of Indigenous Peoples and their stories. The NCTR gives survivors and their families the opportunity to request their school records and statements to the TRC in order to preserve the memory and legacy of the residential school system. (5) There are also a variety of books written by Indigenous authors that allow for a better understanding of the experiences of Indigenous Peoples in residential schools. Cree author David A. Robertson has created a list of 48 books by Indigenous authors that can be used as an informative resource this upcoming Truth and Reconciliation Day. (5) Finally, reading through and recognizing the importance of the Truth and Reconciliation Commission’s 94 Calls to Action is a vital step individuals can take to engage in this day of healing and reconciliation. By going through them, we can recognize their importance and find ways to incorporate and support them in our lives, and encourage others to do the same. CBC has created an interactive website that includes all 94 Calls to Action, and a summary of the progress of each action to date that can be found here. 

Take a Free Course 

Another additional way to become further educated on Indigenous Peoples and their histories is by enrolling in the University of Alberta’s Indigenous Canada course that they offer regardless of whether you are a student or not. It explores the rich histories of Indigenous Peoples and the ongoing challenges they continue to face within Canada. (5) You can sign up for free, choose to pay a small fee for a certificate of completion or register for the credit class if you are attending the University of Alberta here.  

Participate in an Indigenous-Run Event 

A great event taking place locally in Edmonton this year is this Orange Shirt Day Run/Walk Every Child Matters event that will be taking place on September 30th in Kinsmen Park. There are three different events that you can participate in – the 2.15km Kids Race, the 5km Run & Walk, and the 10km Run & Walk. (6) The event will be raising funds to donate to Orangeshirtday.org, Bear Clan Patrol YEG, and Indigenous Youth Sports Scholarships. More information about the event can be found here and on their instagram page. You can register for the event here! 

Donate! 

Finally, there are a variety of organizations you can donate to this Truth and Reconciliation Day that aim to raise awareness about the impact of residential schools or provide support and assistance to the survivors, their families, and Indigenous communities. (5) Here are a few you can look into: 

Indian Residential School Survivors Society 

Na-mi-quai-ni-mak Community Support Fund 

Orange Shirt Society 

Native Women’s Association of Canada 

Legacy of Hope Foundation 

Additional Resources 

The National Day for Truth and Reconciliation is a day of recognition of utmost importance within Canada and is essential on the path to reconciliation for Indigenous Peoples and their communities. With this discussion of healing, it is important to note that there is support available to anyone who has been directly or indirectly impacted by residential schools. The Indian Residential School Survivors Society can be contacted toll-free at 1-800-721-0066 and the 24-hour National Indian Residential School Crisis Line also provides crisis services and emotional support through 1-866-925-4419.  

 

Did You Enjoy this Blog? Please provide us feedback here

Mariska Konnik is a recent graduate from the University of Alberta with a BA in Criminology. She has a passion for social justice and hopes to assist individuals within the Edmonton community by sharing information and resources. She hopes to become a lawyer to continue her passion for social justice. 

 

Reference List 

1. British Columbia. (August 11, 2022). National Day for Truth and Reconciliation. British Columbia. https://www2.gov.bc.ca/gov/content/governments/indigenous-people/national-day-for-truth-and-reconciliation 
2. Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to Action. Government of British Columbia. https://www2.gov.bc.ca/assets/gov/british-columbians-our-governments/indigenous-people/aboriginal-peoples-documents/calls_to_action_english2.pdf  
3. Government of Canada. (August 30, 2022). National Day for Truth and Reconciliation. Government of Canada. https://www.canada.ca/en/canadian-heritage/campaigns/national-day-truth-reconciliation.html 
4. Orange Shirt Society. (n/d). PHYLLIS’ STORY: the original orange shirt. Orangeshirtday.org. https://www.orangeshirtday.org/phyllis-story.html  
5. CBC Life. (September 28, 2021). Ways to participate in the National Day for Truth and Reconciliation. CBC. https://www.cbc.ca/life/culture/ways-to-participate-in-the-national-day-for-truth-and-reconciliation-1.6192414  
6. Indigenous Runner. (2022). Every Child Matters. Indigenous Runner. https://www.indigenousrunner.com  

 

 

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By Susan Wright 

Literacy is foundational for individuals to participate in certain forms of learning, work, and social activities through reading and writing. UNESCO (2022) defines literacy as:  

“A means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text-mediated information-rich and fast changing world.” 

Education systems are one of the pillars for helping young learners gain the tools of literacy. During COVID-19, 90% of the global population encountered learning disruptions (UNESCO, n.d.b,) and as Audrey Azoulay, the Director-General of UNESCO, notes due to these disruptions individuals, especially those from vulnerable populations, may have stopped pursuing or dropped out of education programs (UNESCO, n.d.a). Prior to the pandemic, digital technology was becoming more central to global society. During the pandemic, access to digital services became more significant as major shifts to learning, working, and socializing online occurred. As online learning has risen, for vulnerable populations and those who cannot access the online world it is important to question: what impact is this having on literacy development?  

Key points of Literacy  

• Efforts have been made to increase literacy globally with an increase from 68% of the global population being able to read and write to 86% in 2019 (UNESCO, 2022; UNESCO, n.d.b). However, there are still 771 million people globally who cannot read or write, two-thirds being women (UNESCO, 2022). 
• Literacy in Alberta: The Government of Alberta’s Literacy Framework  

1. 1. The Government of Alberta introduced the Literacy Framework in 2009 with four goals: “[1] Increase literacy, [2] build awareness. [3] enhance opportunities, [4] facilitate partnerships” (Government of Alberta, 2014, p. 2).  
   2. The Government of Alberta is hoping with the Literacy Framework that 70% of Albertans will have level 3 literacy by 2020 (Government of Alberta, 2014). The results from this should be illustrated in the next International Adult Literacy Survey, the last survey was released in 2013 and the next will be released in 2023 (Government of Alberta, 2022). 
   3. From the 2013 International Adult Literacy Survey Results, Alberta ranked the highest in Canada for literacy and among the top in the world (Government of Alberta, 2014).  

• Youth literacy rates in low-income countries and the gender gap continue to have lower literacy rates (UNESCO, n.d.b).  

Literacy, COVID-19, and the Digital Divide  

• Digital literacy refers to one’s ability to understand, use, and participate in to both the cultural and structural components of the digital world.  

• The digital divide refers to one’s lack of ability to access the digital world. This ranges from one’s ability to understand digital culture to one’s ability to physically access the internet.  

Literacy is a form of empowerment that enables individuals to communicate, learn, socialize, work, and more. Literacy is not something that is only learned during childhood but continues throughout all phases of life and through engagement with new technological developments. Many individuals who have low levels of literacy do not realize how this will impact their lives, for this reason, it is important to raise awareness among all people (Government of Alberta, 2014). 

UNESCO explains how the impacts of the pandemic could cause individuals, particularly young women, to not continue to receive formal education. Currently, the digital divide in Canada is visible through the digital infrastructure, with households in rural communities having lower levels of access than Canada’s average as only 37% of households in rural Alberta have proper access to the internet (Reiger, 2021). Moreover, in Indigenous communities, only 24% of households have proper access to the internet (Reiger, 2021). For those who are unable to access internet technology, it creates a barrier to completing online learning. As UNESCO (2021) discusses in the YouTube video, “International Literacy Day 2021: Literacy for a human centred-recovery: Narrowing the digital divide,” although digital technology and platforms helped to continue learning during the pandemic, it also highlighted the digital divide. The digital divide illustrates the barriers that vulnerable populations have when trying to access the internet and further creates barriers to accessing education and learning resources during the COVID-19 pandemic. To learn more from UNESCO about the impact of literacy and the digital divide during COVID, watch the video here: https://www.youtube.com/watch?v=spAAxgGZ4HI&t=1s  

What impact the COVID-19 pandemic had on literacy is still to be determined, and we may not see the full impact of results for a few years as research continues. UNESCO (2022) will be conducting a global survey, “Learning from the COVID-19 crisis to write the future: National policies and programmes for youth and adult literacy,” to gain a better understanding of the impacts of the transition to the online world during the pandemic. The International Adult Literacy Survey, which is used by the Government of Alberta to assess adult literacy competency (2022), will also be an important resource moving forward to understand if there was an impact on literacy during COVID-19. As studies continue, it will be important to continue to monitor how COVID-19 has impacted the digital divide and literacy.  

To Learn More :  

• Youth Literacy: Government of Alberta, Education, Literacy Support Documents, some highlights are:  

• • Conversation Guide – Literacy: A World to Discover (facilitation guide)  
  • Conversation Guide – Literacy in a Digital World (facilitation guide)  
  • Literacy First: A Plan for Action (report)  

• UNESCO International Literacy Day Event, “Transforming Literacy Learning Spaces: https://events.unesco.org/event?id=2036446720&lang=1033  
• Connect Society’s Literacy Program: https://www.connectsociety.org/edmonton-programs/edmonton-literacy-programs/  

 

Susan Wright (she/her) has a Master of Information degree (2019) from the University of Toronto with a specialization in Critical Information Policy Studies. Susan focused her research in her classes on how individuals find and understand information surrounding health, specifically related to individuals’ relationship to food. 

 

 

References 

Government of Alberta. (2022). International Adult Literacy Survey Results. https://www.alberta.ca/international-adult-literacy-survey-results.aspx  

Government of Alberta. (2014). Living Literacy: A Literacy Framework for Alberta’s Next Generation Economy: The Report 2009–2013. http://www.iae.alberta.ca/post-secondary/community/publications.aspx.  

Rieger, S. (2021, Sep 19). Canada’s digital divide is stark – and rural residents say fixing it must be an election priority. CBC News. https://www.cbc.ca/news/canada/calgary/rural-internet-access-1.6181426  

UNESCO. (n.d.a). International Literacy Day. https://www.unesco.org/en/days/literacy-day.  

UNESCO. (n.d.b). International Literacy Day 2021: Literacy for a human centred-recovery: Narrowing the digital divide: Fact Sheet. https://en.unesco.org/sites/default/files/ild-2021-fact-sheet.pdf  

UNESCO. (2022). What you need to know about literacy. https://www.unesco.org/en/education/literacy/need-know  

UNESCO [UNESCO]. (2021, Sep 9). International Literacy Day 2021: Literacy for a human centred-recovery: Narrowing the digital divide [Video]. YouTube: https://www.youtube.com/watch?v=spAAxgGZ4HI&t=1s  

 

 

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By Amanda Labonte

International Overdose Awareness Day is a global annual event to reduce stigma, recognize the grief of loved ones and ultimately work to end overdose. (1) Globally in 2019 approximately 62 million people used opioids for non-medical reasons, with a drastic increase of death from overdose in North America. (2) In 2021, Alberta saw 1,618 overdose deaths with 620 of those in Edmonton and from January to May 2022. Alberta has seen 683 overdose deaths with 256 of those in Edmonton. (3) 

Stigma, bias, and stereotypes around overdose or death by drug poisoning, continues to be an issue. Addiction is complex and not a choice. (4) People who use substances and experience negative attitudes and exclusionary behaviours from the public are less likely to reach out for help. (4) It is important to recognize that people who are or who have used drugs are valued members of our communities (1) and they deserve compassion, respect, and to be seen as people first. (4) 

For family and friends of people who have died from drug poisoning, the grief can be difficult and isolating to process due to the societal stigmas around drug use. (1) Organizations like Healing Hearts Canada provide a space for people to grieve and gain support. Part of the focus of International Overdose Awareness Day is to raise awareness for those people who are grieving so they can do so publicly, without shame or guilt. (1)  

What Can I Do to Help? 

Drug poisoning happens in all communities. Whether you know of someone who uses substances or are someone who uses them, there are ways that you can help prevent drug poisoning. Most poisonings happen when a person is using alone. (5) Tell someone if you are going to use, go to a supervised consumption site or don’t use alone. Check in on others who use substances. You can carry a naloxone kit; they are free, and you can get one here. For other ways to be prepared and to help prevent drug poisoning read the Alberta Health Services Overdose Prevention Pamphlet. 

How to recognize drug poisoning?  

The Alberta Health Services website lists the following signs and symptoms of drug poisoning:  

• Slow or no breathing 
• Unresponsive to voice or pain (can’t wake them up) 
• Pale face 
• Blue lips or nails 
• Gurgling or snoring sounds 
• Choking or vomiting 
• Cold and damp skin 
• Narrow (tiny) pupils 
• Stiff body or seizure-like movement

Resources and Supports  

If you or someone you care about is struggling with their mental health, addiction or substance use, there is help. Here is a list of resources:  

Mental Health Helpline: 1-877-303-2642 (toll free) 

Access 24/7
780-424-2424 

Mental Health Helpline
1-877-303-2642  

Alberta’s Virtual Opioid Dependency Program
1-844-383-7688 

AHS Opioid Dependency Program
780-422-1302
Mobile Team: 780-342-7810 

References:  

1. Pennington Institute. (2022). About the campaign. https://www.overdoseday.com/about-the-campaign/ 
2. Government of Alberta. (2022). Acute substance deaths overview. Alberta Substance Use Surveillance System. https://healthanalytics.alberta.ca/SASVisualAnalytics/?reportUri=%2Freports%2Freports%2F1bbb695d-14b1-4346-b66e-d401a40f53e6&sectionIndex=0&sso_guest=true&reportViewOnly=true&reportContextBar=false&sas-welcome=false
3. United Nations Office on Drug and Crime. (2021). World drug report 2021. https://www.unodc.org/unodc/en/data-and-analysis/wdr2021.html
4. Government of Canada. (2022). Stigma around drug use. https://www.canada.ca/en/health-canada/services/opioids/stigma.html
5. City of Edmonton. (2022). Drug poisoning (overdose) prevention. https://www.edmonton.ca/programs_services/for_communities/drug-poisoning-overdose-prevention
6. Alberta Health Services. (2022). We can’t ignore opioids. https://www.albertahealthservices.ca/info/Page16025.aspx#symptoms 

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By Amanda Labonte & Jenna Robinson

 

2SLGBTQIA+ folks, Safe Spaces, and the Intersections of Neurodiversity and Mental Wellness 

The Pride Centre of Edmonton is an organization that “provides a non-judgmental, welcoming space where people of all attractions, identities, and expressions can be themselves, find support, meet new people, and be part of a caring community.” (Pride Centre Edmonton, 2022) It was established in 1971 with the name GATE (Gay Alliance Toward Equality) Edmonton. In 1987, it was renamed the Gay and Lesbian Community Centre of Edmonton (GLCCE), and changed again in 2004, reflecting its current title, Pride Centre of Edmonton. They provide numerous supports for the 2SLGBTQQIA+ community and have created multiple programs including for youth, seniors, and refugees. This organization creates and maintains safety.  

We connected with Shawndy Kowalchuk (she/her), the Youth Program Director of the Pride Centre, for a discussion on what safe spaces look and feel like for those of the 2SLGBTQQIA+ community. Our interview examined the intersection of neurodiversity, experiences of mental unwellness, and 2SLGBTQQIA+ persons.  

Feelings of Safety 

We began by asking about how some of the folks who access Pride Centre of Edmonton’s services define safety in their neighbourhoods and the community. Kowalchuk stated that “a main theme amongst anyone I talk to, or anyone in this community [2SLGBTQIA+], is feeling safe to be themselves.”  Kowalchuk stated it is important to challenge gender stereotypes and that the Pride Centre is often “the only safe space; they come [to the Pride Centre] physically because this place doesn’t exist anywhere else for them.” For many folks, their homes, neighbourhoods and schools are not safe and people do not “feel safe to be who they are.” Further, Kowalchuk identified that some supports continue to remain ‘invisible’ because they need to “remain under the radar” for safety reasons. This can result in resources being left unknown and relies on service providers “knowing the right thing to ask.”  

 2SLGBTQIA+ folks living in rural communities can experience heightened isolation, as they are removed from many of the safe and inclusive spaces that urban centres can provide. This was particularly true before the COVID-19 pandemic, but one benefit of COVID-19 Kowalchuck shared was the forced expansion of programming to virtual platforms. Kowalchuk stated that previously the Pride Centre of Edmonton “had the odd Zoom show or something, but they didn’t have it in the same capacity.” Kowalchuck was ecstatic about the ability to ‘reach’ more 2SLGBTQIA+ folks because of online platforms. For rural youth particularly, Kowalchuck stated accessing the virtual programs can be life-changing in that “they can’t come back tomorrow to the Pride Centre, and while they have to wait a week, at least they have this once a week to look forward to.”  

 Pride Centre and Community Safety  

Through our discussion with Kowalchuck, it was clear that creating and maintaining safe spaces is critical to the work of the Pride Centre. Kowalchuck stated one of the ways to connect is “meeting folks where they’re at and letting them come to you.” Kowalchuck identified this as a way to create connections, relationships, and in turn, safe spaces.  

Kowalchuck discussed the strengths and community impacts of the Pride Centre of Edmonton include “giving people the opportunity to meet other people like them. It creates an avenue for representation that they don’t get to see anywhere else.” Kowalchuck continued by identifying how the Pride Centre of Edmonton fosters relationships and connections that “open a lot of doors for people in terms of support.” She acknowledged that “some people may come in for one thing and then find resources for other things, too.” In some cases, Kowalchuck stated, “[the Pride Centre of Edmonton] is the first time they have friends and [experience] other big moments where people feel safe enough to take that first step.” 

Part of this work includes accessible resources; Kowalchuck acknowledged that online programming provided opportunities to reach a broader audience, but also stressed the importance of creating resources in multiple languages. Kowalchuck stated that community safety goes beyond the Pride Centre of Edmonton and needs to include gender affirming care in healthcare settings, which is something that continues to be a barrier for many folks.  

Neurodiversity and Mental Wellness  

An intersection that was identified by Kowalchuck was neurodiversity and the 2SLGBTQQIA+ community; she has noticed that neuro-diverse folks have been connecting and utilizing her Youth Programming. Unfortunately, Kowalchuck stated, “there aren’t a lot of resources for folks who are neuro-diverse and queer. So, if you are a youth looking for support, you can find some general stuff, but there isn’t really anything specific” to the intersections of neurodiversity and queer. 

When asked what Edmonton as a broad community could do to better support folks who are neuro-diverse, Kowalchuck advocated for “more conversations around accessibility and sensory issues. As an example, we bought weighted blankets and fidget toys for the office. We got them for the youth, but everyone has been enjoying them, too.” Kowalchuck shared the Pride Centre of Edmonton has a ‘Stoplight System,’ where they use coloured nametags to signify how much interaction a client wants that day. A yellow sticker indicates some communication is alright, whereas red is a signal that the person would like to be left alone at that time. This allows people to engage in social spaces and communicate what they are wanting without having to verbally state it. Kowalchuck discussed other ways of creating safe and inclusive spaces for neuro-diverse folks, including reaching out and collaborating with other organizations, and creating partnerships and relationships. 

When it comes to mental wellness, Kowalchuck stated that mental wellness is complicated, it has a wide spectrum and intersects with broader community challenges. Kowalchuck provided an example where “you are more mentally well if you have economic stability, but if you’re struggling because you’ve come out as trans, and your employer fired you,” this can affect a person’s mental health. The Pride Centre of Edmonton can and does offer support, but there are wider systemic issues within society that compound the challenges experienced by 2SLGBTQIA+ folks. Further, to obtain mental health support, Kowalchuk explained how engaging with resources such as Access 24/7 can be frustrating when gender-affirming language, is not used. When asked about Briteline, a new 2SLGBTQIA+ support line, Kowalchuck stated that she wished there were “more things like that, it’s really great and it’s something that we’ve needed for a long time and it’s amazing that it’s local to this province.” 

How can the broader community better support 2SLGBTQIA+ folks and create safer spaces? 

We asked Kowalchuck how the broader community can support 2SLGBTQIA+ youth who may not be able to get to the Pride Centre or perhaps cannot join in virtual sessions due to barriers they may be experiencing; Kowalchuck identified that “I connect with a lot of teachers or youth workers that ask “what can I do” – pronoun pins, posters of pride flags, literally wearing things that say you’re a safe human. That you’re somebody that they can potentially approach. It’s on their terms, but you’re still gently guiding them.” 

Another avenue of support for 2SLGBTQQIA+ folks is to remove assumptions; Kowalchuck stated that “people know themselves best and that you can’t assume – wherever you come from, meet people where they’re at.” Moreover, Kowalchuk stated that it is “the little ‘big things that you can do anywhere to make a difference and impact.” When it comes to youth specifically Kowalchuck says, “let the youth be the expert because they are!” This includes thanking folks when they correct you on their pronouns; it requires safety and courage for one to do so, and those acts should be recognized. Lastly, participating in Safer Spaces training, expanding and supporting GSAs, and more broadly, promoting a gender inclusive world are among other ways to support 2SLGBTQQIA+ folks and foster safety in all communities. 

 

How else can you support The Pride Centre of Edmonton and the work they are doing?  

Chek out their resource page and resources for parents.  

 

References:  

Pride Centre of Edmonton. (2022). https://pridecentreofedmonton.ca/  

Note: This is an excerpt from our July 2022 Community Matters, you can read the full publication here

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