Edmonton Social Planning Council

Category: ESPC Publications: Community Matters

  • CM: Cultural Literacy: Indigenous Protocol and Ways of Knowing

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    By Mackenzie Dachuk, ESPC Practicum Student  

    As Canada becomes more diverse with multiculturalism, there is a need for cultural literacy among Canadian citizens and its newcomers. It is evident that Indigenous Peoples have and continue to experience cultural oppression and discrimination, which is why cultural literacy is so important for Canadian society. Not only is it important to be aware of and acknowledge oppression, it is also important to understand that “One of the main principals in partnering with First Nations is understanding their knowledge systems” (Sylliboy et al., 2021).  

    What is Cultural Literacy? 

    Culture is how a person or group of people live, which can include their language, art, science, beliefs, practices, and an understanding of their environment. Cultural literacy can be defined as having the means or ability to understand those traditions, activities, and histories of different groups of people (Literacy now Burnaby, 2022).  

    With a country that values and promotes multiculturalism, our society needs to make strides to becoming more culturally literate. Racism, prejudice, and discrimination start taking place when there is a dependency on assumed knowledge. Racism, for example, takes place when there is a lack of understanding or valuing of the other person’s culture. This leads to stereotypes, discrimination, exclusion, and even violence (Western Sydney University, n.d.). When there is cultural literacy, there is acceptance and connection. It promotes empathy and respect among those who are different in culture. Most importantly, it can help us understand, relate, and interact with people from diverse backgrounds that may be different from our own (ABC Life Literacy Canada, 2023).  

    Indigenous Peoples of Canada have their own unique cultural practices, beliefs, languages, and traditions. Despite Canada’s efforts to assimilate, oppress, and erase Indigenous Peoples’ culture and way of life, they have remained persistent in fighting for their culture and knowledge to be recognized and celebrated. Protocol is an aspect within Indigenous culture that Canadian society seems to be illiterate in, and Indigenous Elders, knowledge keepers, and cultural teachers experience the repercussions of this lack of understanding.  

    What are Indigenous Protocols?  

    Protocol refers to ways of interacting with Indigenous Peoples in a manner that respects traditional ways of being and are a representation of a culture’s deeply held ethical system (University of Windsor, n.d.). Protocol can be many things, it is important that one familiarizes themselves with the various guidelines and ways of knowing within Indigenous cultures. Like any family unit, culture, or organization, rules and guidelines are put in place to ensure that things are done properly and respectfully. Not only is protocol done for the purpose of respect, Indigenous Peoples and communities have also developed processes to protect their sovereign and inherent rights that involve their way of life (Sylliboy et al., 2021). Land acknowledgements are one process that can be used to recognize Indigenous Peoples who are the stewards of the lands on which we now live (Native Knowledge 360, n.d.). When traditional lands are recognized, Indigenous Peoples protect their sovereignty and power as a nation.  

    It is also important to know that protocol can be different from one Indigenous culture or community to another and can be highly complex and multilayered (University of Windsor, n.d.). Some examples of protocol include gift giving, offering of tobacco, honorariums, land acknowledgments, and ceremonial cloth. Asking the Elder, knowledge keeper or cultural teacher what they require or expect for protocol is encouraged.  

    Protocol: A lack of cultural literacy. 

    For centuries, Canadian society has been rooted in colonial practices and Eurocentrism, creating negative impacts on Indigenous Peoples (Antoine et al., 2018). In addition to these negative impacts, assimilation practices have prevented Indigenous Peoples from sustaining their culture. As a result, many people in Canada lack cultural literacy towards Indigenous culture and do not know what protocol is or what it looks like. 

    Understanding protocol is an example of cultural literacy, however many people lack this cultural literacy when engaging with Indigenous Elders, knowledge keepers, and cultural teachers. It’s important to ask oneself why there is a lack of literacy of Indigenous culture and what can be done to avoid these misconceptions. Non-Indigenous citizens must be willing to listen and educate themselves with Indigenous cultural practices, especially when looking to utilize those practices. The barriers to understanding protocol will minimize when the public is more open and willing to engage in the work required. It is important to note that Indigenous Peoples are separate and unique nations, rather than a single group of people (Antoine et al., 2018). This is a common misconception, though knowing this may help when needing to offering protocol to a specific nation.  

    Exploitation of Indigenous Knowledge. 

    Cultural appropriation and cultural exploitation are some current issues faced by Indigenous Peoples. Their traditions, ceremonies, and way of life have and continue to be mocked and exploited, often for the benefit of the dominant Western culture. Regardless, Indigenous Elders, knowledge keepers, and cultural teachers continue to share their culture and knowledge with the public. “Elders and cultural teachers are held in high regard, by Indigenous communities, as they carry rights and responsibilities to hold, protect and share Indigenous ways of knowing” (Indigenous Initiatives, n.d.).  

    Western ideology is known to give value and merit to a person based on their title or position within society, as long as this position fits within the Western knowledge system. The services that Elders and Knowledge keepers provide are often expected to be given for free, whereas non-Indigenous speakers are financially compensated for their services. Elders or knowledge keepers are often exploited for their knowledge and experience by Western society, yet those non-Indigenous persons with a doctorate or Ph.D. receive full compensation or recognition for their knowledge and experience.  

    Redefining who is an expert is important to understanding the importance of diversity and inclusion because traditionally, experts have been seen only as people with academic rigor, reputation, or credentials, however this expertise can also be reflected in peoples’ lived experience (Gibson, 2018). Indigenous Peoples are continually experiencing oppression from the dominant ideology, one that holds power and privilege which is reflected through these knowledge systems. When society can begin to value both the traditional and Western knowledge systems and practices, cultural literacy will continue to grow and strengthen. There is much to celebrate about Indigenous culture. Their languages, art, land teachings, traditional music and dancing, food, and ceremony are beautiful aspects within Indigenous culture and are some ways we can celebrate alongside Indigenous Peoples. 

    Call to Action:  

    Going forward, what can the public do to become culturally literate on Indigenous protocols and ways of knowing? It starts by learning the history of Indigenous culture and getting to know what it means to work with knowledge keepers and Elders. It means stepping away from Western knowledge systems and begin learning through and with Indigenous Peoples themselves. Attending cultural events, advocating for Indigenous sovereignty, allyship and connecting with local Indigenous communities are a few ways to learn about Indigenous culture. Getting to know Indigenous communities at this grassroots level will help in ending the stigmas and stereotypes that the colonial frameworks established, while also expanding and developing a culturally literate society. 

    Indigenous Learning Resources:  

    There are several learning resources available to the public for expanding your cultural literacy. The Truth and Reconciliation Commission Calls to Action as well as the United Nations Declaration on the Rights of Indigenous Peoples are two great starting resources to guide people in the right direction.  

    Elders, Indigenous Knowledge keepers, and cultural teachers are there to share their teachings, and by understanding protocol, you can have deeper access to Indigenous cultural literacy. Alberta Native Friendship centers are great resources for accessing a variety of cultural programming. Bent Arrow Traditional Healing Society is also a great resource for expanding cultural literacy as they support many partners in elevating their capacity to serve the Indigenous community in a culturally relevant, authentic, and sincere way 

     

    Note: This is an excerpt from our March 2023 Community Matters, you can read the full publication here

    Did You Enjoy this Article? Please provide feedback here: Microsoft Forms

    Mackenzie Dachuk is currently in her third year of the Bachelor of Social Work program at MacEwan University and is completing her practicum with the Edmonton Social Planning Council. She has a passion for helping others and empowering them in achieving their goals. Mackenzie plays hockey for the MacEwan women’s team and enjoys sports, travel, and connecting with the community.  

     

    References 

    ABC Life Literacy Canada. (2023). Cultural literacy in Canada. Retrieved from https://abclifeliteracy.ca/cultural-literacy/ 

    Antoine, A., Mason, R., Mason, R., Palahicky, S., & Rodriguez de France, C. (2018). Pulling Together: A Guide for Curriculum Developers. BCcampus. Retrieved from https://opentextbc.ca/indigenizationcurriculumdevelopers/   

    Bent Arrow Traditional Healing Society. (2022). Retrieved from https://bentarrow.ca  

    Gibson, C. (2018). Deciding together shifting power and resources through participatory grantmaking. GrantCraft. Retrieved from https://learningforfunders.candid.org/wp-content/uploads/sites/2/2018/12/DecidingTogether_Final_20181002.pdf 

    Indigenous Initiatives Guidelines for Working with Indigenous Community Members. (n.d.). Retrieved from https://indigenous.uwo.ca/initiatives/docs/working-indigenous-community.pdf  

    Literacy Now Burnaby. (2023). Why is Cultural Literacy Important? Retrieved from https://literacynowburnaby.ca/why-is-cultural-literacy-important/  

    Native Knowledge 360. (n.d.) Smithsonian: National museum of the American Indian. Retrieved from https://americanindian.si.edu/nk360/informational/land-acknowledgment 

    Sylliboy, J., Latimer, M., Marshall, A., & MacLeod, E. (2021). Communities take the lead: Exploring Indigenous health research practices through Two-Eyed Seeing & Kinship. International Journal of Circumpolar Health, 80(1). https://doi.org/10.1080/22423982.2021.1929755 

    University of Windsor. (n.d.). What are Indigenous Protocols? Retrieved from https://www.uwindsor.ca/ctl/550/indigenous-protocols 

    Western Sydney University. (2019). What is the assumed knowledge of a culture? Retrieved from https://www.westernsydney.edu.au/studysmart/home/cultural_literacy/what_is_cultural_literacy 

     

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    1. CM: Neoliberalism in Alberta’s Education System

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      Policy Literacy  

      Policy is complicated. However, it is essential that the average Albertan understand it. Policy shapes almost every element of our lives; education, health care, equal rights, and affordable housing are all shaped by policies our governments create. By better understanding policy, in other words, developing one’s policy literacy, the average citizen can be better prepared to advocate for policies that impact their lives. This may mean supporting polices that will have a positive impact or challenging policies that may have negative impacts. 

      Understanding policy requires understanding the forces that underlie policy. The policies that get created are not neutral, they are shaped by systems of power. Policies are created by whatever political party is in power and can be influenced by other institutions that governments want to keep in favour. Political parties want to stay in power, so they often make policy decisions that will maintain citizen support, and that do not create division or conflict within their parties. Policies are also shaped by powerful ideologies: protecting the things a society values, or addressing problems that are seen to be worth solving (Krings, Fusaro, Nicoll, & Lee, 2019). In the context of Alberta, policies are currently being created by the United Conservative Party (UCP) and shaped by neoliberal ideology. These ideas will be illustrated in this article though the example of education policy and it’s impacts on children. 

      Neoliberalism in the education system 

      Neoliberalism is a social, political, and economic regulatory system that calls for limited government involvement in the market and social life in order to promote individual responsibility and freedom. Neoliberal policies involve the privatization of public resources and services, the reduction of government regulations, and the shrinking of government involvement in welfare projects in order to push people to become independent (Harvey, 2005; Turner, 2014). However, neoliberalism often creates the opposite of what it claims to do – by privatizing public goods and services and divesting from welfare projects, people living in marginalized social positions are not afforded adequate resources to make a good life for themselves, and the systems end up entrenching their poverty. 

      Neoliberal ideas spread into all aspects of modern life – our entire lives are thought to be our own personal responsibility – when we do well it’s because we acted responsibly, and when we struggle it is our fault for making the wrong choices. This system erases the larger social forces and problems that shape our lives (McNutt, 2020) such as systemic racism, ableism, and classism. 

      By this framework, the goal of education is to teach conformity to the status quo, that is, teach students to conform with neoliberalism. Lessons are focused on preparing students to be good workers who follow the rules (Sims, 2017). Student achievement is increasingly based on standardized tests in which students have to memorize facts rather than demonstrate that they actually understand the material. Multiple choice tests that stress that there is only one “right” answer discourages critical thinking. When student success is based heavily on these tests, teachers may end up “teaching to the test” which discourages students from pursuing their personal interests (Sims, 2017). As a result, students only learn one understanding of the world – an understanding that reinforces the status quo – and do not get opportunities to critically reflect on material and think differently. 

      The Alberta Context 

      These ideas are highly evident in the UCP’s provincial curriculum redevelopment and implementation which directs the policies that govern education. Analyses of the curriculum while still in draft form have demonstrated that the curriculum focuses on teaching students’ “core knowledge” without the time to contextualize that knowledge. Several critics have noted that the curriculum has such a large amount of material that teachers will have to teach in shallow and decontextualized ways to get through it all. This way of teaching focuses on memorization and does not allow students to understand topics on a deeper level (Patrie, Howe, and Lorenz, 2021; Auckerman, Burwell, Seidel, & Scott, 2021). 

      Researchers out of Calgary have argued that many lessons in the curriculum are not developmentally appropriate, and the structure of the curriculum discourages critical thinking. For example, inferring (learning to come to a conclusion from evidence and reasoning) from text in Language Arts is not introduced until grade three, when research has proven these skills can be developed in grade one, delaying student’s development of critical thinking skills. Also in the English curriculum, the curriculum largely uses the word “identify” but rarely uses terms such as analyze or critique, showing that children are not encouraged to think critically about the texts they engage with (Auckerman, Burwell, Seidel, & Scott, 2021). The Social Studies curriculum has been criticized as well for being too focused on European history and paying little attention and respect to Indigenous Peoples (Chau-Wong & Oyasiji, 2022). Despite these criticisms, which were made by a large number of childhood and education specialists, no changes were made to the curriculum.  

      Neoliberalism in education also looks like the proliferation of ‘choices’ to public education – such as charter schools and voucher systems (Santone, 2019). Charter schools are autonomous, non-profit public schools that have a special area of focus, but they do not have to follow the same regulations as public schools. Alberta is the only province in Canada that provides public funds to charter schools, and the current UCP government has suggested it wants to create more. While they claim charter schools offer families choice in where they go to school, this choice is often only available to families who can afford them. Despite not being accessible to all students, Charter schools get public funding, which divests money and resources from free public education. This system, according to the Alberta Teachers Association, privileges a select few students at the expense of all others (McAthey, 2022). Students in privileged social positions will get a ‘choice’ of schools, but the rest will be stuck in a system that is slowly being eroded. 

      Impacts on students 

      Proponents of the neoliberal education system often claim it is about meritocracy – if students do well it is because they worked hard and made the right choices (Santone, 2019). However, as demonstrated above, neoliberal education policies really only reward a particular kind of learner, and all other students are pushed away. 

      At the same time the government is implementing a problematic public school curriculum, they are putting policies in place that privilege charter schools that only serve a select few. These processes work together so that students in public schools will have their quality of education eroded – they are subject to a curriculum that does not serve their needs and will have less resources and supports to do well in school. While families in more privileged social positions can “choose” to go to the charter schools to mitigate some of these challenges, many Edmonton students will not have that chance.  

      Students’ experiences in elementary school education influence their beliefs about education for years to come. Memorizing facts without context is hard, and many students will struggle with this form of learning. This does not just impact school success; it impacts long-term happiness. When school success is constructed as the responsibility of the student, students who do not do well will blame themselves, and may feel incapable or inadequate. This has lasting impacts on their self-esteem and belief in themselves to take on new challenges and learning opportunities as they age. In more extreme circumstances, it may push children out of school prematurely, which has long lasting implications for their employment, health, housing and many other elements of their lives. 

      Schools should provide children an opportunity for self-discovery, to foster creativity, to be curious and learn new things, and to develop their interests. However, when school becomes all about preparing children for the working world, it may limit their opportunity to explore and pursue interests that do not achieve these goals. Topics that address systemic racism and oppression, acknowledge reconciliation and Indigenous Ways of Knowing, history, social justice, literature, and the arts are disregarded. What would education policy look like if decision makers valued these core tenants of education? What could children achieve under this other system?  

      By understanding the policies being created, the powers behind them, and the impacts that they have on our lives, we can advocate for policies that serve us better. It is important that curriculums are developed by experts in childhood development and education, and that curriculums have built in opportunities for children to develop critical thinking skills, foster creativity, and pursue the topics that interest them. The public education system needs robust funding in order to ensure students have the resources to succeed. Children are more than future workers; schools should give students the tools they need to thrive in whatever future they envision for themselves.  

      What can we do? 

      It is important that we vote for parties whose ideologies reflect the society we want to live in, and that we hold governments accountable to make policy decisions that serve our needs. Policies that governments are considering are often in the news. Take the time to read up on these policies, listen to opinions of people with different backgrounds, talk with your friends, and think critically about how it may affect you and your community members. Governments are supposed to represent all of us, contact your local MLA and let them know your opinion. While policies are shaped by systems of power, everyday citizens have the power to tell our governments what we want from them. 

      Note: This is an excerpt from our March 2023 Community Matters, you can read the full publication here

      Did You Enjoy this Article? Please provide feedback here: Microsoft Forms 

      Sources 

      Auckerman, M., Burwell, C., Seidel, J., & Scott, D. (2021). By forgetting about thinking, Alberta’s curriculum draft misses the mark. CBC News Calgary. https://www.cbc.ca/news/canada/calgary/road-ahead-alberta-education-curriculum-criticism-1.5978023  

      Chau-Wong, C., & Oyasiji, A. (2022). Racism in Education. Coalition for Equal Access to Education. 

      Harvey, D. (2005). A brief history of neoliberalism. New York: Oxford University Press. 

      Krings, A., Fusaro, V., Nicoll, K. L., & Lee, N. Y. (2019). Social Work, Politics, and Social Policy Education: Applying a Multidimensional Framework of Power. Journal of Social Work Education, 55(2), 224-237. https://doi.org/10.1080/10437797.2018.1544519  

      McAthey, K. (2022). ‘The commodification of education is never good’: Concerns raised over charter schools in Alberta. CTV News Edmonton. https://edmonton.ctvnews.ca/the-commodification-of-education-is-never-good-concerns-raised-over-charter-schools-in-alberta-1.5793526  

      McNutt, C. (2020). Unpacking “neoliberal” schooling. Medium. https://medium.com/human-restoration-project/unpacking-neoliberal-schooling-aa3a2add66e8  

      Patrie, N., Howe, W., & Lorenz,D. (2021). Opinion: Alberta’s draft curriculum doesn’t set up students for success. Edmonton Journal. https://edmontonjournal.com/opinion/columnists/opinion-albertas-draft-curriculum-doesnt-set-up-students-for-success  

      Santone, S. (2019). Neoliberlism in education: What you need to know. Susan Santone. https://www.susansantone.com/master-blog/2019/5/21/neoliberalism-in-education-what-you-need-to-know  

      Sims, Margret. (2017) Neoliberalism and early childhood, Cogent Education, 4:1, 1365411, DOI: 10.1080/2331186X.2017.1365411  

      Tuner, J. (2014). Being young in the age of globalization: A look at recent literature on neoliberalism’s effects of youth. Social Justice 41(4), 8-22. Retrieved from: https://jstor.org/stable/24871272. 

       

       

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      1. CM: The Law is All Around Us: A Case for Public Legal Education and Information

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        By Nathalie Tremblay, M.Ed. 

        Education Design & Evaluation Specialist; Centre for Public Legal Education Alberta  

         

        Learning about the law is not just something you do when confronted with a serious legal issue. Personal legal capability is about awareness, citizenship, human rights, social engagement and having the confidence to advocate for yourself when you have to. This article will introduce the readers to the work of the Centre for Public Legal Education Alberta (CPLEA) and its efforts to increase Albertans’ access to justice by developing free accessible resources about the laws that are all around us – from everyday legal issues to more significant matters. 

        About CPLEA: the importance of a name 
        CPLEA is a non-profit organization that has been active in Alberta for almost 50 years! First introduced as the Legal Resource Centre, a decision was made by its board in 2012 to start operating as the “Centre for Public Legal Education Alberta”. The new name was deemed to better reflect the identity and purpose of the organization. It also obviously signals that its main goal is to serve the general public. It is very important for an organization devoted to increasing Albertan’s “legal literacy” with plain language information to present itself clearly. 

        What do we mean by legal literacy? 
        In the Public Legal Education (PLE) field, the concept of legal literacy is mostly referred to as legal “capability”. This is a fairly new addition to the PLE vocabulary describing the basic legal competencies and awareness that everyone should have. Meaning, the ability to understand and use legal information. We can all imagine how one can feel when involved in a legal matter full of unknowns. Having timely access to reliable, plain language information can make a difference in the anxiety level an individual experiences by providing some sense of control over a given situation. Greater legal capability helps people to learn the right vocabulary, formulate questions, decide on next steps, decide who to talk to, etc. More clarity and better awareness provide more decision-making opportunities.  

        People who cannot afford to access the services of a lawyer (unrepresented litigants) or people who make the decision to represent themselves (self-represented litigants) have a variety of needs when it comes to legal information. Organizations such as CPLEA become an important link in the legal assistance chain. 

        Ultimately if people decide to use the services of a professional like a lawyer or a mediator, having some of the necessary knowledge, vocabulary and concepts allows them to ask targeted questions and access the right services in a timelier fashion. There can also be a financial benefit to the consumer, as the professional can spend less time with basic explanations and instead dedicate more time to strategies and solutions. The good news is that in Alberta, there is an increasing availability of limited scope legal services and coaching, a concept well described in this LawNow article. 

        Legal topics and their importance 
        CPLEA develops a large variety of information on legal topics based on identified needs. We make use of web analytics and survey data to make decisions about specific resources and delivery. It is essentially using public input to generate the right output!  
        Some of our resources are also the result of close collaboration with social and community agencies who are able to identify areas of need directly from their interactions with the public.  
        This work is continuous and ongoing because of the nature of legislation which changes regularly and greatly affects people depending on circumstances and context, for example: 

        • Sizable and complex areas of law such as Family Law call for a large array of resources spanning from divorce and parenting to contact orders and financial support and everything in between. There are many ways of approaching Family Law in Alberta, many points of entry into the court system and many ways to resolve disputes out of court. CPLEA’s resources play an important part in providing clarity. 
        • Dramatic events such as a global pandemic sadly draw attention to areas of law where people are most affected like Landlord and Tenant and Employment.  
        • New laws such as Canada’s Ban on Conversion Therapy requires plain language information to be disseminated to the population in a clear and sensitive manner. 

        Everything is in the delivery! 
        Developing reliable public legal information in plain language to increase access to justice and expand people’s legal capability is of course a major part of the work at CPLEA. However, great resources must reach their audience to be effective! Facilitating access to our resources is of the utmost importance to affect people’s lives.  CPLEA delivers its information in a variety of ways to boost accessibility by accommodating individual preferences, modes of access, interests, and settings: 

        • Digital resources and specialized websites: Info sheets, booklets, and posters are available to download online. Several separate specialized websites addressing specific areas of law and targeted audiences are also part of CPLEA offerings. 
        • Hard copy resources: For people needing hard copy materials for personal use or to distribute to clients, resources can be ordered and will be delivered for free anywhere in Alberta. 
        • Videos: Our YouTube channel “CPLEA-TV” presents a collection of short videos and recorded webinars to watch on-demand. 
        • Presentations and webinars: These offerings are in direct response to requests or emerging needs. 
        • Self-directed learning modules: Learning opportunities for people to explore areas of the law on their own! This type of learning is a growing aspect of CPLEA’s component of resources. 
        • Social media: Posts and short quizzes to direct people’s attention to useful and timely resources. 

        Learning about the law is not usually top of mind because people don’t always realize that legal aspects permeate many things in their daily life. From mobile phone contracts to wills and estates, knowing about a place to go for knowledge and awareness is key! 

        To access all CPLEA offerings, visit www.cplea.ca  
        You can also subscribe to our monthly newsletter What’s New @ CPLEA to keep in touch with our work! 

        Note: This is an excerpt from our March 2023 Community Matters, you can read the full publication here

        Did You Enjoy this Article? Please provide feedback here: Microsoft Forms 

         

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        1. CM: SOS: I need help with my medication

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          Taking a medication exactly as prescribed is not as easy as it seems, contrary to popular belief. Reading comprehension is only one criteria to truly understand how to take a medication and be fully engaged in your health decisions. 

          Note: This is an excerpt from our March 2023 Community Matters, you can read the full publication here

          Did You Enjoy this Article? Please provide feedback here: Microsoft Forms 

           

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          1. CM: Beyond Gym Class: Physical Literacy’s Role in Lifelong Health

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            By Carrie Cyre, ESPC Volunteer

             

            The United Nations defines literacy as an essential life skill that enables individuals to fully address the challenges of the 21st century (PHE Canada, 2023). Literacy enables greater participation in the labour market, supports sustainable development, improves health and nutrition, and reduces poverty (UNESCO, 2022). Physical literacy is a type of literacy associated with health and body knowledge, movement and activity. Many nations, including Canada, have started including physical literacy messaging to help reduce the burden of chronic health conditions and improve overall health. 

            What Exactly Is Physical Literacy?  

            Physical literacy is a nuanced and holistic concept. Whereas physical activity is “any bodily movement produced by the skeletal muscles that require energy” (PHE Canada, 2023), physical literacy is concerned with a complete version of physical attributes, knowledge, attitudes and behaviours (UN, 2023). Margaret Whitehead, an educator and scholar of physical literacy, provides the gold standard definition:  

            “[Physical literacy is] the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.” (2001). 

            Many models of physical literacy exist, however, physical literacy is typically comprised of three key parts: 

            Affective – Individual attitude and motivation associated with physical activity. This aspect of physical literacy focuses on self-esteem and confidence. Examples include ensuring all participants are given equal play time in team sports, encouraging the development of new skills, and building a positive relationship with activity and movement (Curry, 2020). Several studies have shown that individuals with higher self-esteem are more inclined to engage fully in physical activities than those with lower self-esteem (Edwards et al., 2016). The win-lose dichotomy in many sports is de-emphasized in favour of personal bests, participation, and team building. 

            Cognitive and Behavioral – Basic physical literacy knowledge and understanding of how to apply it during any activity. This includes learning the rules and traditions of individual and team sports, but also body awareness (Edwards et al., 2016). Cognitive includes the knowledge and application of knowledge about the role of exercise in a healthy life. Behavioural changes, such as life-long participation in sports and activities will ensure optimal health through aging (Curry, 2020). This core tenet includes ‘‘valu[ing] and tak[ing] responsibility for maintaining purposeful physical pursuits/ activities throughout the life course’’ (Edwards et al., 2016). 

            Physical – The physical skills and competencies needed for a healthy life. In the physical domain are competencies such as movement capacities, motor skill competence, physical competence, fundamental movement skills and purposeful physical pursuits (Edwards et al., 2016). Physical competence is defined as one’s ability to move with capability in a wide variety of activities, both within a sport but also in daily life (Mandigo et al., 2009). These skills include movement capabilities such as balance, coordination, dexterity, and hand-eye coordination, catching, throwing, running and jumping (Bolger et al., 2018).  

            Holistic and Life-long  

            These three categories embody a well-rounded approach to physical activity that balances knowledge with physical movement and activity. Physical and Health Education Canada states that physically literate individuals can move confidently in various physical activities (2022). Finally, physical literacy is meant to be a life-long journey for people of all ages. You are never too young or too old to improve your physical literacy.  

            Conclusion 

            Physical literacy is a relatively new concept in physical education, but it has shown promise in improving the health outcomes of Canadians. In addition, there is potential for physical literacy to change some people’s relationships with physical activity and open up inclusive spaces where all persons feel they can improve how they feel about physical activity in a way that works for their bodies.  

            Physical literacy is associated with better physical and mental health outcomes. For example, several studies have linked physical literacy with reduced diabetes, and overweight and obesity in children (Nyström et al., 2018). Further research indicates that children with high physical literacy have better self-esteem, higher test scores and more stable moods (Jefferies et al., 2019). The skills associated with physical literacy also enable individuals to make beneficial and respectful choices for themselves, others, and their environment (PHE Canada, 2022). The benefits reaped from physical literacy, similar to other kinds of literacy, should be considered through the lens of personal and social responsibility (Mandigo et al., 2009). 

            It sounds like a win-win for everyone!  

             

            To Learn More:  

            Physical Literacy Canada is an excellent resource for everyone, from individuals looking to improve their physical literacy to educators, coaches and teachers interested in promoting physical literacy in students and athletes. https://phecanada.ca/activate/physical-literacy 

            If you are interested in Alberta-specific resources, see the Active For Life website:  https://activeforlife.com/jointhemovement-alberta/ or the Active For Life Instagram page: https://www.instagram.com/activeforlifecom/ 

            If you are an educator, academic or interested in physical literacy research, see the position paper for educators here: https://phecanada.ca/sites/default/files/content/docs/resources/pl_position_paper.pdf. 

             

            Note: This is an excerpt from our March 2023 Community Matters, you can read the full publication here

            Did You Enjoy this Article? Please provide feedback here: Microsoft Forms 

            Carrie-Anne Cyre, MPH, is passionate about eliminating food security and poverty in our local communities. Her background in research coordination, humanities, mathematics and knowledge of scientific processes makes her a strong addition to any research team. When she’s not helping teams knock out award-winning research, Carrie-Anne loves to volunteer, travel, read books and enjoy the outdoors. Carrie-Anne is a lifelong learner, terrible surfer, and lover of all animals and nature. Carrie is a volunteer with Edmonton Social Planning Council.  

             

            References 

            Bolger, L. E., Bolger, L. A., O’ Neill, C., Coughlan, E., O’Brien, W., Lacey, S., & Burns, C. (2018). Age and Sex Differences in Fundamental Movement Skills Among a Cohort of Irish School Children, Journal of Motor Learning and Development, 6(1), 81-100. https://journals.humankinetics.com/view/journals/jmld/6/1/article-p81.xml 

            Curry, E. (2020). Physical Literacy: Why Is It Important And How Can You Develop it? https://www.scienceforsport.com/physical-literacy-why-is-it-important-and-how-can-you-improve-it/ 

            Edwards, L.C., Bryant, A.S.,  Keegan, R.J., Morgan, K. & Jones, A.M. (2016). Definitions, Foundations and Associations of Physical Literacy: A Systematic Review. Sports Medicine, 17,113–126. https://link.springer.com/content/pdf/10.1007/s40279-016-0560-7.pdf 

            Jefferies, P., Ungar, M., Aubertin, P., & Kriellaars, D. (2019). Physical Literacy and Resilience in Children and Youth. Frontiers in Public Health, 7, 346. https://doi.org/10.3389/fpubh.2019.00346 

            Nyström, C., Traversy, G., Barnes, J. D., Chaput, J. P., Longmuir, P. E., & Tremblay, M. S. (2018). Associations between domains of physical literacy by weight status in 8- to 12-year-old Canadian children. BMC public health, 18 (2), 1043. https://doi.org/10.1186/s12889-018-5898-3 

            PHE Canada (2022). Physical Literacy. https://phecanada.ca/activate/physical-literacy 

            Mandigo, J.,Francis, Lodewyk, K., & Lopez, R. (2009). Position Paper Physical Literacy for Educators. https://phecanada.ca/sites/default/files/content/docs/resources/pl_position_paper.pdf 

            UNESCO (2022). Literacy Statement. https://www.unesco.org/en/literacy 

            Whitehead, M. (2001). The Concept of Physical Literacy, European Journal of Physical Education, 6(2), 127–138, https://doi.org/10.1080/1740898010060205 

             

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            1. Community Matters (March 2023) — Literacy: In Its Many Forms

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              Note: This is excerpted from the March 2023 edition of our Community Matters publication. 

              Welcome to the Spring Edition of our quarterly publication, Community Matters.

              Community Matters aims to inform the community about social issues that impact citizens and connect the dots between social issues, evidence, and policy. We aim to use this space to give a voice to local agencies, ESPC volunteer writers, and staff members alike.

              Each edition spotlights a specific social issue and demonstrates the intersectional nature and impacts on equality. Our goal is to use evidence and the voices of the people as we continue to inform on the issues affecting individuals, families and our community.

              For the current edition, we are focusing on literacy in all its forms. When it comes to the work around poverty reduction and elimination, just as food security, housing security, income security, and others are integral strategies, so too is literacy and the positive impact it has on alleviating poverty. There is great work happening in our community around literacy, but part of affecting change is continuing to keep the conversation going.

              Literacy in its many forms, impacts nearly all facets of our lives and this issue of Community Matters strives to touch upon some of the varying intersections that literacy takes. This includes articles on digital literacy, cultural literacy, health literacy, physical literacy, legal literacy, as well as policy literacy and impacts on the wider educational system. All of these provide illumination on the various ways in which literacy is so crucial to navigating our complex society and how it helps people thrive.

              Improving literacy rates for marginalized populations means you are more likely to find and keep a job, attain education (particularly higher education), and participate meaningfully in communities and, more broadly, in democracy. With improved literacy rates comes a more empowered, educated, and healthier society.

              In Canada, nearly half (49%) of the adult population struggles to some extent with literacy, and we must work towards closing this gap.

              We hope these articles bring about more attention to the ways in which attaining these different types of literacy helps to build a community in which all people are full and valued participants.

              -Susan Morrissey, Executive Director

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              COMMUNITY MATTERS – MARCH 2023

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