AAEDIRP RESEARCH PROJECTS 2007 - 2011
SECTOR FOCUSED RESEARCH
1. Critical Success Factors in the First Nations Fishery of Atlantic Canada: Mi'kmaq and Maliseet Perceptions
2. More than Wind: Evaluating Renewable Energy Opportunities for First Nations in the Atlantic Region
EMPLOYMENT AND EDUCATION
3. A Study of the Atlantic Aboriginal Post-Secondary Labour Force
4. Assessing the Effectiveness of Labour Force Participation Strategies
BUSINESS AND ENTREPRENEURSHIP
5. Examining Business Partnerships Arrangements between Aboriginal and Non-Aboriginal Businesses
ABORIGINAL KNOWLEDGE, LANGUAGES AND CULTURES
6. Best Practices and Challenges in Mi'kmaq and Maliseet Language Immersion Programs
7. APCFNC Elders Project: Honouring Traditional Knowledge
DEFINING AND MEASURING ABORIGINAL ECONOMIC DEVELOPMENT SUCCESS
8. Baseline Data for Aboriginal Economic Development: An Informed Approach for Measuring Progress and Success
9. The Social Impacts of Economic Development (Tobique, Millbrook & Miawpukek)
The full research reports, as well as supporting materials, are available for download. See below the description for each project.
1. Critical Success Factors in the First Nations Fishery of Atlantic Canada: Mi'kmaq and Maliseet Perceptions
This project attempts to identify and examine the critical factors for success in a comparison of the different First Nations in Atlantic Canada engaged in the commercial fisheries who received funding as a result of the Marshall decision. The study brings together the voices of 90 Mi'kmaq and Maliseet fishers and fisheries coordinators, documenting what they see as successes and areas for improvement in the First Nations fishery in Atlantic Canada. This is the first time that the insight of First Nations fishers has been brought together to create qualitative evidence and baseline data on these issues. The research team was composed of researchers from Memorial University and the Mawiw Council. The 90 interviews took place in 11 First Nations communities - in fisheries offices, fishing sheds, homes and on wharves. A community based, participatory approach was used for the study and both Aboriginal and non-Aboriginal researchers built capacity in terms of how to learn from and work with each other.
Key to the study and the interpretation of the 14,000 pieces of data gathered is the identification of 32 "Critical Success Factors" or CSFs, which participants were asked to rank in terms of how their First Nation had done - as well as open-ended questions such as what could be done to improve the First Nations fishery. Some CSFs such as the use of technology and resource species targeting were given high ranking, while other areas such as the community transition to a commercial fisheries and the use of fisheries data in the community's planning of its fishery were identified as needing improvement. The recommendations made by participants for improving the First Nations fishery include the need for more clarity regarding a "moderate livelihood," more accountability and transparency, more effective fisheries policies and procedures, a resolution of the tax issues pertaining to the First Nations fishery, and better enforcement of a rights-based fishery.
As a result of this study, APCFNC Fisheries Staff are now working with the First Nations fisheries staff to develop an appropriate training course to support their short and long term needs and aspirations. The various aspects of training will assist in the development of sustainable, viable First Nations Fisheries and support the ongoing development of skilled fishing captains, fisheries coordinators and managers.
This project was led by Dr. Tom Cooper at Memorial University with co-researchers Terry Hickey, Planning Resources Inc., Leon Sock, Director of Fisheries, Elsipogtog First Nation and Dr. Gerald Hare, University of New Brunswick College of Extended Learning. Brian Milliea from Elsipogtog First Nation was a research assistant.
Press Release:
AAEDIRPFisheriesStudyPressReleaseFinal.pdf
Final Report:
CriticalSuccessFactorsintheFirstNationsFisheryofAtlanticCanada-MikmaqandMaliseetPerceptions.pdf
2. More than Wind: Evaluating Renewable Energy Opportunities for First Nations in the Atlantic Region
Provincial governments in the Atlantic Provinces are adopting aggressive renewable energy targets and strategies to meet those targets. Are First Nations participating in the renewable energy sector? If not, what are the barriers to that participation and how can we overcome those barriers. Several First Nations have begun to identify renewable energy opportunities and are working to meet renewable energy targets set by their respective provinces. What can we learn from them?
This project has the following objectives:
1) To assess renewable energy targets for the Province of New Brunswick and Nova Scotia;
2) To identify how First Nations can participate in the economic benefits from investment in renewable energy;
3) To assess the capacity of our First Nations to participate in new development opportunities;
4) To identify new renewable energy technologies and how are they applied;
5) To clarify the role of the federal, provincial, and First Nations governments;
6) To clarify the role of industry;
7) To identify opportunities/challenges First Nations may face in participating in renewable energy development;
8) To provide recommendations for greater participation.
This is the first AAEDIRP project with an Aboriginal lead researcher. The project will assess renewable energy policy and the economic benefits that the renewable energy industry may have for First Nations. The project was lead by Diana Campbell, Master of Resource and Environmental Management and Ph.D. Candidate, Sociology, Dalhousie University. Diana is from Indian Brook First Nation and worked with provincial, federal, and First Nations governments in an intergovernmental capacity, and has worked in the private and non-profit sector.
Final Report:
Summary Guide:
More than Wind - Evaluating Renewable Energy Opportunities for First Nations In Nova Scotia and New Brunswick Summary Guide
3. A Study of the Atlantic Aboriginal Post-Secondary Labour Force:
This study examines the education and employment experiences of a cross-section of Aboriginal people in Atlantic Canada who completed post-secondary studies, as well as those who did not complete their studies, to identify possible barriers and challenges they experienced during their post-secondary studies and while searching for employment.
The four primary objectives of this project were:
- To understand the education and employment experiences of Aboriginal people who had completed Post Secondary Education (PSE in the past five years, and to identify any barriers or challenges they experienced in moving into careers of choice and interest related to their field(s) of study.
- To understand the reasons why some Aboriginal students were unable to complete PSE in the past five years.
- To understand the direct and indirect linkages between PSE completion and the impact on economic and social development outcomes in Aboriginal communities.
- To provide recommendations for action which may lead to more positive Aboriginal PSE completion rates.
This report affirms that post-secondary education holds many benefits for Aboriginal people and their communities in Atlantic Canada and across the country. Education has been shown to improve health and well-being, increase income, and lead to higher rates of employment. It also has the potential to renew culture, traditions, and self-determination. The literature review mentions that the impact of residential schools and other colonizing forces have created many social and cultural challenges for Aboriginal children and youth being schooled in Canada. Poverty, discrimination and loss of autonomy have contributed to a greater incidence of substance abuse, alcoholism, and incarceration amongst Aboriginal peoples than the Canadian population as a whole. Aboriginal communities have been seriously impacted by conflicting worldviews and value systems and dependence on the government for economic assistance. Other barriers and challenges include a lack of published data on Atlantic trends; a lack of formal evaluations of Aboriginal educational programs; limited discussion regarding the positive impacts of higher education and a lack adequate funding. In Atlantic Canada there has been a funding freeze for post-secondary education since 1996. There are other barriers related to accessibility and a relative lack of Aboriginal content and 'education processes' in university course curricula.
Despite all these challenges, Aboriginal enrolment in and completion of post-secondary education is increasing due to the strength and cultural determination of Aboriginal people. What is needed, now, according to the Assembly of First Nations and many others, is the recognition of Aboriginal jurisdiction over education, at all levels, accompanied by sustained funding to allow an education with an emphasis on Aboriginal languages and cultural values.
In terms of the improving the numbers of Aboriginal peoples in the labour force, Canadian economic prosperity and well-being is related to supporting better Aboriginal post-secondary and labour force results. The Aboriginal population, which is growing much faster than the general Canadian population, will be a significant force in filling gaps in the aging Canadian workforce. A significant indicator of Aboriginal post-secondary success would appear to be successful completion of secondary school. In Atlantic Canada, Aboriginal high school completion rates are better than elsewhere in the country.
96 people who completed or started but did not complete post-secondary education in the 2003-2008 period, from eleven First Nations communities and the Nunatsiavut Region, volunteered to be interviewed for the project.
Interviews also took place with key informants who are familiar with post-secondary and labour force participation. The barriers described by interviewees affirm the findings across Canada. The results tell about the strength and determination of Aboriginal women in particular. When women pursue post-secondary education, they complete it and go on to find meaningful employment, despite circumstances such as being a single parent. Family support is mentioned as the greatest contributor to success for all Aboriginal peoples interviewed. The research also highlights that both student and institutional informants perceive that high school experiences are not adequately preparing Aboriginal students for post-secondary education. Lack of support for students once they reach the post-secondary level was also considered a common barrier to completing post-secondary studies.
The policy recommendations arising from this study include: (More detail under each heading is given in the report.)
I- Ensuring that there is adequate and appropriate preparation of young Aboriginal persons in the school system so that they may be ready to attend post-secondary institutions
II-Increasing the number of Aboriginal persons who attend post-secondary institutions
III-Improving the completion rate of post-secondary education for Aboriginal persons
IV- Strengthening the linkages between post-secondary education, labour market opportunities, and the economic development needs and plans of Aboriginal communities
This project was led by David Bruce, Director of the Rural and Small Town Programme at Mount Allison University and co-researcher Amanda Marlin, research associate with the Rural and Small Town Programme. The research assistants were Pat Sark from Oromocto First Nation, Reg Parsons, Nunatsiavut beneficiary and Mary Beth Doucette from Membertou First Nation.
This project is being lead by David Bruce, Director of the Rural and Small Town Programme at Mount Allison University and co-researcher Amanda Marlin, research associate with the Rural and Small Town Programme. The research assistants are Pat Sark from Oromocto First Nation, Reg Parsons, Nunatsiavut beneficiary and Mary Beth Doucette from Membertou First Nation.
Final Report:
TheAtlanticAboriginalPost-SecondaryLabourForceFinal.pdf
4. Assessing the Effectiveness of Labour Force Participation Strategies
This study looks at how well Aboriginal labour force participation strategies are working for Aboriginal people in the Atlantic region and how they can be improved. It finds that Aboriginal employment levels still lag considerably behind those of the general Canadian populace. However, rates have been increasing in the last twenty years, particularly since the introduction of employment equity legislation. The findings also show that multiple barriers to Aboriginal employment continue to exist. These include a lack of education and training; systemic racism, exclusion, more than average scrutiny, inappropriate testing, and narrow approaches to what constitutes 'job-related experience' and reluctance among the Aboriginal population to leave their First Nations to work. The barriers to
Aboriginal employment must be overcome if Aboriginal people, whose numbers are growing almost twice as fast tha the general Canadian population, can be significant contributors to Canada's economic prosperity. Aboriginal youth are needed to fill the gaps in the aging Canadian workforce.
65 people were interviewed for Assessing the Effectiveness of Labour Force Participation Strategies; 19 Aboriginal service providers, 24 employers/policy makers representing 22 employers, and 22 employees/non-employees. The key findings show that most employers in the region are not required to track Aboriginal employees or to have employment equity or similar programs in place unless mandated to do so under the Federal Contractors Program. Only a minority of employers track Aboriginal employees and have implemented labour force participation strategies.
In terms of best practices used to increase Aboriginal employment, Michelin Tire is one company that has been very proactive in this regard. Since 2003, Michelin has implemented an Aboriginal Workforce Participation Initiative Partnership Agreement (AWPI) with the Confederacy of Mainland Mi'kmaq, the Union of Nova Scotia Indians, the Government of Canada and the Province of Nova Scotia. Under this partnership, Michelin has an Aboriginal employment strategy, engages in Aboriginal procurement, recruitment and retention and identifies potential business development initiatives designed to meet Aboriginal community priorities, including employment. Other best practices include supporting career development and career fairs and collaborating with an advisory committee consisting of Aboriginal representatives. Other best practices that are employed by government and other organizations in the region include providing cultural awareness training for non-Aboriginal employees, running stay-in-school programs, mentoring and apprenticeship, holding professional development courses, providing youth scholarships and bursaries, pre-employment training , work placement services and internships.
Assessing the Effectiveness of Labour Force Participation Strategies makes several policy recommendations concerning how successful Aboriginal labour force participation strategies can be implemented. A multi-actor approach to deal with the range of challenges encountered is needed. As well, having an adequately prepared Aboriginal labour force and adequately prepared employers is key. On the Aboriginal side, individual Aboriginal people must be proactive about getting the appropriate training or education and seeking employment. Employers need to provide regular cultural sensitivity and diversity training for all employees and be more open to Aboriginal employment by shifting conventional approaches to filling vacancies. Building communication between corporate Canada and Aboriginal people and communities can help to break down barriers. Characteristics of a successful Aboriginal labour force participation strategy include being developed and endorsed at the highest levels of an organization, integrated throughout the company and supported financially. Successful strategies are also responsive to both corporate and Aboriginal needs, meaningfully engage Aboriginal communities and are monitored. Champions within organizations and Aboriginal communities must be identified.
In terms of government support for Aboriginal labour force participation strategies, the report suggests that the Federal government could expand employment equity policies to include companies with less than 100 employees while provincial governments could track and measure Aboriginal participation within their own departments, and enact policies and incentive programs that encourage employers to partner more proactively with Aboriginal communities.
Lori Ann Roness was the lead researcher for this project along with co-researcher Mary Collier from Potlotek First Nation.
Press Release:
LabourForceParticipationStrategiesStudyPressReleaseJuly52010.pdf
Final Report:
AssessingtheEffectivenessofLabourForceParticipationStrategies.pdf
5. Examining Partnership Arrangements between Aboriginal and Non-Aboriginal Businesses
Several communities in the region have chosen to enter into wide-ranging partnership arrangements linking their businesses and communities with non-Aboriginal businesses. This research project examined 10 partnerships between Aboriginal and non-Aboriginal companies in the Atlantic .
The study focused on understanding the nature of Aboriginal/non-Aboriginal business partnerships in the region, their role in terms of broader Aboriginal economic activity, both the successes and challenges experienced by businesses and individuals involved in them, and the best practices that can be used to guide future initiatives.
The main findings reveal that Aboriginal/non-Aboriginal business partnerships are varied and range in scale, duration, and kind. Aboriginal perspectives on business are distinctive from the standard, 'bottom-line' driven business practices. Often they weave together personal growth and success with community interest, cultural practices and respect. As a result, Aboriginal and Non-Aboriginal partnerships are guided by cultural respect, sensitivity, and trust. This allows for satisfying partnerships without sacrificing profit.
Case study participants represent a diversity of business experience, and as a result, the study accumulated a substantial amount of advice for Aboriginal entrepreneurs, non-Aboriginal business people seeking partnerships with Aboriginal people, and government-based policy makers. These form the basis for recommendations to strengthen Aboriginal partnerships, including; promoting and improving access to business development resources; offering targeted workshops and networking opportunities; and establishing business associations and trade missions. The research provides a tool for business people, communities, and policy makers to promote best practices, and encourage new, mutually satisfying and productive partnerships and ventures.
Lori Ann Roness was the lead researcher for this project along with co-researcher Mary Collier from Potlotek First Nation. Press Release:
AAEDIRP Business Partnership Study Press Release.pdf
Final Report:
ExaminingPartnershipArrangementsBetweenAboriginalandNon-AboriginalBusinesses.pdf
6. Best Practices and Challenges in Mi'kmaq and Maliseet Immersion Programs
Strong educational attainment goes hand in hand with robust economic development. The immediate goal of this study is to build knowledge in Mi'kmaw and Maliseet communities around implementing and cultivating successful immersion programs.
The key research questions for this project had their genesis in conversations that began at the Life Long Learning-From Youth to Elder Conference that took place in Fredericton in March 2009. The research questions were further developed at an AAEDIRP workshop held on August 28, 2009 and these were modified on the basis of subsequent conversations among the research team. The questions are:
1. What are the best practices and challenges in the Mi'kmaw and Maliseet immersion programs in Eskasoni and Tobique First Nations?
2. What is the impact of these immersion programs upon Mi'kmaw and Maliseet students' language fluency, academic achievement and sense of cultural identity?
3. What community, provincial and federal supports appear to have allowed these immersion practices to flourish? (I.e. Governance, leadership, educational programming, curriculum support, post-secondary skills of teachers, mobilization and politicization of parents, cultural practices)?
4. What barriers at the community, provincial and federal levels have impeded the implementation of immersion programs in Eskasoni and Tobique First Nations?
5. What policies and planning processes will help other communities apply these programs? Recommendations will be made concerning implementation of Mi'kmaw and Maliseet immersion programs in communities that currently do not have such programs.
6. What are the links between Aboriginal youth having a solid grasp of their language and a strong identity to their educational success, future career, lifelong learning and contribution to their community?
This project is being co-lead by Joanne Tompkins, Associate Professor, St.FX Faculty of Education and Anne Murray-Orr, Associate Professor, St.FX Faculty of Education. The research assistants are Starr Sock, Eskasoni First Nation, Mi'kmaq Immersion Teacher and St.FX Graduate Student, Sherise Paul-Gould, Eskasoni First Nation, Teacher and St.FX Graduate Student and Darcy Pirie, Tobique First Nation, AAEDIRP Administrative Assistant and BEd student as well as consultant Roseanne Clark, Tobique First Nation, Educator.
Immersion Workshop Article:
AAEDIRPImmersionProjectWorkshopArticle.pdf
Final Report:
Best Practices and Challenges in Mi'kmaq and Maliseet - Wolastogi Language Immersion Programs Final
7. APCFNC Elders Project
The intention of this project was to bring together a group of Elders from around the Atlantic region in order for them to guide the APCFNC (and others) on the development of protocols, ethics and guidelines on how Traditional Knowledge and Aboriginal world views can be incorporated into research which guides community economic development. These protocols, ethics and guidelines could be used for other areas of research as well.
Honouring Traditional Knowledge
BACKGROUND
The Atlantic Policy Congress of First Nations Chiefs (APCFNC) brings together 38 First Nations in the Atlantic region of Canada as well as the Inuit in Labrador. Through its Atlantic Aboriginal Economic Development Integrated Research Program (AAEDIRP), a group of Atlantic Region Elders were involved in a project called "Honouring Traditional Knowledge". This project was initiated because of the critical importance of consulting with Elders and having their perspectives included in community economic development projects and in research on Aboriginal economic development.
The project began in 2009 with a regional workshop, and was followed by many months of consultation with Elders. Elders determined the process and outcomes for the project. The project was supported by APCFNC staff and Aboriginal community members. As a foundation for the work on economic development research, APCFNC sought guidance from Atlantic region Elders on how they would like to be consulted when sharing Traditional Knowledge and Aboriginal worldviews.
The project is only a starting point for Elder-guided research in the Atlantic region. One of the challenges was the identification of "Elders" who are Traditional Knowledge holders. There is no established regional process in place that identifies who is an Elder and documents their areas of knowledge. There are a large number of Elders who did not participate in this project. The hope is that this initial project with Elders will build the ground work for APCFNC Chiefs and communities to do more work with Elders in the future.
Project Components:
A. Elders Mawio'mi August 2010 - An Elders Mawio'mi (which means gathering in Mi'kmaq) brought together Elders from four Aboriginal cultures of the Atlantic Region - the Mi'kmaq, the Wolastoqiyik, the Innu, and the Inuit. From August 12 -14, 2010, Elders gathered in Millbrook First Nation at the Glooscap Heritage Centre. The Mawio'mi was a chance for Elders from the region to get know each other and begin initial discussions on how they would like to be consulted when sharing Traditional Knowledge. The Elders asked for the meeting to be videotaped. They have directed that a transcription of the Ma'wiomi be released for educational purposes.
B. Video - Honouring Traditional Knowledge - This video highlights the roles of Elders and Traditional Knowledge. Under the Elders' guidance the video was made from footage taken at the Elders Ma'wiomi.
C. Elder Recommendations. The Elders made 8 recommendations concerning Traditional Knowledge. The recommendations are based on discussions from the Elders Mawio'mi. See below for downloadable summary.
D. List of Resources - This is an initial list of protocols and/or ethics and best practices for the sharing of Traditional Knowledge and for working alongside Atlantic region Elders in research. It contains community-based and university materials. It is a living document that will be added to on an ongoing basis. http://apcfnceldersproject.wikispaces.com
Final Report:
HonouringTraditionalKnowledgeFinal.pdf
Summary of Elders Recommendations:
Moving Forward with Elders' Recommendations from the APCFNC Elders Research Project "Honouring Traditional Knowledge" - Considerations from Two-Eyed Seeing and Co-Learning - Presentation made by Elders Albert and Murdena Marshall & Professor Cheryl Bartlett of Cape Breton University at the AAEDIRP University Partners Meeting March 2012:
Moving Forward with the Elders' Recommendations
8. Baseline Data for Aboriginal Economic Development: An Informed Approach for Measuring Progress and Success
Communities and organizations want to know if they are "making progress" and how well they are doing compared to their own past, or compared to some external reference point - another community, a province, a nation, etc. Meaningful indicators should be integrating, linking social, economic and environmental perspectives, forward-looking, distributed across a defined geography and population, and developed in consultation with multiple stakeholders.
There are four primary objectives of this project:
- To provide the Atlantic Aboriginal community (broadly defined) with a tool to measure progress in its economy;
- To engage key stakeholders in the Atlantic Aboriginal community (and others) in the development and refinement of key indicators;
- To compare sub-components of the Atlantic Aboriginal population for the chosen measures (including, but not limited to, province to province; on and off reserve; by cultural group - Innu, Inuit, Mi'kmaq, Maliseet);
- To build the capacity of the Atlantic Aboriginal community to collect, analyze, and report on indicators of socio-economic progress.
This project is being lead by David Bruce, Director of the Rural and Small Town Programme at Mount Allison University, co-researcher Patricia Doyle-Bedwell, Director of the Transition Year Program at Dalhousie University and research assistant Kevin An-Jager.
Final Report:
9. The Social Impacts of Economic Development
Economic development in Aboriginal communities and the social impact of economic development in those communities is of great interest to Aboriginal communities and organizations as well as government agencies interested in ascertaining which policies and practices enhance or prevent development. Gaining meaningful understanding of these policies and practices in Aboriginal communities is especially complex given the contested and diverse perspectives on the very meaning of economic development and success, and the limited data sets that are available to compare and account for economic and social situations across and within communities. This project's primary objectives are to engage university students and faculty, and Aboriginal consultants to:
- Work alongside three Atlantic Aboriginal communities to develop case studies, the comprehensive stories which describe the social impacts of economic development in their particular communities;
- Work alongside three Atlantic Aboriginal communities to compare and contrast community stories to help people in those communities to learn from each other's stories. (There is no intention to compare communities to show superiority of one set of social impact factors. Rather, it is proposed that the history of social and economic development of each community will be shared to understand and learn from the individual experiences of each community in order to underscore their strengths and challenges/vulnerabilities);
- To collectively explain some of the preliminary potential reasons for the social impacts of economic development related to these three particular Atlantic Aboriginal communities;
This project is being led by Jeff Orr, Dean of Education, St. Francis Xavier University with co-researcher, Eric Christmas, Mi'kmaq EnCana Liaison Advisor, Kwilmu'kw Maw-klusuaqn (Mi'kmaq Rights Initiative). The project is also being supported by the Indigenous Peoples Research Cluster (IPRC) at St.FX University. This includes Monica Diochon, Business; Claire Fawcett, Anthropology; Behrang Foroughi, Adult Education and Coady International Institute, Alison Mathie, Development Studies and Coady International Institute; Leslie Jane McMillan, Anthropology and Canada Research Chair in Indigenous Peoples and Sustainability; David Fletcher, Development Studies and Coady International Institute and Santo Dodaro, Economics and Development Studies. The research assistants are: Sunshine Paul-Martin, Millbrook First Nation, Charlotte Lafford, Paq'tnkek First Nation, Carly Sappier, Tobique First Nation and Angela Christmas, Miawpukek First Nation.
Final Report:
SocialImpactsofAboriginalEconomicDevelopment-ThreeCaseStudiesfromAtlanticCanadaFinal1.pdf
