Cultural Safety Education as the Blueprint for Reconciliation | Len Pierre | TEDxSFU

Summary

The speaker, an educator, recounts a transformative experience teaching 'Indigenous Cultural Safety 101' to professionals in community services. They emphasize the importance of acknowledging and addressing systemic racism and oppression against Indigenous peoples in North America. The course, which includes discussions on history, power imbalances, and anti-racism strategies, aims to foster cultural safety and reconciliation. A poignant moment involves a newcomer to Canada who, through the training, gains a profound understanding and empathy for Indigenous experiences, highlighting the power of education in bridging gaps and fostering understanding.

Takeaways

• 📚 The speaker teaches 'Indigenous Cultural Safety 101', a course that addresses indigenous-specific racism, discrimination, and institutional oppression.
• 🌟 A pivotal moment in the speaker's teaching career was when a newcomer to Canada expressed a profound shift in perspective after learning about indigenous history and colonialism.
• 🌐 The speaker emphasizes the importance of information and knowledge sharing for creating culturally safer spaces.
• 🏥 Indigenous cultural safety is defined as an outcome of respectful engagement that addresses power imbalances, aiming to create an environment free from racism and discrimination in healthcare.
• 🌱 The speaker argues that racism is not confined to healthcare but is systemic across various societal structures, making cultural safety education relevant for all.
• 🤝 Reconciliation is about strengthening the relationship between indigenous and non-indigenous Canadians, which requires awareness and understanding of historical and ongoing issues.
• 🧐 The speaker prompts the audience to consider the current state of the relationship between indigenous and non-indigenous peoples, using words like 'complicated', 'polarized', and 'toxic'.
• 📚 The speaker points out that Canadian socialization has historically involved teaching narratives that dehumanize indigenous peoples, contributing to systemic racism.
• 🌟 There is a call to action for individuals to embark on a learning journey to understand and challenge these narratives, with the goal of fostering a more respectful and informed society.
• 🌱 The speaker outlines a three-part formula for effective indigenous cultural safety education: awareness of history, examination of power imbalances, and learning anti-racism strategies.

Q & A

What is the main focus of the course 'Indigenous Cultural Safety 101'?

The course focuses on discussing indigenous-specific racism, discrimination, and institutional oppression, as well as state violence against indigenous peoples in the country and North America.

Why does the speaker emphasize the importance of knowledge and information sharing in creating culturally safer places?

The speaker emphasizes this because without knowledge and information, people feel left out, out of place, and vulnerable. Sharing information and knowledge is crucial for understanding and addressing systemic racism and discrimination.

What is the definition of Indigenous Cultural Safety according to the speaker?

Indigenous Cultural Safety is defined as an outcome based on respectful engagement that recognizes and strives to address power imbalances, resulting in an environment free of racism and discrimination where people feel safe when receiving healthcare.

Why does the speaker argue that racism is not confined to the healthcare system?

The speaker argues that racism is embedded within all systems that scaffold the country, including the justice system, social services, and education system, and therefore, addressing it requires a broader approach.

What is the significance of the participant's story about being a newcomer to Canada?

The participant's story is significant because it illustrates the transformative power of education on indigenous cultural safety. It shows how learning about indigenous history and experiences can change one's perspective and approach to indigenous relations.

What does the speaker suggest as the first step in working on the relationship between indigenous and non-indigenous peoples?

The speaker suggests that the first step is to develop awareness, which involves learning about the history of indigenous peoples, understanding power imbalances, and recognizing systemic racism and institutional oppression.

Why does the speaker refer to Justice Murray Sinclair's quote about the treatment of indigenous children in residential schools?

The speaker refers to Justice Murray Sinclair's quote to highlight how the narrative of indigenous inferiority was socialized into the Canadian education system, which has lasting implications on the beliefs and attitudes towards indigenous peoples.

What are the three core areas the speaker suggests for a robust Indigenous Cultural Safety Education program?

The three core areas suggested are: 1) Awareness of history, including events like residential schools and land theft; 2) Examination of power imbalances, including systemic racism and institutional oppression; and 3) Anti-racism strategies that can be applied in daily life and practice.

How does the speaker describe the current state of the relationship between indigenous and non-indigenous peoples?

The speaker describes the current relationship as complicated, polarized, toxic, strained, and abusive, indicating the need for significant work to improve and strengthen this relationship.

What is the speaker's call to action for the audience?

The speaker does not give a direct call to action but instead extends an invitation for the audience to embark on a learning journey through Indigenous Cultural Safety Education and Training to transform their understanding and strengthen relationships between indigenous and non-indigenous peoples.