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Academic institutions
Recommendation 60:
Considering the nature of student recruitment at the graduate school level, the Ministry of Advanced Education and Skills Training must fund and promote research on the histories, cultures, conditions and realities of People of African Descent. Additionally, where the Ministry and the Province are funding research, it is important to emphasize the need for genuine diversity in research teams.
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Recommendation 18:
BC government and MCFD to ensure that children are provided with services while the family navigates the process and develop a consistent mechanism for repaying costs for services provided in the interim
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Recommendation 4:
As this literature review has established, there are various ways in which children’s rights to participate in legal proceedings can be strengthened and preserved. To ensure sufficient attention and awareness is given to children’s participation rights, all parties to legal proceedings involving children must be appropriately educated and trained (Canadian Coalition on the Rights of Children, 2016, p.9; CBA, 2020; Martinson & Jackson, 2016; Martinson & Raven, 2020a). To increase awareness on child rights, more information about court processes should be provided to children, particularly older children, so they can provide informed views and preferences during legal proceedings (Birnbaum & Saini, 2012; Byrne & Lundy, 2019; Paetsch et al., 2018). This could also be achieved by incorporating children’s rights into school curriculums (Collins, 2019). A holistic, rights-based education would not only preserve the best interests of the child through the expression of their views but could also enable children to further realise their rights in other areas (CBA, 2020; Paetsch et al., 2018).
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- Access to justice ,
- Accessibility ,
- Accessible services and technology ,
- Ageism ,
- Courts ,
- Decolonization and Indigenous rights ,
- Discrimination and hate ,
- Education and employment ,
- Human rights system ,
- Indigenous children and youth in care ,
- International human rights ,
- Policing and the criminal justice system
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Recommendation 14:
Although the experience of racism in the use of status cards is near-universal amongst status First Nations, and the mention of status cards elicits overt and numerous racist responses in online forums, there is very little data collected, studies published, or indicators monitored about this experience. Increasingly, there is broad policy support for the collection and monitoring of race-based data to support equity and dignity for all persons. Future work pursuant to this study should continue, and specifically:
- Be a matter of focus of human rights offices and associated studies.
- Indicators and data collection about experience in the use of status cards, and outcomes data related to the experience of racism, should be embedded in surveying and performance monitoring at local, regional, provincial, and national levels, including by First Nations governments in their primary data collection and research projects. These should consider the unique experiences of LGBTQ2S+ persons as well as other groups that are experiencing intersecting and compounding forms of oppression and discrimination.
- Be tied to clear action plans and accountability for change.
- Be rooted in Indigenous data sovereignty.
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Recommendation 189:
All medical and nursing schools in Canada must require courses dealing with Indigenous health issues, including the legacy of colonialism and its impacts, as well as skills-based training in anti-racism, human rights, and trauma-informed care.
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Recommendation 48:
Encourage the creation of regional, or circuit, human rights clinics to both educate and assist Indigenous Peoples in filing and carrying through human rights claims. Explore options for clinics or workshops that operate regionally over time so lawyers can stick with a case, including potentially working with the three BC law schools. Clinics should be led by leading Indigenous counsel and provide representation to Indigenous Peoples, individually and collectively.
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Recommendation 4:
Develop tools that entrench an understanding, respect and appreciation of the UN Declaration in society at large.
For implementation to be successful, the general public must be able to participate in discourse about the UN Declaration at the same level as other pieces of foundational legislation such as the Canadian Charter of Rights and Freedoms (Constitution Act, 1982).
To do so, human rights education needs to be implemented and tools need to be developed (including school-based curricula) to properly educate the Canadian public on the UN Declaration.
For implementation to be successful, the general public must be able to participate in discourse about the UN Declaration at the same level as other pieces of foundational legislation such as the Canadian Charter of Rights and Freedoms (Constitution Act, 1982).
To do so, human rights education needs to be implemented and tools need to be developed (including school-based curricula) to properly educate the Canadian public on the UN Declaration.
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Recommendation 22:
Contribute funding and effort for a detailed needs study to inform the development of:
- Programs and grants to build capacity, support skills development in Indigenous heritage professionals, and support infrastructure development for the caretaking of cultural objects and intellectual property;
- Training programs for Indigenous People interested in heritage work. This could be done in partnership with universities and colleges, or museums through coursework and internships in Indigenous communities and organizations;
- Exchange programs for Indigenous heritage professionals to learn about international best practices and share approaches and methods with international Indigenous organizations and institutions doing ground-breaking work to protect and revitalize Indigenous cultural heritage;
- Mentorship programs partnering experienced Indigenous heritage professionals from museums, universities, or other well-resourced institutions, with those more junior; and
- Awards or campaigns to recognize and celebrate leaders in Indigenous cultural heritage work. This could attract more Indigenous People to the field by putting a public face on Indigenous People leading heritage protection work and normalize and publicize Indigenous leadership in heritage work to the broader public.
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