108 search results for
Academic institutions
Recommendation 213:
We call upon all governments, educators, and those involved in research to support and conduct research and knowledge gathering on pre-colonial knowledge and teachings about the place, roles, and responsibilities of 2SLGBTQQIA people within their respective communities, to support belonging, safety, and well-being.
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Recommendation 66:
We call upon all governments, educational institutions, and health and wellness professional bodies to encourage, support, and equitably fund Indigenous people to train and work in the area of health and wellness.
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Recommendation 214:
We call upon all governments and educators to fund and support specific Knowledge Keeper gatherings on the topic of reclaiming and re-establishing space and community for 2SLGBTQQIA people.
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Recommendation 193:
We call upon all governments and educators to fund and establish Métis-led programs and initiatives to address a lack of knowledge about the Métis people and culture within Canadian society, including education and advocacy that highlights the positive history and achievements of Métis people and increases the visibility, understanding, and appreciation of Métis people.
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Recommendation 82:
We call upon all elementary, secondary, and post-secondary institutions and education authorities to educate and provide awareness to the public about missing and murdered Indigenous women, girls, and 2SLGBTQQIA people, and about the issues and root causes of violence they experience. All curriculum development and programming should be done in partnership with Indigenous Peoples, especially Indigenous women, girls, and 2SLGBTQQIA people. Such education and awareness must include historical and current truths about the genocide against Indigenous Peoples through state laws, policies, and colonial practices. It should include, but not be limited to, teaching Indigenous history, law, and practices from Indigenous perspectives and the use of Their Voices Will Guide Us with children and youth.
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Recommendation 149:
We call upon all educators to ensure that the education system, from early childhood to post-secondary, reflects Inuit culture, language, and history. The impacts and history of colonialism and its legacy and effects must also be taught. Successful educational achievements are more likely to be attained and be more meaningful for Inuit when they reflect their socio-economic, political, and cultural reality and needs. Further, we call upon all governments with jurisdiction over education within the Inuit homeland to amend laws, policies, and practices to ensure that the education system reflects Inuit culture, language, and history.
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Recommendation 83:
We call upon all educational service providers to develop and implement awareness and education programs for Indigenous children and youth on the issue of grooming for exploitation and sexual exploitation.
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Recommendation 53:
Together with post-secondary schools in BC, the Ministry of Advanced Education and Skills Training must develop a dedicated anti-racism action plan with concrete measures to protect People of African Descent and members of other racialized groups partaking in BC’s higher education. The plan must be based on genuine and broad multi-actor consultations. The process for the Ministry of Education’s K-12 anti-racism action plan as well as the content of the Scarborough Charter on Anti-Black Racism and Black Inclusion in Canadian Higher Education can be sources of valuable insights.
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Recommendation 46:
To meet the Black-educator deficit in BC schools, the Province must design a credential recognition system that recognizes and allows qualified Black educators who have immigrated to BC to more easily practice their teaching in BC. A supplementary approach is to encourage and support opportunities for part-time teaching, talks and sessions for Black professionals including interested retirees. The education Ministries can maintain a list of willing participants.
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Recommendation 1:
The Representative is calling for a special convening of the child-serving systems and the children, youth, families and communities they serve to respond to the cracks in our care system that are contributing to children and youth being pushed and pulled away from the systems of care and being subjected to increased risks of serious incidents or critical injuries and deaths. To address the root systemic and structural causes of children and youth going missing from the child welfare system we need to collectively explore:
- What are the conditions of unbelonging that lead to children becoming lost or missing in the child welfare system?
- How are children’s unmet needs across systems contributing to them going missing?
- How do we align systems of care and protection to respond more effectively and uphold the rights of children who have disappeared in the system?
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- Academic institutions ,
- Faith and cultural groups ,
- First Nations governments ,
- General public ,
- Government of British Columbia ,
- Health authorities ,
- Human rights institutions ,
- Independent offices of the Legislature ,
- Indigenous organizations ,
- Municipal governments ,
- Non-profits and community organizations ,
- Public sector
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