In response to new and exacerbated challenges imposed by the COVID-19 pandemic, Indigenous children and youth in Canada have developed innovative and holistic solutions to amplify their voices, continue cultural engagement and combat social isolation for themselves and their communities as a whole. In this analysis, we have selected three Indigenous philosophical tenets as an ethical orientation for discussion of how the COVID-19 pandemic is impacting the well-being of Indigenous young people. The guiding values of interconnected relationships, holism and Indigenous-informed restorative justice help us interpret existing pandemic-specific literature and identify, define and prioritize considerations of child and youth well-being from an Indigenous-centred worldview. This analysis can (a) help inform future pandemic measures affecting Indigenous young people and (b) foster similar considerations for Indigenous communities in other regions of the world.
Many Indigenous communities view children as sacred gifts deserving of love and respect, and as the ones who will carry their collective ways of life forward. However, Indigenous young people within Canada face disproportionate challenges to their health and well-being, partly a result of ongoing colonial practices within professional services. In response to the Truth and Reconciliation Commission’s Calls to Action regarding improvements to professional education and training, our team conducted an international scoping review which identified that Indigenous pedagogy is rarely included in curricular development. We completed this scoping review’s consultation phase in two Anishinabeg communities. In this consultation, we posed the following questions: What are Anishinaabe perspectives on and experiences of child-focused professional practices? How are child-focused professionals currently prepared to work with young Anishinabeg peoples? How should they be prepared? Participants highlighted the importance of professionals learning Indigenous history and Anishinaabe culture, having field-based education, and engaging children with hands-on activities. Professionals encountered little to no Indigenous-focused content in their formal education, with most exposure occurring in continuing education settings. Our results suggest Indigenous ways of knowing can and should be honored in child-focused professional education, thereby supporting the development of effective and culturally-safe relationships between professionals and Indigenous peoples.
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