Tłįchǫ or Tåîchô?

Zoe, John B.; Jerome, Sarah; Andrews, T. Daniel; Saxon, Leslie A.

doi:10.14430/arctic4229

Cited by 1 publication

(2 citation statements)

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“…The term Aboriginal is used only in a historical context, or regarding policy or report titles Western Western may be understood here as referring to the values, social norms, customs, political systems and other elements of society that originated in or are otherwise associated with Europe. In the Canadian context, western may be used interchangeably with mainstream to denote the dominance of Eurocentric, white cultural systems Indigenous and western ways of knowing Indigenous and western ways of knowing differ in their ways of understanding the world [16][17][18]. Indigenous ways focus on understanding that is wholistic (where the intentional use of the "w" refers to the whole person).…”

Section: Settingmentioning

confidence: 99%

“…Defined as a co-learning journey that values both Indigenous and western ways of thinking [24,25], two-eyed seeing allows for reflexive consideration of the merits, limitations and challenges of different knowledge systems [25]. The Tłıchǫ people living in present-day NT have a similar principle of being "strong like two people", or learning to simultaneously navigate Indigenous and non-Indigenous worlds [18]. Though these terms may be used interchangeably throughout this protocol, the Tłıchǫ term is preferred when speaking specifically about the NT context.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Health system learning with Indigenous communities: a study protocol for a two-eyed seeing review and multiple case study

Milligan

Mantla²,

Blake³

et al. 2022

Health Res Policy Sys

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Background It is well documented that Canadian healthcare does not fully meet the health needs of First Nations, Inuit or Métis peoples. In 1996, the Royal Commission on Aboriginal Peoples concluded that Indigenous peoples’ healthcare needs had to be met by strategies and systems that emerged from Indigenous worldviews and cultures. In 2015, the Truth and Reconciliation Commission also called on health organizations to learn from Indigenous “knowledges” and integrate Indigenous worldviews alongside biomedicine and other western ways of knowing. These calls have not yet been met. Meanwhile, the dynamic of organizational learning from knowledges and evidence within communities is poorly understood—particularly when learning is from communities whose ways of knowing differ from those of the organization. Through an exploration of organizational and health system learning, this study will explore how organizations learn from the Indigenous communities they serve and contribute to (re-)conceptualizing the learning organization and learning health system in a way that privileges Indigenous knowledges and ways of knowing. Methods This study will employ a two-eyed seeing literature review and embedded multiple case study. The review, based on Indigenous and western approaches to reviewing and synthesizing knowledges, will inform understanding of health system learning from different ways of knowing. The multiple case study will examine learning by three distinct government organizations in Northwest Territories, a jurisdiction in northern Canada, that have roles to support community health and wellness: Tłı̨chǫ Government, Gwich’in Tribal Council, and Government of Northwest Territories. Case study data will be collected via interviews, talking circles, and document analysis. A steering group, comprising Tłı̨chǫ and Gwich’in Elders and representatives from each of the three partner organizations, will guide all aspects of the project. Discussion Examining systems that create health disparities is an imperative for Canadian healthcare. In response, this study will help to identify and understand ways for organizations to learn from and respectfully apply knowledges and evidence held within Indigenous communities so that their health and wellness are supported. In this way, this study will help to guide health organizations in the listening and learning that is required to contribute to reconciliation in healthcare.

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Section: Settingmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%