Engaging Aboriginal Youth In Forestry

Existing institutions and rules of engagement for sustainable forest management (SFM) in Canada are not designed to accommodate the rights or interests of its Aboriginal peoples. In recognition of this, there has emerged a community of Aboriginal partners and academic researchers committed to changing forestry practices, institutions, and policies. They have collectively undertaken research to address the needs, rights, and interests of forest-dependent Aboriginal communities, with the intention of producing knowledge and skill sets needed to reform forest and resource development sectors. This is the first of two volumes that will highlight the most current and critical research undertaken by this community of practice. While this book and upcoming companion volume are aimed directly at Canada's forest sector, the implications of this research should be of considerable interest and value to all who have a vested interest in natural resource development and management on lands where Aboriginal peoples assert constitutionally protected rights and interests. By attempting to create the ethical space for Aboriginal peoples in building new institutions and policies for their engagement in SFM, this volume addresses some of the most pressing environmental and social issues that Canadians face today.

Not a week goes by without a negative news story about the rates of problem behaviours among aboriginal youth in Canada. These statistics do not tell the whole story and we must shift out paradigm from one focusing on deficits to a strengths-based approach. This toolkit presents a wide range of guidelines, strategies, templates and case studies for those who work with aboriginal youth.

The common theme throughout this text is the need to link research to management, policy, and the real-world needs of First Nation communities. Today’s forest managers must now consider the social and political context of land use, value systems and expectations, and emerging rights-based issues involving Aboriginal peoples."--pub. desc.

Outlines a framework for partnership and action, defined in co-operation with Aboriginal people, that could be used by any institution contemplating delivery of postsecondary forestry and natural resources education involving Aboriginal peoples and concepts. Lists the principles and assumptions proposed as a foundation for educational program delivery and focuses on the main operating principle, the process of partnership development. Questions to be answered regarding program definition, design, and development are also listed.

"This toolkit presents a wide range of guidelines, strategies, templates and case studies for those who work with Aboriginal youth."--Page 4 of cover.

Aboriginal people in Canada are increasingly expressing a desire for forestry education opportunities, yet few post- secondary institutions have yet responded to this need. It is anticipated that Aboriginal groups will frequently enter into partnership arrangements with colleges and universities for delivery of forestry education to Aboriginal students, and for delivery of Aboriginal forestry concepts to all students. This report presents a framework for such a partnership, from early explorations through program design and delivery to ongoing long-term relationships. The framework consists of a goal, a set of principles, and guidance on partnership development. The framework has been developed through consultations with Aboriginal people in northern Ontario, but is offered for use anywhere in Canada.