Northern Capacity Building through Aboriginal Entrepreneurship · Northern Capacity Building...
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www.usask.ca Northern Capacity Building through Aboriginal Entrepreneurship Lee Swanson, David Zhang, Joelena Leader, Dazawray Landrie-Parker, J.D. Bell
Transcript of Northern Capacity Building through Aboriginal Entrepreneurship · Northern Capacity Building...
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Northern Capacity Building through Aboriginal Entrepreneurship
Lee Swanson, David Zhang, Joelena Leader, Dazawray Landrie-Parker, J.D. Bell
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Agenda Introduction – Lee Gaps in Capacity Building – David The Co-operative Model – Dazawray Preliminary Findings – Lee Methodology Overview – Dazawray Photo and Video Compilation example Video Voice– J.D. Photovoice – Joelena Questions
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Introduction Team members In year 2 of this 5 year SSHRC-funded study (L.
Swanson, D. Zhang, K. Coates, G. Poelzer)
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Introduction Recognition that northern communities do not
often benefit from their rich natural resources Goal to understand the past, current, and
potential role of entrepreneurship in the north Study developed by the north for the north Framework for how entrepreneurship can work
in the north for northerners
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EDUCATION: CURRENT SITUATIONS AND FUTURE STRATEGIES
David Di Zhang, PHD
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Good news:
Canada has the best post-secondary education completion rate among the OECD countries
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Source: Organization for Economic Co-operation and Development (OECD), Education at a Glance 2012, (see table A1.3a) Population that has attained tertiary education (2010). OECD Statistics.
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More Good News:
Continuous increase in both university education and college/trade certification among Canadians.
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Source: HRSDC calculations based on Statistics Canada. Table 282-0004 - Labour force survey estimates (LFS), by educational attainment, sex and age group, annual (persons unless otherwise noted), CANSIM (database).
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Even More Good News:
More women (aged 25-44) completed post-secondary education.
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Source: HRSDC calculations based on Statistics Canada. Table 282-0004 - Labour force survey estimates (LFS), by educational attainment, sex and age group, annual (persons unless otherwise noted), CANSIM (database).
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When we look at education among the Aboriginal people in Canada, we have to say, there is room for
improvement.
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Source: Statistics Canada. Educational Portrait of Canada, Census 2006. Ottawa, Statistics Canada, 2008 (Cat. No. 97-560-X2006001).
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High school non-completion rate is a contributing factor.
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Source: Figure prepared by the Library of Parliament using data from Statistics Canada, 2001 and 2006 Census tabulations. (Under-reporting of high school completions contributed to the elevated results obtained in censuses before 2006.)
High School Non-completion Rates for First Nations People and Non-Aboriginal People Aged 25 to 34, 2001 and 2006
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The reform of Aboriginal education systems in Canada is a complex and long standing issue. While it is beyond
the scope of our current study, it provides a background for what is going on about capacity
building in Northern Saskatchewan.
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Increased education of the Aboriginal population in the province is key to creating an economic boom.
(Eric Howe, 2011, “Bridging the Aboriginal Education Gap in Saskatchewan”)
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Institutions providing post-secondary education in Saskatchewan
• University of Saskatchewan• University of Regina• Federated and affiliated colleges
• Including The First Nations University of Canada (3 campuses)
• SaskPolytech (4 campuses)• Eight (8) Regional Colleges• Aboriginal-run institutions
• Gabriel Dumont Institute• Saskatchewan Indian Institute of Technologies
• Other private vocational schools
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Northlands College operates 3 campuses:• La Ronge• Buffalo Narrows• Creighton
Offers a variety of programs:• Mine school• Health• Tech-voc• Trades• University• Adult basic training
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Gabriel Dumont Institute offer programs at several locations including:• Beauval• Green Lake• Ile a la crosse• La Loche• Pinehouse, etc.
Offers a variety of programs, including Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Prince Albert
Aboriginal teachers have been cited as one of the critical factors for Aboriginal education
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University of Saskatchewan offers several programs specifically for the North, including the Master of Northern Governance and Developments program at the International Centre of Northern Governance and Development (ICNGD)
The College of Nursing created the Indigenous nursing workforce in Northern Saskatchewan.
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Post-secondary distance education gives students and their families living in remote and rural regions the option to stay in their communities while they study instead of moving closer to the universities in cities. It is an option in many rural and remote First Nation (Indigenous) communities in Canada; however there are many challenges to successful adoption in these communities.
(Simon et al., 2014))
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Some Strategies• Collaborative Process – engage the students and
the community in designing the courses, monitoring the progress for continuous improvement
• Content Design - Understand the Northern context, the environment, people, and community, and the job market
• Interactive Delivery – incorporate online, web-based information with teleconferencing, email, and other one-on-one interactivities
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CO-OPERATIVES IN THE NORTHDazawray Landrie-Parker
Presenter
Presentation Notes
----- Meeting Notes (15-06-05 00:19) ----- Associated Projects-
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A co-operative is an autonomous association of persons united voluntarily to meet their common
economic, social, and cultural needs and aspirations through a jointly-owned and
democratically-controlled enterprise.
-International Cooperative Alliance, 2015
What is a Co-op
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It is formed to meet the needs of a group of people and it is owned and controlled by those same people Consumer co-op owned and operated by the people who use the service
(Daycare)
Producer co-op owned and operated by the people who provide the
service (Farmer’s Market)
What is a Co-op
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Requirements for successful co-operative Development: Need Business Capacity Social Capacity
Co-operative Development
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A community’s potential for co-operative development is determined by the economic, social, political and cultural dynamics in the community. NEED Co-operatives are born out of necessity. Various coops throughout Canada, production, retail, child-care, housing, services, etc. Despite this diversity in types of coops, there is a clear pattern: a new cooperative emerges where there is a need or a problem that is not or cannot be solved by the existing social system (e.g., markets, governments). The more immediate the need, the more likely community members are to take actions to respond. Business Capacity A community may have a strong common need, however it may not succeed in taking advantage of the co-operative model if it does not have the necessary business capacity. Business capacity technical and business know-how and skills to start up and operate a business. Social Capacity A community may have a strong common need and necessary the business capacity, but may not be able to actually engage in forming and developing a co-operative, if it does not have the necessary social capacity. Social capacity refers to the willingness and ability of community members to work together to serve a common need or address a common problem. Can also be called social capital. Challenges Some communities may have a strong need, but low business and social capacities; While some communities may have a strong need and business capacity, and low social capacity. Unfortunately, there is not a formula to predict cooperative success, therefore, any combination of these do not determine a cooperatives success, however, these communities therefore face different challenges in replicating the co-operative model.
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Like all co-operatives they also grow out of unmet needs.
Have shown remarkable entrepreneurship by engaging in a wide range of economic activities
“Community Champion” Informal Co-operatives
Aboriginal Cooperatives
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Entrepreneurship activities- Nechi foods, artic coop Like most coops-Emerge in part due to dedicated informed leadership, either inside or outside the community. Challenge is still in ensure strong interest by community members. There is also informal-informal kinds of co-operation that form the underpinnings of traditional co-operative entreprises. This includes various traditional communal activities; such as, the hunting, the harvesting, the collective marketing of produce/ berries, fishing, the joint purchasing of food and supplies, mutual aid (Pinehouse example of a family christmas toy drive), the sale of art, the sharing of workplace skills, the collective pro-vision of shelter, and community access to health services .
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Arctic Co-op Neechi Foods Cooperative Limited Stanley Mission Northern Saskatchewan Trappers
Association Co-operative
Aboriginal Co-operatives
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Arctic Coop Arctic Co-operatives Limited was incorporated in 1972. Provides support to a co-op network with combined revenues of approximately $187.6 million in 2014. The Member Co-op Patronage Refund in 2014 was $8.4 million. About 1,000 people are employed in our Co-op network. The Co-op System in the north is a great example of Aboriginal community economic development in Canada. The 32 Co-ops are independently owned and controlled Inuit and Dene businesses. They operate retail facilities, hotels, cable operations, construction, outfitting, arts and crafts production and property rentals. Nechi Foods Inner city Winnipeg, Community based worker Coop. Created out of the need for traditional food sources. Also carry artwork and crafts. Stanley Mission Retail Coop In operation since the 70’s, Visited last spring, enormous stock, also provides informal bank services, Trappers In 80 fur blocks spanning the northern two-thirds of Saskatchewan, 2,400 trappers still live off the land. he was formed to guide trapping development and advocate for northern trappers. N support for trapping, preserve Aboriginal culture, protect the land, increase economic opportunities, practise sustainable food production, encourage young people to relearn their identities, and reconnect the generations for hope, healing, and health.
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Pilot Community Pinehouse Lake Co-operative
Limited Grocery, hardware, furniture,
lumber, clothing, general merchandise, & post office
Pinehouse Local Fishermans Co-op Commercial fishing, fish plant, &
wholesale.
Aboriginal Co-operatives
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Arts and Crafts Retail Stores Financials Services Housing Resource economy Social Service
Co-operatives for the North
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Any cooperative has the potential to be successful Both consumer and producer coops These are types that have been identified by the North
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Community Examples from Pinehouse
General benefits: Physical Infrastructure Social Infrastructure
What does this mean for Northern Saskatchewan?
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Community When we were in Pinehouse we heard many examples of informal coops Mutual aid coops, high social capacity, from youth to adults to elders, they all said we do what it takes to get it done over and over. When they see a need they address it. Pinehouse already works collectively when a need arises. This shows a vast potential for new business within the cooperative development model Cooperatives contribute to the physical infrastructure of the communities by contributing to better transportation and communication systems in remote communities; by creating employment in resource industries, employment in general (Stanley Mission a community of about 1500 employs between 40-50 in the coop retail store) and by providing essential services. Social infrastructure is the increase of social capital. Social capital comes from many sources, it is brought about by networks, social norms and social trust. It is developed through cooperation and mutual aid. Cooperatives have contributed significantly to the social capital of a community. Enhanced education programs, supporting business management skills providing an understanding of other societies and fostering community action.
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PRELIMINARY FINDINGSLee Swanson
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Research Statement We are using participatory research methods to
define, describe, and assess the past, current, and evolving states of the entrepreneurial ecosystem in Northern Saskatchewan as it has and is contributing to social and economic capacity building in relation to local concepts of ‘the good life’, wellbeing, and prosperity. This is a comparative study with Northern Scandinavia.
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Associated Projects Co-operative Innovation Project (CIP) Building Digital Intelligence in Rural and
Northern Canada Leadership project (in the works) Resource Partnerships CUISR Northern Database, Mapping and Community
Reports- Greg Finnegan
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Introduction What this can mean for northern communities Better understand what is happening in other
communities in the north Opportunity to learn from similar communities in
northern Scandinavia Opportunity to share knowledge and successes
with other communities
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Introduction What this can mean for northern communities Better understand the opportunities and
challenges in individual communities Information that can help when developing plans
for the communities Information that can help when seeking assistance
from governments and others
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Preliminary Findings Phase 1 Data Collection Key informant interviews from across Northern
Saskatchewan Coded using NVivo Findings used to inform our Phase 2 design
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Themes
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Preliminary Findings Degree of community control needed to ensure
self-sufficiency Traditional way of life is important (culture,
language, connections to the land, etc.) Education and training is key to getting higher-
level jobs Youth aspirations
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Preliminary Findings Outsiders have exploited opportunities before
local communities have established the capacity needed to benefit from those local opportunities
Local community norms and culture-lock might be providing barriers to opportunity realization
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Preliminary Findings Things that are not barriers locally might be
when people leave their communities (no driver’s license, lack of training in certain areas, etc.)
Services needed in communities for elders and people with medical challenges don’t have to leave their homes
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Preliminary Findings It might be that some forms of community-
based entrepreneurship causes barriers to individual entrepreneurship occurring
In some communities there might be some fear of change and fear of failure
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Preliminary Findings Concepts we are exploring to help determine
how entrepreneurship is and might impact communities: The Good Life Wellbeing Prosperity
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Northern Scandinavia
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Community engagement planning and relationship building
Qualitative data analysis and modifications Official start of Phase 2 in the fall 2015 Align with the new school year
Collaboration with Scandinavian partners Publication plan
Next Steps
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PHASE 2 METHODOLOGYDazawray Landrie-Parker
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We will visit approx. 10 communities. Possible communities include: Pinehouse, Ile a la Crosse, La Loche, Buffalo Narrows,
Fond du Lac, Wollaston Lake or Hatchet Lake, Deschambault, La Ronge, Stanley Mission and Cumberland House.
Focus Group Process
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Northern Village Remote, isolated
community. Population-1,135
Pinehouse Lake
Presenter
Presentation Notes
6 + Hour drive from Saskatoon Cell phone service on roads 100Km from green lake, 110Km to Pinehouse
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Focus Groups High School Students Community Members
Photovoice Community Members
Video Voice High School Students
Mapping Exercise Travelling Community Exhibition
Phase 2 Methodology
Presenter
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Phase Two focuses on Community visits, During each Community visit we planned a series of activities for data collection. Out first stop in the community is the High School, here we would meet with the the students, although we are aiming at Grade 12’s we also welcome grade 10’s and 11’s as well. We quickly introduce the video voice project to them and have them complete this in pairs. JD will speak a little more about video voice as a methodology after we view the video from our pilot community. When we reconvene we separate the students into two separate focus groups, which follow the same themes as the focus groups for the community members. Focus Group 1 History and change, current economy Focus Group 2 Business and development capacity, innovation and entrepreneurship We also pose questions regarding community leaders to both focus groups. The community focus groups follow the same format; However at the end of the community focus group, those interested participating are asked to stay to discuss the photovoice questions. Joelena, will speak a bit more to this methodology after we view the video from our pilot community. Once we visit all the communities we will be returning to each communities with videos similar to the one you are going to see in a few minutes as part of a travelling exhibition. This gives us a chance to not only present our research back to the communities, but also a chance for the communities to learn about other communities in the North. The last exercise we ask the community members to participate in a mapping exercise. In this exercise we ask participants to identify their community on a map, this can be any shape and any distance. Also part of this exercise is access to goods and services. In this section Focus group answers various questions identify where they access necessary goods and services. Once we have completed all of the communities, this information will be mapped, giving us a visual representation of the entrepreneurial ecosystem. I am going to share with you a few of the maps from our pilot now. Keep in mind these are not ALL the goods and services, nor does this reflect the goods and services avaliable in the community.
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Mapping Exercises
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Pilot Mapping Results
Presenter
Presentation Notes
This is an overview of the map with all the goods and services mapped. Our pilot community is Pinehouse, SK. You will notice the majority of the goods and services obtained outside the community are from meadow lake, prince albert or La Ronge. All northern communities. We have color coded the map by theme of good or services. Such as financial institutions are pink, however, that particular line may represent insurance sales, or bank services.
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Building Services
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This particular line represents cement companies.
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Clothing
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This particular line is representative of a shopping mall or big box store
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Communication
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These lines represent computer repair services and internet supply services One of each in La Ronge and Prince Albert
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Financial
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One line to Meadow lake, and one to La Ronge represents Insurance sales, One line to Meadow lake, and one to La Ronge represents Investment company All the rest represent Institutions
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Services for Locals
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Tow Truck operator to Beauval and one to Prince Albert Convenience Store and Mechanic are the other two line going to Prince Albert
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Personal Services
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These lines represent haircuts, hair stylists and massages. all going to Prince Albert
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Pilot Mapping Results
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The yellow pins, represent the communities we will be going into in fall. It will be quite interesting to see how this map, and as a result the looks at the conclusion of these trips.
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PHOTOVOICEJoelena Leader
“A picture is worth a thousand words…”
Presenter
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Have you ever heard the saying “a picture is worth a thousand words”? The underlying message is that: a picture tells a story But more importantly it provides shared as well as individualized meanings or nuances – which you hopefully saw in the video example This is a powerful tool to explore the lived experience of individuals It creates a lens to look through their eyes (visuality as a lens into others’ perspectives)
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What is Photovoice?
http://floodlightproject.org/
Photovoice
Photography
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What is Photovoice? Photovoice is a qualitative and creative research methodology (photo elicitation technique) that lends itself to be utilized as a powerful tool for self-reflection and documenting the varied visual, historical and cultural meanings and contexts For our project we wanted to investigate the deeper meanings of entrepreneurship through asking “How can entrepreneurship contribute to what you view as the “good life” and community wellbeing and prosperity?”
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Why Photovoice? Pictures tell a story and teach others Define the issues & influence needed changes Explore deeper meanings Disrupt the researcher/researched binary
Credit: http://thewowstyle.com
Presenter
Presentation Notes
Why photovoice? Pictures tell a story and teach others -- They help define the issues and influence needed changes We recognized that, in order to learn about the entrepreneurial ecosystem, it isn’t a simply matter of identifying who owns a business We quickly understood that in order to learn more in-depth about the rich history, the past, present and future way of life in the north, we would have to move beyond the usual arsenal of tools Visual images capture deep nuances that cannot be easily translated in words and would not easily be brought out during a regular interview session The process itself is self-reflective and participant led (they lead the discussion where they want it to go) the personal connection people have to their photographs is what stimulates the narrative One key goal of photovoice is to reverse or disrupt the researcher - researched binary and this process aims to empower
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Goals of Photovoice Reflect community &
individual strengths and concerns
Promote dialogue and discussion
Powerful tool aiming to empower people
Participatory Engage policy makers or
community leaders
Credit: http://ericcornhillphotography.com/
Presenter
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The key goals of Photovoice: Record and reflect community and individual strengths and concerns Promote dialogue and discussion Powerful tool aiming to empower people and get their voice heard This method is participatory and meant to engage people at a more personal level Engage policy makers or community leaders
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Conceptual Background Wang & Burris in mid-1990’s Community-based participatory research (CBPR) Sharing, collaboration and partnership Cultural Context and Indigenous Knowledge Decolonizing theories and methodologies Peoples voices heard through their own photography
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Presentation Notes
Conceptual Background The photovoice concept was developed by Caroline C. Wang and Mary Ann Burris in the mid-1990’s. They drew on the theoretical literatures on education for critical consciousness, feminist theory, and documentary photography; They challenged assumptions about representation and documentary authorship; I had the privilege of working closely with Jennifer Poudrier who has done a lot of work in this area -- projects that surround First Nations women health and body image Research methodologies are viewed as lenses and communication – acknowledges that there are multiple lenses and perspectives Photovoice is a research methodology which lends itself well to the philosophy of community-based participatory action research (CBPR) aligned with the core assumption that participants are the knowledge holders, experts by drawing on community expertise, generating understandings about what local people deem as important (Lopez et al., 2005). Research is focused on sharing, collaboration and partnership with communities (Catalani C, & Minkler M., 2010) Photovoice “uses images, as depicted by the community, to reflect the social and political realities that influence people’s lives” and has empowering impacts on participants by “acknowledging their expertise in understanding their experiences.” (Molloy, J.K., 2007, p. 41-42). It places importance on cultural context and Indigenous knowledge – whose underlying principals are based on decolonizing theories and methodologies This approach encourages all members of a community to engage and have their voices heard through their own photography. We ask questions such as what is YOUR definition of community and entrepreneurship and what is the meaning of the good life, well-being, and prosperity?
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Photovoice ProcessSteps: Group sharing / focus group Participant photography Individual in-depth interviews Share stories: Website, social media Newsletter community traveling exhibit
Presenter
Presentation Notes
Photovoice is a process where people photograph their everyday realities, participate in a discussion to highlight their perspectives and concerns and at community levels it may reach planners, community leaders and others who can motivate changes The steps involved are: Group Sharing circle – meet with participants (workshop) Participant Photography – lend cameras for 2 weeks Individual in-depth interviews (30-45 mins) participant photographs are shared during an interview which then develops a narrative for each photo. Share the stories: Website, social media, newsletter coverage, community traveling exhibit or event with sharing circle / focus group These narratives are useful information to help researchers better understand the community and frequently to take action within the community, most notably in the form of outreach programs.
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“Simply amazing…this is what I wake up to every morning and this is what I would look at as a good life; seeing beautiful scenery of nature every day, all day (…) that would be better…just living off the land, like the older people used to.”
Presenter
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Example of photovoice in action the photo and quote are from the follow-up photovoice interview (2 weeks later we came back) We sat down and talked about the photos he took and what they meant to him which resulted in a long and rich discussion The participant shared a photo of sunrise just over the horizon of Pinehouse Lake and said: “Simply amazing…this is what I wake up to every morning and this is what I would look at as a good life; seeing beautiful scenery of nature every day, all day (…) that would be better…just living off the land, like the older people used to.”
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VIDEO VOICEJ.D. Bell
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• We wanted to take this one step further:• Explored methods to meaningfully engage youth• Used peer to peer interviews instead of researcher
to participant • allowing for organic and spontaneous discussion
• Based this on key elements of Photovoice• Photovoice participants were adults aged 20-65.• Video participants were grade 10, 11 and 12 students
• Combined Video Voice and Photovoice in following video to highlight common themes
Video Voice
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PHOTO AND VIDEO COMPILATIONPinehouse Lake, Saskatchewan
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What are your take-away regarding Northern Saskatchewan based on what you seen in the video?
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Themes
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Sports Familiarity-Everyone knows each other, Family Beautiful Friends Welcoming Outdoor Activities-Camping, Fishing, Boating, Hunting Ecotourism Traditional Culture Powwows Community activities Arcade Safety Heath care Drugs, Alcohol, Vandalism, Littering-Activities that were identified that need to stop, or be decreased.
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What are your takeaways regarding Northern Saskatchewan?
Discussion Question
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We have one question for you guys, however, please feel free to ask any questions.
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Thank You
