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Intergenerational Trauma :silhouettes: - Coggle Diagram

- - - - Parents or grandparents as first-hand experience
        
        Missed opportunities to address their issues.
        
        Over the time, these trauma / experience are normalized in the family and community.
        
        Trauma inflicted was only understood many years later, no chance to recover.
        
        Didn't recognize they have the opportunity to channel out their thoughts.
        
        Stress related experience passed on to the next and later generations.
    - - Impacts on 2nd or later generations
        
        Ripple Effect
        
        Self destructive behaviors due to pressures received during childhood. (United Nations)
        
        Suicide Attempts
        
        Alcoholism
        
        Drug Abuse
        
        Mental Health Issues
        
        Chronic Stress
        
        Abused or neglected as children
- - - - As Indigenous People
        
        How would indigenous people envision non-Indigenous people engaging in reconciliation?
      - As non-Indigenous People
        
        How are we understanding our role and responsibility?
        
        What are some approaches to include reconciliation and acknowledgement in the curriculum?
        
        How can we be compassionate to who is suffering from intergenerational trauma?
      - Digital Literacy
        
        Critically engage in the content which they are receiving
    - - Encourage discussion
        
        Empower speakers
        
        Sensitive training: Handle sensitive data with care
        
        Conversations might involve sensitive details with emotional, and/or personal experience
        
        Create a culturally safe environment for better conversations
        
        Include facilitators/moderators who are familiar with indigenous history
      - Raise awareness
        
        Beware not to make assumptions
      - Learn about residential schools and other aspect of colonialism, policies, inequalities which have been many years and continued to bring trauma to the indigenous community
    - - Involve different hands-on technologies
      - Inclusive Curriculum
        
        Multimodalities
        
        written transcript
        
        oral interview
        
        accompanied by photos
        
        Indigenous people point of view
        
        Elder, Indigenous woman
        
        Pass on important information to younger generation: to channel out their experience and handle with care, may avoid intergenerational trauma
        
        https://guides.rdpolytech.ca/indigenous/finding/oralhistories
      - Exhibition of an Indigenous Oral History archive
    - - Video: Educating our youth - Truth and Reconciliation Commission of Canada
      - Guide to reflect identity
      - Develop a mentality: to be thinkers of problems and solver of problems
      - Makerspace as an inclusive, compassionate, safe and open area for everyone to share and interact.
        
        Beware not to be overly sympathetic; keeping boundaries are important to maintain an individual's sense of dignity
      - Ending racism
      - Creating mutually respectful relationship
    - - Be a participant and a contributor
      - Sensory information as stimulation
        
        Visual
        
        Traditional objects as Linkage to the History (Lalande, 2017)
        
        Auditory
        
        First Nation Languages
        
        Multiliteracies
        
        Listen and Speak the language
        
        Use the language
        
        EXPLORE: San’yas
        A program which advocates and promotes cultural safety for indigenous people by the Provincial Health Service Authority.
        
        Songs, poems, prayers, lessons of teaching
        
        EXPLORE: Podcast channel "Teaching in the Air"
        
        Through different testimonies and stories, non-indigenous students learn and understand the situation. Indigenous students find relatedness in the curriculum.
        
        Active listening
        
        Immersive environment
        
        Engage with Stories
        
        Safe, comfy makerspace (Branigan-Pipe, 2017)
      - Research Opportunity
    - - https://www.teachthought.com/pedagogy/phases-inquiry-learning/
- - - - It is: critical, complex, multifaceted, continuous, a process of learning the history, recognition, support, respect, a journey working towards solidarity as a society and country, a part of Canadian's responsibility, honoring the treaties, acknowledging indigenous people's title and rights, acknowledge and let go of stereotypes and stigma
        
        ensuring history does not repeat itself
  - - - Invite co-curation of Canadian history (Levy, 2021)