SOC Group Project

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School

Camosun College *

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261

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Sociology

Date

Apr 3, 2024

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docx

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Uploaded by DukeLightning6889

Option A: indigenous community success stories project (30%): processes of doing the success story project: As a team, 1) Come up with a project idea that focuses on a relevant success story of any Indigenous community in Canada 2) Collect/gather and analyze information/data about this community and its success story 3) Discuss creative and innovative ways to display (diagram or image) and share (communication media) this success story 4) Use your knowledge on the two foundational or umbrella sociological concepts (sociological imagination and social construction of reality) to identify the cause(s) or explanation(s) and pattern(s) of this success story 5) Discuss the sustainability and transferability of this success story to other Indigenous communities 6) Discuss the applicability of any of the sociological paradigms or Indigenous paradigms to the success story 7) Write a reflective report Project Title: Intergenerational Community Empowerment: Makoonsag Intergenerational Children's Centre Introduction : - Brief overview of the Makoonsag Intergenerational Children's Centre's success story in providing daycare services to children while their parents attend the Urban Circle Training Centre. Community Background and Success Story: - Provide background information on the Makoonsag Intergenerational Children's Centre and its partnership with the Urban Circle Training Centre. - Highlight the vision of Elder Stella Blackbird and the collaborative effort to create a culturally enriching environment for children and families. - Discuss the impact of Makoonsag in bridging generational gaps and instilling cultural pride among children. Data Collection and Analysis:

- Gather quantitative data on the number of children served, demographics, and program participation. - Analyze qualitative data through interviews and testimonials from stakeholders, including parents, staff, and community leaders. - Identify key success metrics such as cultural engagement, academic achievement, and community cohesion. Creative Display and Sharing: - Create a visually appealing diagram showcasing the intergenerational model of Makoonsag and its impact on the community. - Develop multimedia content including videos, podcasts, and social media campaigns to share the success story with a wider audience. - Utilize storytelling techniques to convey the transformative journey of families involved with Makoonsag. Sociological Analysis: - Apply sociological imagination to explore the broader societal context influencing the success of Makoonsag. - Discuss how the social construction of reality shapes perceptions of Indigenous education and childcare. - Identify patterns of resilience, cultural revitalization, and community empowerment within the success story. Sustainability and Transferability: - Evaluate the sustainability of Makoonsag's model in meeting the evolving needs of the Indigenous community. - Discuss strategies for replicating and adapting the success story to other Indigenous communities across Canada. - Highlight the importance of community engagement, cultural relevance, and institutional support in sustaining similar initiatives. Paradigmatic Analysis: - Explore the applicability of Indigenous paradigms such as holistic wellness, intergenerational knowledge transfer, and relationality to the success of Makoonsag. - Discuss how sociological paradigms like structural functionalism, conflict theory, or symbolic interactionism intersect with Indigenous perspectives within the context of Makoonsag's success. Conclusion:

- Summarize the significance of Makoonsag Intergenerational Children's Centre as a model for Indigenous community empowerment and cultural revitalization. - Emphasize the importance of collaborative partnerships, cultural sensitivity, and innovative approaches in addressing the needs of Indigenous families. - Provide recommendations for further research and implementation of similar initiatives in Indigenous communities nationwide. assignment type 4: option b: creativity & innovation project on implementing one of the truth and reconciliation commission’s “calls to action” (30%): As a team 1. Select one of the TRC’s 94 “Calls to Action”. 2. Collect/gather and analyze information/data about this “Call to Action” 3. Use your knowledge of the two foundational umbrella sociological concepts (sociological imagination and social construction of reality) to identify the cause(s) or explanation(s) and pattern(s) of the social problem that informs your selected TRC’s “Call to Action”. 4. Come up with one creative idea and one corresponding innovative design showing brief descriptive and a diagrammatic coordination of processes/steps, tasks, people, and resources to implement this “Call to Action”. 5. Discuss the sustainability and transferability of the solution that your project proposes. 6. Examine the relevance of any of the sociological paradigms to your design solution. 7. Write a reflective report TRC Calls to Action #63 Analysis: Call to Action:  Maintain an annual commitment to Aboriginal education issues, including: o Developing and implementing K-12 curriculum and learning resources on Indigenous history and residential schools. o Sharing best practices on teaching curriculum related to residential schools and Indigenous history. o Building student capacity for intercultural understanding, empathy, and mutual respect. o Identifying teacher-training needs relating to the above.

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Strengths:  Inclusion of Indigenous history and residential school legacy in curriculum minimizes hidden curriculum impacts, improving inclusion.  Promotes an equal learning environment through inclusive teaching methods and Universal Instructional Design.  Embraces multiculturalism and recognizes the importance of Indigenous culture in curriculum evolution. Weaknesses:  Fails to address the need for social reconstruction for equity and justice.  Ignores power dynamics involved in implementing the Call to Action, particularly concerning racialized and Indigenous teachers.  Equity policies may reinforce dominant positions and ignore unequal power relations within education. Project Proposal:  Develop a comprehensive Indigenous education curriculum framework integrating Indigenous perspectives across all subjects.  Design professional development program for teachers focusing on cultural competency and inclusive teaching strategies.  Establish mentorship programs and partnerships with Indigenous communities to support ongoing implementation.  Share best practices and curriculum resources with other provinces to promote transferability. Relevance of Sociological Paradigms:  Critical race theory and postcolonial theory inform efforts to address power dynamics and systemic inequalities within education.  Focuses on dismantling dominant ideologies and recognizing the colonizing outcomes of intercultural dialogue. TRC Calls to Action #57 & #93 Analysis: Call to Action #57:

 Requires education for public servants on Indigenous history, residential schools, UN Declaration on the Rights of Indigenous Peoples, Treaties, Indigenous law, and Aboriginal-Crown relations.  Emphasizes skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism. Call to Action #93:  Calls for the revision of newcomer information kits and citizenship tests to include a more inclusive history of Canada's diverse Indigenous peoples, including Treaties and residential schools. Strengths:  Enhances cultural awareness and diversity by educating public servants and newcomers on Indigenous history and heritage.  Promotes understanding and respect for Indigenous rights, laws, and relationships with the Crown, fostering intercultural competency.  Equips public servants and newcomers with skills for conflict resolution, human rights, and anti-racism, facilitating positive interactions with Indigenous communities. Weaknesses:  Focuses primarily on cultural awareness without addressing systemic issues of equity and social justice within government institutions.  Limited emphasis on addressing power dynamics and systemic inequalities that perpetuate racism and discrimination.  Risks perpetuating dominant ideologies and maintaining power hierarchies without a deeper commitment to social reconstruction and equity. Insights and Applications:  Critical reflection is necessary to ensure the effectiveness and authenticity of the TRC Calls to Action, particularly in addressing systemic injustices beyond residential schools.  The completion rate of TRC Calls to Actions remains low, indicating ongoing challenges in reconciliation and systemic change.  Future practice should prioritize locating oneself within wider discourses and power relations, while actively promoting diversity, equity, and inclusion.  Efforts should focus on providing accessible educational opportunities for Indigenous peoples and newcomers to address systemic barriers to employment and education.

Project Proposal:  Develop comprehensive training programs for public servants and newcomers on Indigenous history, rights, and relationships with the Crown.  Incorporate skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism into government training initiatives.  Revise newcomer information kits and citizenship tests to include accurate and inclusive representations of Canada's Indigenous peoples and their history.  Monitor and evaluate the implementation of TRC Calls to Actions #57 and #93 to ensure ongoing relevance and effectiveness in promoting reconciliation and equity.

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