Course Name: Indigenous Business Management. Assignment: Individual Reflection Assignment to reflect everything learned throughout the course. Write a one page reflection about what you learned, not only about Indigenous peoples In Canada but also how it relates to your experiences from your home country, which is India, and also as an international student studying in Canada. How are you changing with this information about Canada and its colonial legacy?
How have the experiences changed you? What insights and experiences led to your change overtime? What lessons have you learned that add different dimensions to your story.
Describe the evolution of your learning journey and reflect on the changes you would like to influence in business.
Consider the following questions to guide your story:
What do I know now that I didn’t know before beginning this class?
How does this shift or change your perspective?
What does this learning mean to you?
How does your story relate to the future of reconciliation and Call to Action #92?
Submission requirements
Reflective examination using 2-3 linkages between course materials and themes that demonstrate your learning journey in understanding Indigenous peoples and Canadian business.
One page typed and single spaced.
When talking about course themes use third person (he, she, they) and personal comments in first person (I).
THE ASSIGNMENT INSTRUCTIONS AS WELL AS THE COURSE MATERIAL TO REFER TO IS ATTACHED WITH THE QUESTION. PLEASE MAKE SURE THAT THE REFLECTION REPORT IS BASED ON THE COURSE MATERIAL PROVIDED AND LINKED PERSONALLY your experiences from your home country, which is India, and also as an international student studying in Canada.
Directions: Our conversation on colonial and intergenerational trauma this week centres on the external forces that impose structural, political, and interpersonal violence on Indigenous peoples. In previous weeks we have discussed how this has occurred via policy and legislation.
In your forum posting this week, I would like you to consider the role of the health sector in centering trauma-informed care. How would you define trauma-informed care? What might the role of health care practitioners look like in supporting Indigenous patients with “complex, continuous, collective, cumulative, and compounding forms of colonial trauma” (Mitchel et al. 2019)? Are there any barriers that practitioners or policy-makers might face in centering trauma-informed care as an ethic of practice in health settings? Or, if you have seen an example of the ethic of trauma-informed care in practice, please share with your peers how you thought it was successful or could be improved.
The readings and links please limit your answer to under 500 words and respond to at least one other student comments.
Readings Required: Mitchell, T.; Arseneau, C.; & Thomas, D. (2019). Colonial Trauma: Complex, continuous, collective, cumulative and compounding effects on the health of Indigenous peoples in Canada and beyond. International Journal of Indigenous Health, 14 (2), 74–94. DOI 10.32799/ijih.v14i2.32251
Required: Aguiar, W. & Halseth, R. (2015). Aboriginal peoples and historic trauma: the process of intergenerational transmission. Prince George, BC: National Collaborating Centre for Aboriginal Health. https://www.ccnsa-nccah.ca/docs/context/RPT-HistoricTrauma-IntergenTransmission-Ag uiar-Halseth-EN.pdf
Reponses to Student As a future social worker who will be working within the healthcare system, I believe it is crucial that I identify and understand what it means to work with Indigenous people from a trauma-informed care stance. I would define trauma-informed care as a framework that is based on having knowledge and understanding of how trauma has affected and continues to effect, Indigenous people’s lives and the ways in which they receive help from service providers. Some concepts that are centered around trauma-informed care are understanding what trauma is, recognizing the ways trauma effects each person differently, and how the service user and provider respond to the trauma and the help.
As an employee of the healthcare system, I have seen first-hand how Indigenous people are treated within healthcare and the ways in which they are systematically pushed through the healthcare system that leaves major gaps in the trust, care, and compassion
that healthcare workers should be providing their patients. I believe that one of the major factors in the roles of healthcare professionals should be to allow our patients to have a say in their care. Upon meeting our patients, we need to allow them to feel safe in their surroundings, be able to ask questions, and be allowed to say what they are comfortable with or where they comfort level ends. We need to understand that racism is prevalent in today’s society, whether we agree or disagree, racism is upon us. Indigenous people’s fears are not heard, and the reality of their care is the “get them in and get them out” mentality. Not all the time, but very often, when an Indigenous person enters an emergency department, they are flagged as a “drug seeker” before anyone even speaks to them. With this mentality, the ways in which Indigenous people are supported in healthcare will never change.
As Mitchel et al. (2019) states, there are many terms used to characterize the enduring trauma of Indigenous peoples; historical trauma, collective trauma, post-traumatic stress, intergenerational trauma, historical loss, post-traumatic stress response, colonial trauma, and colonial injury. Barriers that could arise when centering care around trauma-informed care are, service users not aware or acknowledging past traumas, avoiding asking certain question and allowing clients to disclose personal trauma, clients not wanting to disclose personal trauma that could affect the outcome of care, limited resources and knowledge from both the service user and provider, and any ongoing or lasting conflicts that may arise within the circle of care. The trauma that is affecting people today has been ongoing pain that stems from 5 centuries of intergenerational trauma lived through many family units. Ignoring the root causes and ability to work from past trauma will dramatically effect trauma-informed care practices.
Reference
Mitchell, T.; Arseneau, C.; & Thomas, D. (2019). Colonial Trauma: Complex, continuous, collective, cumulative and compounding effects on the health of Indigenous peoples in Canada and beyond. International Journal of Indigenous Health, 14 (2), 74–94. DOI 10.32799/ijih.v14i2.32251
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, “White Man’s Burden,” called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these “savage” peoples. Read the poem at the following link: https://www.gutenberg.org/files/30568/30568-h/30568-h.htm#VII_2 After reading the poem, address the following in a case study analysis: Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own: Belgium & Africa Britain & India Germany & Africa France & Africa Apply social Darwinism to this specific case. Analyze the motivations of the invading country? How did ethnocentrism manifest in their interactions? How does Kipling’s poem apply to your specific example? You can quote lines for comparison. Writing Requirements (APA format) Length: 2-3 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page Week 1 Case Study Grading Rubric Week 1 Case Study Grading Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeLength 5.0 pts Meets length requirement 0.0 pts Does not meet length requirement 5.0 pts This criterion is linked to a Learning OutcomeContent 10.0 pts Paper addresses all aspects of the assignment. 8.5 pts Paper addresses most aspects of the assignment. 7.5 pts Paper addresses some aspects of the assignment. 6.0 pts Paper addresses few aspects of the assignment. 0.0 pts No effort 10.0 pts This criterion is linked to a Learning OutcomeAnalysis 20.0 pts Throughout the whole work, content expresses original thoughts or interprets the subject matter in a different perspective. 17.0 pts Throughout most of the work, content expresses original thoughts or interprets the subject matter in a different perspective. 15.0 pts Throughout some of the work, content expresses original thoughts or interprets the subject matter in a different perspective. 12.0 pts Throughout little of the work, content expresses original thoughts or interprets the subject matter in a different perspective. 0.0 pts No effort 20.0 pts This criterion is linked to a Learning OutcomeSupport 20.0 pts Throughout the whole work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support. 17.0 pts Throughout most of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support. 15.0 pts Throughout some of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support. 12.0 pts Throughout little of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support. 0.0 pts No effort 20.0 pts This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage 10.0 pts The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper. 8.5 pts The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text. 7.5 pts The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper. 6.0 pts The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper. 0.0 pts No effort 10.0 pts This criterion is linked to a Learning OutcomeClarity & Flow 10.0 pts The writing contains strong word choice that clarifies ideas and masterful sentence variety aids with the flow of ideas. 8.5 pts The writing contains varied word choice and sentence structures that clarify ideas and aid with the flow of ideas. 7.5 pts The writing contains word choice and sentence structures that can be revised for better clarification of ideas and flow of ideas. 6.0 pts The writing contains wording and sentence structures that are awkward and/or unclear, impeding the clarity and flow of ideas. 0.0 pts No effort 10.0 pts This criterion is linked to a Learning OutcomeSource Integration 10.0 pts Paper includes reference to a scholarly source and properly integrates the source. 7.0 pts Paper includes reference to a scholarly source but does not properly integrate the source. 0.0 pts Paper does not make reference to a scholarly source. 10.0 pts This criterion is linked to a Learning OutcomeAPA: Citation and Reference Formatting 10.0 pts All sources are properly cited in the text and references page demonstrating a mastery of resource and APA citation reference format. 8.5 pts Most sources are cited in the text and references page. Some minor errors may exist in citation, but it does not interfere with understanding the source of the information. 7.5 pts Most sources are integrated, structured, and cited in the text and references page. Some errors may exist in citation that need to be addressed to clarify the source of information. 6.0 pts Sources are not properly cited in the text/references page. Formatting contains several errors that suggest a lack of understanding of APA format. 0.0 pts Sources are not cited. 10.0 pts This criterion is linked to a Learning OutcomeAPA Paper Format 5.0 pts Paper is formatted to include all 7 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, running header, and page numbers. 4.25 pts Paper is formatted to include 6 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, running header, and page numbers. 3.75 pts Paper is formatted to include 5 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, running header, and page numbers. 3.0 pts Paper is formatted to include 4 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, running header, and page numbers. 0.0 pts Paper is formatted to include less than 4 of the following: title page, references page, Times New Roman font, 12-point font, double spacing, running header, and page numbers. 5.0 pts Total Points: 100.0 MUST USE SCHOOL TEXTBOOK AS A REFERENCE AS WELL : Duiker, W. J. (2018). Contemporary world history. (6thed). Stamford, CT : Cengage Learning. ISBN: 9781285447902 (SCHOOL TEXTBOOK)
