The purpose of this activity is have students consider the importance of spending time with extended family to hear stories and learn about ancestors and family history. This is particularly important for Indigenous children who have been removed from their parents and their cultural community.
· Richardson, C. (2003, Fall). Stories that map the way home. Cultural Reflections, 5, 21-27.
· Carriere, J., & Richardson, C. (2009). From longing to belonging: An Indigenous critique of applying attachment theory to work with Indigenous families. In S. McKay, D. Fuchs, & I. Brown (Eds.), Passion for action in child and family services. Regina, SK: Canadian Plains Press. https://viewer.canadacommons.ca/artifacts/1873080/passion-for-action-in-child-and-family-services/2622000/view/?token=gAAAAABjUjQsyqgkcUMz1MjPh4mIYzutW8BKS_nDHJ9UogrCcLqObYEZTc2fFpay9ZxFoPXFJc7rIsKe5e7RYlRunVjhbYtecEAG2Rx37dmwTaF6kZd8DBasLlBo5LgePunu_l12RqjqvA5XYLete6aBKn1wKHh9Eg==
Questions for Reflection
Please consider the following questions and integrate ideas that fit for you into your ever-developing understanding of Indigenous well-being. Please include some of these theories and ideas in your course assignments as sources.
· Given that many Indigenous mothers have their children removed from this by social workers, often when the women are victims of spousal abuse or living in relative poverty, what can social service workers do to help mothers negotiate social stressors and parent their children in increased safety?
· How might attachment theory, or Indigenous connection theory, inform our honouring of Indigenous mothers as sacred life givers and help us contest mother-blaming that so often occurs in the context of mainstream social service delivery?
· How important is it to uphold an anti-racist stance in our work as early childhood educators and care providers?