Contexts for Becoming and Belonging
Edited By Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford
Chapter Twelve: Inclusion of Indigenous World Views into Nursing Curricula
← 222 | 223 → CHAPTER TWELVE
Inclusion of Indigenous World Views into Nursing Curricula
MICHELLE SPADONI, GWENETH HARTRICK DOANE, PAT SEVEAN, KAREN POOLE, SANDRA CORNELL, AND LORNE MCDOUGALL LAKEHEAD UNIVERSITY
EXPERIENCES OF BELONGING
At the front of the room behind a podium a student stands alone, introducing the topic of her presentation, telling us in a soft shaky voice that, as required, she is using a theoretical nursing framework to situate the story and exploration of the outcomes of Residential School in the life of First Nation people. She would like us to know that she has chosen the topic of residential schools so some good can come of it, so that we who may not have experienced life in residential schools might make the connection between that history and the multigenerational layered experiences of diabetes, depression, suicide, and addictions within First Nation and Métis people and communities. She explains that her presentation stems from an in-depth review of the literature and she offers her personal reflections on how the history of residential schools has impacted her life history as an Indigenous person. Advancing her slides that depict historical archival pictures of residential school from the literature—we see children kneeling in white night gowns in prayer at the foot of their beds—the pictures are in stark contrast to what has been documented about life in residential schools in Northwestern Ontario (Auger, 2005). The student shares that in her work she tried...
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