Strong Women Stories (Section 3-Ch 13, 14, 15, 16, 17)

In chapter 12 Kim Anderson talked about the children of aboriginal communities and how they are truly the heart of their communities. Looking back in history Native women’s history demonstrates that family planning was a women’s business. She talked about birth control and how it was present in the Chippewa because Indian families often had two to three children where as the white families had 13-14! A study was completed called the OFIFC youth sexual health and pregnancy study and it was done to explore sexual practices, contraceptive use, abortion, and education. The results of sexual practices of youth was astonishing to me because it showed that by high school sex is the norm and sexual intercourse is a part of peer culture for children who are still in grade school. Half of the interviewees said those adolescents are becoming sexually active at 13 or younger. 22% of the interviewees said they started using alcohol and drugs, and having sex because there is nothing else to do. Some young teen females said pregnancy was appealing to them because it offers them a way to away from their own families. We are a time where the youth are engaging in high risk sexual behavior at a very young age.

In chapter 13, “Creating a Community Based School”, the parents of the native children at the town school were pulled out because of the racism they were encountering there. They started their own school on the reserve and parents had full involvement in their children’s education. Jean Knockwood was in the process of receiving her master’s degree when the parents wanted her to home school their children. When the parents refused to send their kids back to the town school is when the school on the reserve came into creation. The first year the school was open they had about 50 kids in the elementary school. The Mi’Kmaq cultural teaching was integrated into the curriculum and the students were taught Mi’Kmaw language for two periods a day. Problems that developed were the teachers because they were poorly prepared to deal with the Aboriginal students and Mi’Kmaq teachers tend to go back to their communities. The school created community self-reliance because it generated jobs and it created a huge economic success. Jean’s message was that schools can be community driven and she tried to get her community to believe in that. Parents can be involved and should be where the child’s education begins.

In chapter 14 Rebecca Martell’s story was very inspiring. Her journey to becoming a foster parent all the way to raising a foster boy into a young man is captivating. The young boy who became her foster child came from a family that was going through many struggles. His mother was a Native woman battling alcoholism and trying to raise three small children. He was the oldest and was forced to try and provide for his two young sisters. Rebecca called out for help and learned about her foster sons Fetal Alcohol Syndrome. It took almost a year for her foster son to respond to her. She became extensively involved in her community and took part in developing a series of addiction awareness workshops and a community plan of action for children who might be identified with special needs. She found her journey very purposeful ad rewarding.

In chapter 15 Cyndy Baskin talks about her childhood which was involved much abuse and terror. Today she is married and has a son which she raises according to the traditional teachings and vales of Aboriginal cultures. She has gone onto be an assistant professor and is working on a Ph D. This chapter focuses on abuse against women and family abuse in Aboriginal families. Family violence in communities is the result of the system of domination, disrespect, and bureaucratic control. Cyndy took part in a program that offered services to children, women and men in an urban Aboriginal community of about three hundred people. She was involved in all aspects of the community from 1995-2000. It was called the Mino-Yaa-Daa program. This program brought the community’s women together.

In chapter 16, the Ipperwash Crisis took place on September 6th, 1995 when a trained police unit of the Ontario Provincial Police opened fire on the community members of Kettle & Stony Point First Nation who began their occupation of Ipperwash. This has brought ongoing crisis and turmoil to the community. On that night Dudley George was murdered. He was a part of the Stony Point community who fought for the return of Stony Point. The Ipperwash Crisis has greatly effected the community and every year there has been an increase in youth violence and drug and alcohol abuse. The community has created a growing concern about the effects of the crisis on the youth and children of the community.

In chapter 17 Carl Fernandez talks about building gender equity in Aboriginal communities. He explains that Aboriginal women are community leaders who protect the future by transmitting language and culture to their children. Young men can make a difference by re-establishing gender equity through the promotion of more balanced relations between men and women in communities. Fernandez explains how the aboriginal community is imbalanced and full of uncertainty. The relationship between men and women is unbalanced and men have assumed the dominant position. The men and women also have differing opinion. Aboriginal people need their traditions to find meaning in life and guidance for the survival for their people. Many women believe the men need to step back ad allow the women to step forward so that they can stand together as equals.