TakingITGlobal

Executive Summary This report details the perspectives of Indigenous youth from various communities across Canada during several youth summits hosted by TakingITGlobal, as well as evidence from scholarly literature. What We Already Know? Mainstream models of education and training are inconsistent with Indigenous lifeways and knowledge systems which create barriers to Indigenous participation Government funding models create barriers in accessing educational programs for Indigenous young people due to jurisdictional ambiguity In order to form environments that are less harmful to Indigenous communities, we need to understand how colonialism continues to enact itself in our everyday lives and seek ways to remove the structures of colonialism through decolonization How Did We Get Here? During the summer of 2019, TakingITGlobal brought together 27 Indigenous youth leaders from across Canada to participate in our Connected North Future Pathways Summits. The sessions focused on three overarching questions: Future Goals: How could you be better supported in the pursuit of your future goals? Post Secondary: If you had a moment with the president of your current or future college of university to give feedback on what they could do better, what would you tell them? Employment: What feedback do you wish you could provide to your current or future employer that would help you thrive in the workplace? What Did Youth Have to Say? ● Importance of Understanding: Many young people spoke about their desire to work with educators and organizations who had understanding of their various experiences as Indigenous people, as well as students and staff members. ● Developing Relationships: Students benefit from relationships with those who understood their experience and are able to help navigate them through the systems at the university or workplace. These relationships looked different for each student but could be found in a cohort of Indigenous students, through an Indigenous student group, or with educators. ● Accounting for Diverse Lives: Many participants shared challenges experienced outside of school or work which they wished could be accounted for. This may include caregiving responsibility, ceremonial responsibilities, housing concerns, and learning accommodations. ● Stereotypes, Tokenism, and Representation: Stereotypes about Indigenous people continue in Canadian society. Rather than tokenizing Indigenous staff and students, participants suggest institutional level education and initiatives to take the burden off of individuals. Indigenous Content and Curriculum: Indigenous students are looking for programs that allow them to develop skills that will support not only them and their families, but their communities as well. Indigenous content is regarded by participants as a strong motivator for choosing a particular organization to study or work. Need for Decolonizing Approaches: Before we Indigenize our institutions through increased content, staff, and student recruitment, we need to ensure these are safe spaces for Indigenous communities to thrive. Participants felt strongly about the need to begin decolonizing our social institutions by removing harmful and oppressive practices to ensure cultural safety for all. Future Pathways Summit Report 3

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