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Course Description

This two-day module is created and taught by an Indigenous female-identifying social work educator and researcher with lived experience of violence. This module is based on a preliminary research project in Toronto, Ontario with family members of missing and murdered Indigenous women, girls, two-spirit and trans women and survivors of sexual trafficking, as well as those who offer them support services. It tackles the issues of the current impacts of colonization and structural racism as the root of gender-based violence and offers pathways forward at the grassroots and systemic levels, including best practices based on research, for both Indigenous and non-Indigenous helpers. The trainer also explains why research into gender-based violence towards Indigenous women, girls, two-spirit, and trans-women needs to be controlled and owned by Indigenous Peoples and communities but supported by mainstream organizations and agencies.

Learner Outcomes

  • How to identify Indigenous victims/survivors of human trafficking and those who are vulnerable to violence, murder and disappearing.
  • Identify how colonization and its current impacts, such as racism, sexism, and poverty, are at the root of gender-based violence and sexual exploitation.
  • Understand the strengths and challenges of the National Inquiry’s report on MMIWG and how this violence is seen as genocide.
  • How to become involved in advocacy and activism that educates on the reasons and circumstances under which Indigenous women, girls, two-spirit and trans-women become involved in human trafficking.
  • Identify best practices in providing services and programming to Indigenous victims/survivors of gender-based violence and sexual exploitation.
  • Identify ways to prevent the trafficking of Indigenous women, girls, two-spirit and trans-women.

Notes

COVID-19 RESPONSE FROM THE CENTRE FOR INDIGEGOGY

During the Covid-19 pandemic, many institutions decided to make a transition to remote on-line learning. The Centre for Indigegogy resisted this move because we felt that Indigegogy had to be experienced in person and in relationship. However, new experiences and exposure with real-time remote teaching and learning has caused us to reconsider the value of real-time remote teaching and learning while holding space to enact the principles of Indigegogy.

Our decision to move forward became an opportunity for us to re-envision what it means to offer Indigenous Centre Wholistic Professional Development through ‘real-time’ remote learning. We had to consider:

  • How do we maintain Circle Protocols?
  • How do we continue to engage in Ceremony?
  • How do we hold the principles of Indigegogy (teaching the ways of the people IN the ways of the people)?

There is never a replacement for being with people in person but during this time of social distancing, we believe that we continue to offer quality programming that honours Indigegogy.

We look forward to being in ‘real-time’ remote teaching and learning Circles with you.

Applies Towards the Following Certificates

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