Dayna Gawi-neh Mussell

Topic

The Elders Speak About the Best Interests of a Stó:lō Child: Family, Connection and Culture

School of Child and Youth Care

Date & location

• Monday, January 15, 2024
• 9:30 A.M.
• Virtual Defence

Examining Committee

Supervisory Committee

• Dr. Sarah Wright Cardinal, School of Child and Youth Care, University of Victoria (Supervisor)
• Dr. Billie Allan, School of Social Work, UVic (Outside Member)

External Examiner

• Dr. Jacquie Green, School of Social Work, UVic

Chair of Oral Examination

• Dr. Donna McGhie-Richmond, Department of Educational Psychology and Leadership Studies, UVic

Abstract

In response to recent legislative changes by the Government of Canada many Indigenous communities and nations are actively engaged in the development of legal and practice frameworks to regulate culturally safe and equitable child and family services. To support this process there is a need to define the best interests of the child according to the community or nation that is the receiver of those services based on cultural knowledge and traditions. Storywork, an Indigenous storied approach, is used to examine the question, “How do Stó:lō people define the “best interests of the child” based on the cultural, linguistic and governance structures of their nation?” Drawing on Indigenous literature establishes the need for a definition based on the unique history and worldview of each Indigenous nation in Canada and the premise that culture is central to developing Indigenous based services. A series of sharing circle discussions with Stó:lō Elders from the Coqualeetza Cultural Education Centre and Fraser Valley Aboriginal Children and Family Services Society Elders Advisory Committee were held to gather knowledge through the sharing of the Elders life-experience stories. The Elders unique worldview and understanding of the teachings of a good Stó:lō life were central to mobilize community-based Indigenous knowledge on child-rearing in the past and present that centers the teachings of our ancestors. Thematic analysis was then used as a way to make meaning from the Elders life-experience stories to create new knowledge informing what is in the best interests of the Stó:lō child. A Longhouse framework was created using four-story poles representing new stories of child well-being. These story poles include: 1) How children experience and understand shxwelí; 2) Children learn the ways of co-reliance; 3) Families and communities care for their children, and 4) Raising children in healthy Stó:lō ways.

This knowledge will be used to inform better practices for those working in the field of Indigenous child welfare, and offer recommendations for communities who are moving towards self-determination in the area of child welfare.