Implementation of the Learning Circle: Local Food to School Initiative in the Island Communities of Haida Gwaii, British Columbia, Canada-a Descriptive Case Study

Background

Indigenous communities in Canada are concerned about long-term food sovereignty and the reclamation of traditional food-related skills among their people. Learning Circles: Local Food to School (LF2S) was an innovative community-based project that worked to promote multisectoral partnerships, focused on food. Guided by a facilitator, the Learning Circle (LC) brought together interested community members to plan and implement activities aimed at enhancing access to local, healthy, and traditional foods for school communities.

Objectives

The article describes the context, process, and food-related outcomes of the LC in Haida Gwaii (HG), British Columbia, Canada and evaluates perceptions of the transition in local food systems, food literacy, and community capacity associated with the LC.

Methods

The sources that were gathered between 2016 and 2018 included annual semidirected interviews with community members and the Learning Circle Coordinator (LCC) (n = 24), process reporting (e.g., reports, conference calls, food sourcing and tracking data) (n = 62 documents), and photographs (n = 75). Data were analyzed thematically.

Results

HG has a rich food environment and a vibrant local and traditional food culture. A variety of local food-related activities had been taking place before the launch of the LC in 2013, and by 2016 the initiative was firmly established. Between 2016 and 2019, activities in HG focused on schools (e.g., sourcing local, healthy food and developing traditional skills through schools) and pioneering local food pantries. Participants valued increased access to local and traditional foods and opportunities to build youth knowledge and skills. Noted successes of the LC process included transitioning to Haida leadership and fostering relationships.

Conclusions

The inherent flexibility of the LC model means that communities can prioritize activities of interest. The evolution of the LC model in HG is an inspiration for other communities working to enhance food sovereignty.

"Learning Circles: An Adaptive Strategy to Support Food Sovereignty Among First Nations Communities in Canada"

Indigenous communities in Canada are concerned about the health of their youth and the reclamation of traditional food-related skills among their people. Food sovereignty has an integral role in food and nutrition security, and the path to Indigenous self-determination. Learning Circles: Local Healthy Food to School was a community engagement model that aimed to enhance access to local, healthy and traditional foods for youth. In each of four First Nations communities, a Learning Circle Evaluation Facilitator worked to plan and implement activities, build on community strengths and promote partnerships. This paper describes how the model was perceived to support food sovereignty. Data included interviews, process reporting and school surveys, and was analysed according to pillars effective for the development of food sovereignty in Indigenous communities. Goals set by two communities incorporated food sovereignty principles, and in each community capacity-building work furthered the development of a more autonomous food system. There were many examples of a transition to greater food sovereignty, local food production and consumption. Indigenous governance was an important theme and was influential in a community's success. The model appears to be an adaptable strategy to support the development of food sovereignty in First Nations communities. Novelty: LC:LHF2S was a community engagement model that aimed to enhance access to local, healthy and traditional foods for youth. The model is an adaptable strategy to support the development of food sovereignty in First Nations communities. There were many examples of a transition to greater food sovereignty, local food production and consumption.

Consideration of Factors Influencing Weight Outcomes among U.S. Racial-Ethnic Minority Populations in the Social Work Literature

OBJECTIVE

This study explores the social work profession's empirical contribution to addressing factors influencing overweight and obesity outcomes among racial-ethnic minority populations in the United States. The high prevalence of obesity in U.S. adults and children, particularly in racial/ethnic minority populations, continues to be an important public health issue. The African American Collaborative Obesity Research Network (AACORN) Expanded Obesity Research Paradigm was used to assess the studies. Constructs in this paradigm identify conceptual and multilevel influences on obesity offering social work practitioners a comprehensive understanding of obesity-related factors in populations of color: cultural and psychosocial processes, historical and social contexts, and physical and economic environments.

METHODS

A systematic search of obesity-related, social work studies providing data for U.S. racial/ethnic minority populations was conducted in March through July 2013 with updated searches in February 2016 and July 2017.

FINDINGS

Identified studies were mostly cross-sectional, offering only a snapshot of factors associated with obesity among racial-ethnic minority populations. Articles addressing factors contributing to overweight/obesity were more likely to discuss cultural and psychosocial features and provided limited information about health behaviors embedded in the daily lives of racial-ethnic groups affecting obesity.

FUTURE DIRECTIONS

Given that social workers' interactions with clients occur in a variety of social services settings, they are in a unique position to assist with developing strategies for facilitating obesity prevention integrating conceptual features outlined by the AACORN paradigm. Practice and policy implications are discussed for social work professionals employed in community settings.

Native American Perspectives on Health and Traditional Ecological Knowledge

BACKGROUND

Traditional ecological knowledge (TEK) is a conceptual framework that highlights Indigenous knowledge (IK) systems. Although scientific literature has noted the relevance of TEK for environmental research since the 1980s, little attention has been given to how Native American (NA) scholars engage with it to shape tribal-based research on health, nor how non-Native scholars can coordinate their approaches with TEK. This coordination is of particular importance for environmental health sciences (EHS) research exploring interdisciplinary approaches and the integration of environmental and human health.

OBJECTIVE

Our perspective on TEK arose from a series of Health and Culture Research Group (HCRG) workshops that identified gaps in existing EHS methodologies that are based on a reliance on Euro-American concepts for assessing environmental exposures in tribal communities. These prior methods neither take into account cultural behavior nor community responses to these. Our objective is to consider NA perspectives on TEK when analyzing relationships between health and the environment and to look at how these may be applied to address this gap.

DISCUSSION

The authors—the majority of whom are NA scholars—highlight two research areas that consider health from a TEK perspective: food systems and knowledge of medicinal plants. This research has yielded data, methods, and knowledge that have helped Indigenous communities better define and reduce health risks and protect local natural food resources, and this TEK approach may prove of value to EHS research.

CONCLUSION

NA perspectives on TEK resulting from the HCRG workshops provide an opportunity for developing more accurate Indigenous health indicators (IHI) reflecting the conceptualizations of health maintained in these communities. This approach has the potential to bridge the scientific study of exposure with methods addressing a tribal perspective on the sociocultural determinants of health, identifying potential new areas of inquiry in EHS that afford nuanced evaluations of exposures and outcomes in tribal communities. https://doi.org/10.1289/EHP1944.