背景:解决土著粮食安全和粮食主权问题需要采取社区驱动的战略,以改善传统和当地粮食的获取和供应。整合土著领导的参与性方法支持了成功的计划实施。学习圈:当地健康食品到学校是一个参与性计划,召集包括食品生产者在内的一系列利益相关者,教育者和知识守护者计划,实施和监测当地食品系统的行动。在HaidaGwaii的试点工作(2014-2015年),不列颠哥伦比亚省(BC),在加强当地和传统食物获取方面,学习圈(LC)方法取得了有希望的成果,青年和青少年的知识和技能。因此,当前评估的目的是研究在海达民族内部纵向扩大LC的过程;并横向跨越三个不同的原住民背景:GitxsanNation,Hazelton/UpperSkeena,BC;Ministikwan湖Cree国家,萨斯喀彻温省;黑河原住民,2016年至2019年之间的曼尼托巴。
方法:实现科学框架,福斯特-菲什曼和沃森(2012)ABLE变革框架,用于将LC理解为促进社区能力建设以加强当地粮食系统的参与性方法。面试(n=52),对会议摘要(n=44)和跟踪表(n=39)进行了主题分析。
结果:LC促进了一个合作过程,以:(1)建立优势并探索增加准备和能力的方法,以回收传统和当地的粮食系统;(2)加强与土地的联系,社区一级的行动和多部门伙伴关系;(4)通过振兴传统食品推动非殖民化行动;(5)改善学校社区对当地健康和传统食品的供应和评价;(6)通过实现粮食主权和粮食安全的步骤促进整体健康。HaidaGwaii内部的扩大规模支持了不断增长的,强大的当地和传统食品系统,并增强了海达的领导力。这种方法在其他原住民环境中运作良好,尽管基线能力和冠军的存在是有利因素。
结论:研究结果强调了LC是一种参与式方法,可以在社区粮食系统中建立能力并支持迭代计划行动。确定的优势和挑战支持扩展的机会,在其他具有不同粮食系统的土著社区采用和修改LC方法。
BACKGROUND: Addressing Indigenous food security and food sovereignty calls for community-driven strategies to improve access to and availability of traditional and local food. Participatory approaches that integrate Indigenous leadership have supported successful program implementation. Learning Circles: Local Healthy Food to School is a participatory program that convenes a range of stakeholders including food producers, educators and Knowledge Keepers to plan, implement and monitor local food system action. Pilot work (2014-2015) in Haida Gwaii, British Columbia (BC), showed promising results of the Learning Circles (LC) approach in enhancing local and traditional food access, knowledge and skills among youth and adolescents. The objective of the current evaluation was therefore to examine the process of scaling-up the LC vertically within the Haida Nation; and horizontally across three diverse First Nations contexts: Gitxsan Nation, Hazelton /Upper Skeena, BC; Ministikwan Lake Cree Nation, Saskatchewan; and Black River First Nation, Manitoba between 2016 and 2019.
METHODS: An implementation science framework, Foster-Fishman and Watson\'s (2012) ABLe Change Framework, was used to understand the LC as a participatory approach to facilitate community capacity building to strengthen local food systems. Interviews (n = 52), meeting summaries (n = 44) and tracking sheets (n = 39) were thematically analyzed.
RESULTS: The LC facilitated a collaborative process to: (1) build on strengths and explore ways to increase readiness and capacity to reclaim traditional and local food systems; (2) strengthen connections to land, traditional knowledge and ways of life; (3) foster community-level action and multi-sector partnerships; (4) drive actions towards decolonization through revitalization of traditional foods; (5) improve availability of and appreciation for local healthy and traditional foods in school communities; and (6) promote holistic wellness through steps towards food sovereignty and food security. Scale-up within Haida Gwaii supported a growing, robust local and traditional food system and enhanced Haida leadership. The approach worked well in other First Nations contexts, though baseline capacity and the presence of champions were enabling factors.
CONCLUSIONS: Findings highlight LC as a participatory approach to build capacity and support iterative planning-to-action in community food systems. Identified strengths and challenges support opportunities to expand, adopt and modify the LC approach in other Indigenous communities with diverse food systems.