Four principles emerged from a cross-community analysis of the LC:LHF2S program processes and outcomes. These principles, support community-based participatory planning and implementation within First Nations contexts (Figure 1, Table 2). Each principle is described below and supporting illustrative quotes are presented in Table 2. In addition, Table 3 incorporates a set of questions that can be used by communities and those working with them to support application of the principles in participatory planning and action.
Principle 1: Create safe and ethical spaces for dialogue by establishing trust and commitment from the ground up
The process of co-developing an initiative with First Nation community members can be supported by establishing trust and commitment from all partners involved including community members and organizations (Indigenous and non-Indigenous). This was emphasized by participants as an important consideration to creating safe space for dialogue among a broad range of people that bring diverse perspectives and experiences. Key considerations to support principle 1 are outlined below as informed by community members.
“I think that any project with First Nations you know is contingent, is having relationships with those nations, and those relationships are strengthened through the practical integration of those OCAP principles. Especially when it comes to research projects in particular.” [Learning circle participant 19]
[Figure 1. uploaded as a separate document]
1.1 Recognize and respect community governance, leadership and protocols: This awareness can support collaboration to create safe and ethical spaces for engagement and dialogue in decision making processes. For example, engaging with a trusted member of the community (e.g., Elder, knowledge holder, community champion) as well as a member of the community’s band or tribal council could help to identify specific guidelines to consider with respect to land use and management practices, engagement with broad members of the community, information sharing and use, and well as other mechanisms to establish a formal partnership with people or organizations outside of the community. Building this initial awareness of governance, leadership and protocols can foster better ways of working with communities.
“[LCF] feels that we are transitioning into a more collaboration with the [First Nation community] and there is a need to develop a better understanding of how we will work together with other partners in this project; protocol rather than agreement” [Learning circle facilitator 1]
1.2 Establish project advisory structures to guide and champion community-driven actions, leadership and partnerships: This process can be facilitated by identifying key people who have deep knowledge of community priorities and who have a strong influence in how decisions are made. Identifying who can inform and provide guidance throughout a project can also support fostering trust and commitment from community leadership and drive project activities as informed by community. For example, each community had established advisory structures to help ensure project scope, objectives and activities were reflective of community values. Some communities also felt that having a committee involved helped to ensure ethical engagement and integration of community leadership in strategic planning.
Principle 2: Understand context for change through community engagement
Working within the LC process to support project planning and implementation, it was clear that enhancing a community’s level of readiness and capacity for change required a deep understanding of community context. Doing so can enable impactful change efforts that are responsive to community priorities, preferences and Indigenous worldviews.
2.1 Build a shared understanding of values, priorities and opportunities: This was critical to understanding what changes communities would like to see with respect to their local food systems. LC provided a process to facilitate community engagement and brainstorming of current challenges, strengths and key people to engage in project planning. This process helped to build awareness and understanding of community identified priorities which enabled communities to see themselves in programs and services. Within the context of LHF2S, this meant convening a range of people to facilitate multi-sector collaboration to identify what gaps exists, what supports and programs are available or are needed, and opportunities for change within the local food system.
“So learning how to enjoy foods in a way that’s accessible I think is part of it. How do you make healthy food attractive and delicious and I think that’s a skillset that some, um, many people have lost. And so even in the learning circle there was a cool opportunity to share some of that knowledge back and forth. Where it was like ideas about “oh this is how you can get kids to eat this”. [Learning circle participant 23]
[Table 2. Learnings from scaling up LC as a participatory approach for action planning in four First Nations contexts: Principles to support community-based action planning and implementation uploaded as a separate document]
2.2 Work within a community’s social, political and historical context: This meant reflecting on the ongoing impacts of colonization and how it has shaped present day challenges within the community. In all communities, people shared the importance of understanding and recognizing the link between colonization and land use practices for food, including farming and loss of land. Indigenous community members identified that racism within off-reserve school communities can be a barrier to the participation of Indigenous people in school-based initiatives to promote food security and food sovereignty. Taking the time to engage deeply with community members to understand and work within the specific context of a community can help to ensure programs developed and delivered are grounded in community values.
“It’s about exploring voice and oppression, and how are all sort of, most of our – our ways of being and working in this world is, it’s a – it’s a racialized world, it’s a racialized structure, and that is kind of ingrained and embedded throughout everything. Even here in the [community] where our population is 85 to 90 percent Indigenous.” [Learning circle participant 11]
2.3 Identify and build on community supports: An awareness of community strengths can help to accelerate project planning and action by identifying opportunities to build and expand existing work taking place or where relevant to expand a project to reach more people within the community. For example, one community adopted a wellness model to guide planning efforts and conversations with community members as a way to ensure projects were reflective of community values and perspectives. In addition, understanding what supports exist can help facilitate discussion on what other programs are needed including the resources and people required to inform program development.
“there was some work between the [wellness committee] hereditary chiefs. Then the learning circle got involved to help the school apply for some funding and stuff like that….he gave me this model about how this community is approaching food security and how it’s not just based in the school, but based in the school and health, and fisheries and all these other pieces that are going on in their community and how for them it can’t just be based in the school otherwise there is nothing to support it. So that was a really good perspective.” [Learning circle facilitator 5]
Principle 3: Foster relationships to strengthen and sustain impact
Relationships are fundamental to Indigenous ways of knowing and working. Having strong relationships within and outside of the community can help to identify opportunities for partnerships, collective actions and ways to maintain activities to maximize impact as shared by one LC facilitator:
“Connecting with other partners and sharing information, and – and just being able to access additional resources, whether they’re financial or otherwise, I feel like we can – we can do that much better collectively. And with strong leadership from [Indigenous community leadership] because then there’s – there’s a great deal more trust.” [Learning circle facilitator 1]
3.1 Make connections between people, programs and processes: This can be facilitated through meetings and workshops that bring together a range of people with shared interests and distinct roles within the food system, like the LC. This can enable communities to identify synergies in work and opportunities to strengthen coordination of services.
“it’s taking lots of players and bringing them together. And then they all have their own networks and it’s a really good way to make connections in the food world, or any kind of thing that you’re working on. But it gets people out of their silos and gives an opportunity to work towards common goals.” [Learning circle facilitator 1]
3.2 Integrate Indigenous worldviews, perspectives and values: Emphasized by all communities was the importance of ensuring project activities and programs intended to serve the community were grounded within Indigenous worldviews. Where Indigenous and non-Indigenous peoples are engaged in community level conversations, this can be supported by creating space to centre Indigenous voices and perspectives in discussions and decision-making. For example, the LC process was facilitated by a trusted member by the community who would bring people from the community together to plan, share ideas, priorities and engage in decision-making on food activities. Where Indigenous leadership had a strong presence, the relevance of the LC plans and activities was enhanced.
“Making sure First Nations voice is heard. When [non-Inidgenous] teachers and principals are part of the LC it may be important to find ways to make sure that voices of community members are heard; perhaps have a co-facilitator who is from the community; also break into smaller groups. In terms of using a talking piece, while there is value in listening to one person speak at a time at some points during the day, there is also a place for dynamic group discussion.” [Learning circle facilitator 4]
Principle 4: Reflect and embrace program flexibility to integrate learnings
4.1 Create space for reflection and mutual learnings: This was recognized as an important consideration to identify successes, challenges and opportunities to improve project planning and action. This can allow for learnings to be integrated that can strengthen a program and enhance its benefit to communities. Identifying key learnings can inform opportunities to scale-up efforts to relevant contexts and where changes may be required to best meet community priorities.
Recognizing the importance of sharing stories of experiences within Indigenous culture and traditions, actively shaping opportunities to reflect and identify learnings can strengthen a program to better meet the needs of those for which it is intended to serve. Utilizing approaches that are iterative and dynamic such as LC can help support this process. LC’s are designed so that actions prioritized through a previous LC are discussed and plans can be modified according to ongoing relevance and what worked well (or didn’t).
“…in terms of, you know, recognizing, I think things like historical impacts on communities and things like that. Nutrition and what that means and how it can sometimes be a trigger for people in communities. And just expanding our understanding, and growing from that.” [Learning circle participant 19]