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Digital Storytelling with First Nations Emerging Adults in Extensions of Care and Transitioning from Care in Manitoba

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Digital Storytelling with First Nations Emerging Adults in Extensions of Care and Transitioning from Care in Manitoba Digital Storytelling with First Nations Emerging Adults in Extensions of Care and Transitioning from Care in Manitoba By Marlyn Loretta Bennett A Thesis Submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirements of the degree of DOCTOR OF PHILOSOPHY Faculty of Social Work University of Manitoba Winnipeg, Manitoba Copyright © 2016 by Marlyn Loretta Bennett Abstract This study investigated the experiences of emerging First Nations adults in extensions of care and transitioning out of care in Manitoba. Four research questions were explored in this study: 1) What do you remember about your time in care and what was your transitioning experience out of care or upon reaching 18 years of age? 2) What challenges, barriers or opportunities have you experienced since leaving care or turning 18? 3) How have you maintained the connection to family, community and culture since transitioning out of care? 4) Do you think you have reached adulthood? These questions were discussed through two digital storytelling workshops where over the course of five days participants developed and embedded individual responses to these questions into their own digital video. Follow up interviews were conducted with the participants to get feedback on their perspectives and evaluation about the digital storytelling workshops. Digital storytelling, through the art of combining oral tradition with digital technology, is a participatory, arts-based, learner-centered approach to generating knowledge. It involves using computer software to create a three to five minute video to illustrate a personal history. The findings suggest that Indigenous emerging adults in extensions of care and transitioning from care in Manitoba continue to experience difficulties on their journeys toward adulthood. However, the findings also suggest that the participants in this study are resilient despite the fact that they are dealing simultaneously with memories of being in care, negative peer pressures and problems in getting their basic needs met as they navigate life beyond their child welfare experiences. This study enhances the understanding of First Nations young peoples’ experiences in extensions of care and as they transition out of foster care, and contributes to the growing body of knowledge that utilizes digital storytelling as a contemporary method conducive to working with Indigenous emerging adult populations. i Acknowledgments I start first and foremost with a special thank you to my advisory committee, Dr. Brad McKenzie, Dr. Tuula Heinonen, Dr. Kathleen Buddle and Dr. Lynn Lavallée. You have each generously provided many important lessons and set high standards as scholars and as wonderful human beings. You have each been role models to me, and I am grateful that you all agreed to work with me. Miigwetch! I also acknowledge two former committee members for their earlier contributions and input in my work: Miigwetch to Dr. Bret Nickels and Dr. Judith Barlett! I am particularly grateful to the 12 individuals who participated in my research. This dissertation would not have been possible without their friendships, stories, experiences and their mad talents. I thank the Elder, Velma Orvis, for being a part of our workshop circles and discussions and for her gentle teachings. I am indebted to Mitch Bourbonniere and Scott Turner for their invaluable connections, comments and feedback and especially for their work among the Indigenous youth in Manitoba. I also acknowledge the important contributions and commitment to this research from Richard De La Ronde and the staff of the Winnipeg office of Sandy Bay Child & Family Services. Family was always vitally important in the completion of this work. I thank my daughter Nicole Bennett, who throughout her whole life has continuously sacrificed time to let me abandon my role as a mother to finish this and other research initiatives. I am learning to remain in the background and be a part of her life while she journeys toward her own independence as an adult. I love you beyond words and distance Nicole! In addition, I acknowledge my brother Gabriel, my sister Holly, and my numerous nieces and nephews (Ashley, Jessica (Kevin, Brynn and Theo), Sara (Caden), Alex/Xander, Paul and Matthew) most of whom quietly encouraged me over the years. I want to especially acknowledge my mother Virginia because it all started with the love she cooked ii into every bowl of porridge. I didn’t realize it until just before I finished writing this dissertation that her spiritual presence and love has been guiding me since before the beginning of my life journey. I also want to acknowledge my father, and all my other family members and the ancestors who stand beside me every day from another world. I especially honour my sister, Charlene, who passed into the spirit world midway through this research. Thank you to the two Cynthias in my life. Cynthia Davidson has been a life long friend since we met in a Winnipeg group home 39 years ago. I pay special homage to my beautiful neighbour, Cynthia Jones who believed in my research and me. I thank her for all the candles she has given me over the years and in convincing me that lighting one would unleash the creative energy needed to tackle the enormous task of writing. I thank Lynn Gehl for introducing me to the concept of the Debwewin Journey, which is rooted in her understanding of Anishinaabe epistemology, and which has become mine. Thank you to Roberta Stout, Wendy McNab, and Lorena Fontaine for imparting their knowledge and to all those I met during my digital storytelling training through the University of Winnipeg’s Summer Institute: Nindibaajimomin – Digital Storytelling on the Intergenerational Experiences of Residential Schools. More importantly, I want to acknowledge my life partner and best friend, Mike Elliott – who stood by me, who cooked, cleaned, organized and drove me everywhere, and supported me at every step of the way on the journey through completing courses, conducting the research, and throughout the writing process. Miigwetch for all the love and patience you have extended to me these last few years. Thank you for being my rock and loving me at the beginning of this journey through to the finish. I couldn’t have done it without you! You earned this degree alongside me. For the funding and support of my doctoral studies, I acknowledge the Social Humanities Research Council of Canada, the Manitoba Research Alliance and the Sandy Bay Child & Family Services Agency. Thank you for recognizing, valuing, and supporting my research. iii Table of Contents Abstract .................................................................................................................................................................................. i Acknowledgments ............................................................................................................................................................... ii Table of Contents .............................................................................................................................................................. iv List of Tables .......................................................................................................................... vii List of Figures ................................................................................................................................................................... vii CHAPTER ONE: INTRODUCTION .................................................................................... 9 1.0 Introduction ................................................................................................................................................................... 9 1.1 Background ............................................................................................................................................................... 10 1.1.1 Implications for First Nations Youth Emerging from Care ..................................................................................... 16 1.2 Problem Statements .................................................................................................................................................. 19 1.2.1 The Indigenous Experience Transitioning out of First Nations Care ....................................................................... 20 1.2.2 Post-care and Outcome Experiences ........................................................................................................................ 21 1.2.3 Connections with Family, Community and Culture, Post-Care ............................................................................... 23 1.2.4 Attaining and Self-Determining Adulthood from a First Nations Perspective ......................................................... 23 1.2.5 Digital Stories About Child Welfare Experiences by First Nations Survivors ........................................................ 24 1.3 My Story ...................................................................................................................................................................... 26 1.4 Purpose ........................................................................................................................................................................ 32 1.4.1 Intellectual .............................................................................................................................................................
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