The First Nations Environmental Assessment Framework is a creation of the First Nations Environmental Assessment Technical Working Group (FNEATWG). The toolkit was developed with the intention of protecting the Aboriginal rights, titles, as well as treaty rights and interests of First Nations in British Columbia that were likely to be breached by projects that are undergoing environmental assessment in British Columbia. The framework provides practical advice and information to First Nation communities, employees, and leadership; thereby, enabling them to participate in the process of environmental assessment (Eliana, 2007, par. 1-2). Tom B.K. Goldtooth and Winona LaDuke in their videos, touched onto various detrimental effects of economic expansion, and as a result, highlighted some of the responsibilities of First Nation communities in environmental assessment. Goldtooth and LaDuke also assumed advocacy responsibilities, representing the rights and interests of the Indigenous population and their generations to come.
Tom Goldtooth, the director of the Indigenous Environmental Network (IEN), conveys the main reason behind the creation of IEN. He says that the group was formed with the intention of addressing various issues arising from the topic of environmental and economic justice in North America. Goldtooth highlights the fact that it is the duty of First Nation populations to guard the inviolability of the earth and its sky. That maintenance of a safe and healthy environment is vital to the continued existence of First Nations as well as their generations to come. He stressed on the importance of environmental justice and environmental ethics recognizing their human connectedness to the sacredness of planet earth especially during this period of world economic stability.
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Additionally, Goldtooth communicates some of the challenges that First Nations are faced with, thanks to continued economic globalization and encroachment of modern development models. He cites extreme environmental changes, life-threatening weather events and energy development as some of the results of industrialization that bear significant negative influences on the survival chances of First Nations and the descendants of First Nations. When he is not entirely opposed to the idea of industrial development, he urges that some respect and awareness of the sacredness of Mother Earth is vital. In addition, Goldtooth also publicized the health effects of industrialization (air pollution). He talks about asthma, depression, birth defects, and cancers and in the process, hints to the fact that these considerations need to be made before setting up projects. Finally, he offers a solution to the challenges posed by global economic expansion. Goldtooth says that global democracy; democracy for life and planet earth, is the key to solving unraveling the threats presented by economic development.
On her side, Winona LaDuke pointed out to the fact that protection of the culture and traditions of Indigenous populations need to be considered during environmental assessment of the probable impacts of projects. She says some projects aimed at increasing production are against the interest of the First Nations. Such considerations have to be made during the process of environment assessment (LaDuke, 2012). LaDuke narrates that people have become so attached to local plants in certain indigenous populations, and conducting genetic experiments on these indigenous plant species is against the will and the Aboriginal rights if such First Nations. She says that her tribe, as well as the Ojibwe people, resisted government’s attempts to genetically engineer and patent their wild rice. In similar respect, the native Hawaiians also opposed government efforts to genetically modify their cosmogenealogy (LaDuke, 2012). The works of Goldtooth and LaDuke help advance this discussion further. The next focus is the competencies of social workers in preparedness to work with Indigenous communities.
Williams (2018) acknowledged that it is necessary for social work programs to integrate curriculum content in an effort to prepare social workers to both sensitively and knowledgably collaborate and work with Indigenous communities and populations. He says that it is vital to appreciate the life ways, culture, and languages of the First Nations. He added that it is also necessary to understand the lived experiences and historical perpetrations inflicted onto the Indigenous communities by settler doctrines and occupation. Williams pointed to the complexity of understanding of these concepts about the Indigenous populations as one that can only be unraveled through education. It is through this that the social workers would be competent enough to work with Indigenous communities. His sentiments are echoed by Tawara Goode. Goode underscored the importance of sensitivity and awareness in service delivery. Goode added for a service delivery criteria to be considered as both culturally competent and diverse, the personnel involved should acknowledge the special requirements and needs of the groups they aspire to work with. They should for example put into consideration the health care needs of the groups they work with.
References
Goldtooth, T.B. [Bioneers]. (2014, August 8). Stopping the Privatization of Nature | Bioneers [Video file]. Retrieved from https://www.youtube.com/watch?v=rQwwTwpOi3I
Goode, T.D. (2018). Promoting Cultural Diversity and Cultural Competency: Self-Assessment Checklist for Personnel Providing Services and Supports to Children with Disabilities & Special Health Needs and their Families. Global Social Service Workforce Alliance. Retrieved November 19, 2018 from http://www.socialserviceworkforce.org/resources/promoting-cultural-diversity-and-cultural-competency-self-assessment-checklist-personnel
LaDuke, W. [TEDx Talks]. (2012, March 4). Seeds of Our Ancestors, Seeds of Life [Video file]. Retrieved from https://www.youtube.com/watch?v=pHNlel72eQc
Williams, A.F. (2018). Tribal sovereign status: Conceptualizing its integration into the social work curriculum. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/dsw/39
