School of Public Health Sciences, University of Waterloo, ON N2L 3G1, Canada.
School District No. 50, Haida Gwaii, B.C.
Appl Physiol Nutr Metab. 2022 Aug 1;47(8):813-825. doi: 10.1139/apnm-2021-0776. Epub 2022 Apr 20.
Indigenous communities in Canada are concerned about the health of their youth and the reclamation of traditional food-related skills amongst 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 (LC:LHF2S) 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 analyzed 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. : 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.
加拿大的土著社区关注其青年的健康问题，以及其人民重新掌握与传统食物相关的技能。食物主权对于食物和营养安全以及实现土著人自决具有不可或缺的作用。学习圈：本地健康食品进校园（LC：LHF2S）是一种社区参与模式，旨在为青年提供更多获得当地、健康和传统食物的机会。在四个第一民族社区中，每个社区都有一名学习圈评估促进者负责规划和实施活动，利用社区优势并促进伙伴关系。本文描述了该模式如何被视为支持食物主权。数据包括访谈、过程报告和学校调查，并根据对土著社区发展食物主权有效的支柱进行了分析。两个社区设定的目标纳入了食物主权原则，每个社区的能力建设工作都进一步发展了更自主的食物系统。有许多例子表明向更大程度的食物主权、本地食物生产和消费过渡。土著治理是一个重要主题，对社区的成功具有影响力。该模式似乎是一种适应性策略，可以支持第一民族社区发展食物主权。
