Learning Circles: A Collaborative Approach to Enhance Local, Healthy and Traditional Foods for Youth in the Northerly Community of Hazelton/Upper Skeena, British Columbia, Canada.

Youth health, long-term food sovereignty and the reclamation of traditional food-related knowledge are areas of concern within Indigenous communities in Canada. Learning Circles: Local Healthy Food to School (LC:LHF2S) built on an exemplar program in four predominantly Indigenous communities. In each, the initiative worked with interested community members to plan, implement and evaluate a range of activities aimed at enhancing access to local, healthy and traditional foods for schools and youth. This case study describes the context, process, outcomes and perceptions of implementation in one of the communities, Hazelton/Upper Skeena, located in northern British Columbia. Data were collected between 2016-2019 and included semi-directed interviews with community members and LCEF (n = 18), process reporting (e.g., LCEF reports, emails, conference calls and tracking data), photographs and video footage, and photovoice. Data were analyzed thematically. Hazelton/Upper Skeena has an active local and traditional food culture. Indigenous governance was supportive, and community members focused on partnership and leadership development, gardens, and food skills work. Findings point to strengths; traditional food, knowledge and practices are valued by youth and were prioritized. LC:LHF2S is a flexible initiative that aims to engage the broader community, and exemplifies some of the best practices recommended for community-based initiatives within Indigenous communities. Results indicate that a LC is a feasible venture in this community; one that can facilitate partnership-building and contribute to increased access to local and traditional food among school-aged youth. Recommendations based on community input may help the uptake of the model in similar communities across Canada, and globally.

Annual gatherings as an integrated knowledge translation strategy to support local and traditional food systems within and across Indigenous community contexts: a qualitative study.

Integrated knowledge translation (IKT) and community-based participatory research (CBPR) are recognized as effective approaches when Indigenous and non-Indigenous partners work together to focus on a common goal. The "Learning Circles: Local Healthy Food to School" (LC:LHF2S) study supported the development and implementation of Learning Circles (LC) in 4 Canadian Indigenous communities with the goal of improving local, community-based healthy food systems. Critical to the research process were annual gatherings (AG) where diverse stakeholders (researchers, Indigenous community members, and partners) visited each community to share knowledge, experiences, and provide support in the research process. Using a qualitative, descriptive method, this paper explores how the AG supported IKT across partners. Yearly interviews involving 19 total participants (with some participating multiple times across the 4 gatherings) elicited their AG experiences in supporting local LC:LHF2S. Three themes with multiple sub-themes were identified: (a) setting the stage for IKT (importance of in-person gatherings for building relationships across partners, learning from each other), (b) enabling meaningful engagement (aligning research with Indigenous values, addressing tensions and building trust over time, ensuring flexibility, and Indigenous involvement and leadership), and (c) supporting food system action at the local level (building local community engagement and understanding, and integrating support for implementation and scale-up of LC). This paper provides useful and practical examples of the principles of Indigenous-engaged IKT and CBPR in action in healthy, local, and traditional food initiatives. AG are a valuable IKT strategy to contribute to positive, transformative change and ethical research practice within Indigenous communities.

Learning circles: an adaptive strategy to support food sovereignty among First Nations communities in Canada.

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. Novelty: 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.

Implementation of the Learning Circle: Local Food to School Initiative in the Island Communities of Haida Gwaii, British Columbia, Canada-a Descriptive Case Study.

Background: Indigenous communities in Canada are concerned about long-term food sovereignty and the reclamation of traditional food-related skills among their people. Learning Circles: Local Food to School (LF2S) was an innovative community-based project that worked to promote multisectoral partnerships, focused on food. Guided by a facilitator, the Learning Circle (LC) brought together interested community members to plan and implement activities aimed at enhancing access to local, healthy, and traditional foods for school communities. Objectives: The article describes the context, process, and food-related outcomes of the LC in Haida Gwaii (HG), British Columbia, Canada and evaluates perceptions of the transition in local food systems, food literacy, and community capacity associated with the LC. Methods: The sources that were gathered between 2016 and 2018 included annual semidirected interviews with community members and the Learning Circle Coordinator (LCC) (n = 24), process reporting (e.g., reports, conference calls, food sourcing and tracking data) (n = 62 documents), and photographs (n = 75). Data were analyzed thematically. Results: HG has a rich food environment and a vibrant local and traditional food culture. A variety of local food-related activities had been taking place before the launch of the LC in 2013, and by 2016 the initiative was firmly established. Between 2016 and 2019, activities in HG focused on schools (e.g., sourcing local, healthy food and developing traditional skills through schools) and pioneering local food pantries. Participants valued increased access to local and traditional foods and opportunities to build youth knowledge and skills. Noted successes of the LC process included transitioning to Haida leadership and fostering relationships. Conclusions: The inherent flexibility of the LC model means that communities can prioritize activities of interest. The evolution of the LC model in HG is an inspiration for other communities working to enhance food sovereignty.

Chronic disease prevention evaluation in Ontario's public health system: a qualitative needs assessment.

OBJECTIVES: Building evaluation capacity for chronic disease prevention (CDP) is a critical step in ensuring the effectiveness of CDP programming over time. In this article, we highlight the findings of the qualitative arm of a mixed-methods needs assessment designed to assess the gaps and areas of strength within Ontario's public health system with respect to CDP evaluation. METHODS: We conducted 29 interviews and focus groups with representatives from 25 public health units (PHUs) and analyzed the data using thematic analysis. We sought to understand what gaps and challenges exist in the Ontario public health system around CDP evaluation. RESULTS: Challenges facing Ontario's PHUs in CDP evaluation include variation and centralization of capacity to evaluate, as well as competing priorities limiting the development of evaluative thinking. Participating PHUs identified the need for evaluation capacity building (ECB) strategies grounded in an understanding of the unique contexts in which they work and a desire for guidance in conducting a complex and thoughtful evaluation. Moving forward, PHUs noted a desire for a strong system of knowledge sharing and consultation across the public health system, including through strengthening existing partnerships with community collaborators. CONCLUSION: These results support the case for ECB strategies that are adaptive and context-sensitive and equip PHUs with the skills required to evaluate complex CDP programming.

RéSUMé: OBJECTIFS: Le renforcement des capacités en évaluation dans le domaine de la prévention des maladies chroniques (PMC) est crucial pour assurer l'efficacité des programmes visant à prévenir les maladies chroniques au fil du temps. Dans cet article, nous rapportons les résultats du volet qualitatif d'une analyse des besoins utilisant les méthodes mixtes conçues pour rendre compte des lacunes et des forces du système de santé publique de l'Ontario en matière d'évaluation de programmes de PMC. MéTHODES: Nous avons d'abord mené 29 entretiens et groupes de discussion auprès de 25 unités de santé publique (USP) pour ensuite analyser les données recueillies par une analyse thématique de contenu. Nous avons cherché à identifier les lacunes, les forces et les défis qui existent dans le système de santé publique de l'Ontario en matière d'évaluation de programmes de PMC. RéSULTATS: Les défis auxquels sont confrontées les USP de l'Ontario en matière d'évaluation de programmes de PMC comprennent la centralisation et les variations dans les capacités à réaliser l'évaluation ainsi que les priorités concurrentes qui limitent le développement de la pensée évaluative. Les organisations participantes souhaitent des stratégies de renforcement des capacités en évaluation qui tiennent compte des différents contextes dans lesquelles elles travaillent ainsi qu'un soutien dans la réalisation d'évaluations complexes. Pour aller de l'avant, les USP souhaitent également mettre en place un système efficace d'échanges d'informations et de consultations à travers le système de santé publique, notamment en renforçant les partenariats existants dans le milieu communautaire. CONCLUSION: Ces résultats appellent l'élaboration de stratégies de renforcement des capacités en évaluation qui sont flexibles, sensibles au contexte et qui dotent les USP des compétences requises en matière d'évaluation de programmes de PMC.