The Health Impacts of Social Distancing Among Indigenous People in Ontario During the First Wave of COVID-19

Among Indigenous Peoples in Canada and around the world, the health impacts of COVID-19 have been measured largely through biological, social, and psychological impacts. Our study draws from a relational concept of health to examine two objectives: (1) how social distancing protocols have shaped Indigenous connections with self, family, wider community, and nature;and (2) what these changing relationships mean for perceptions of Indigenous health. Carried out by an Indigenous team of scholars, community activists, and students, this research draws from a decolonizing methodology and qualitative interviews (n = 16) with Indigenous health and social care providers in urban and reserve settings. Our results illustrate a considerable decline in interpersonal connections such as with family, community organizations, and larger social networks as a result of social distancing. Among those already vulnerable, underlying health, social, and economic inequities have been exacerbated. While the health impacts of COVID-19 have been overwhelmingly negative, participants noted the importance of this time for self-reflection and reconnection of human-kind with Mother Earth. This paper offers an alternative perspective to popularized views of Indigenous experiences of COVID-19 as they relate to vulnerability and resilience.

Harnessing the Four‐Dimensional Ecology Education Framework to redesign an introductory ecology course in a changing higher education landscape

As higher education undergoes rapid and fundamental change, eco‐educators need to be prepared to promote the inclusion of the ecological sciences in the biological sciences curriculum of the future. Here, we present an instructional alignment for an introductory ecology course, which is informed by and integrated with the Four‐Dimensional Ecology Education (4DEE) Framework. Our instructional alignment was created collaboratively among faculty involved in teaching the course and emphasizes the relevance and utility of the ecological sciences. We believe that this approach positions the ecological sciences for continued success and inclusion in the biological sciences curriculum of tomorrow.