School-Based Food Programming in the Northwest Territories: Working Towards More than Just Food Security

There are an estimated 370 million culturally diverse Indigenous people worldwide. However, among this cultural diversity, there is one commonality that all Indigenous populations share; disparities across all dimensions of health indicators. Food access is one of primary indicators of health and despite this, Canada’s Indigenous population, especially in the North, remains overrepresented in household food insecurity statistics. This research aims at telling the story of one Northern community, Fort Providence, and the experiences around a school-based wild food program. It is written in the publishable paper format and is comprised of two papers. Drawing from approximately 25 weeks of ethnographic research, the first paper uses Homi Bhabha’s concept of Third Space to explain the unique way that Fort Providence youth navigate their local and global experiences. Using three tangible examples, I explain that the space where the local Dene practises interest with contemporary globalized influences creates a productive and empowering Third Space identity for youth. Drawing further on the ethnographic research, paper two gives a detailed description of the innovative land-based school programming that Deh Gah Elementary and Secondary School offers their students. I explain how the food systems in this community are integral to the overall health and vitality of the people. The six primary outcomes which emerged from engaging with community members display how the programming addresses community-wide cultural continuity and individual cultural identity. Together, these papers demonstrate how food systems are deeply embedded into the overall community health and well-being and exhibit the opportunities and positive impacts that land-based food education has for youth and communities