document

Engaging Aboriginal Youth in the Natural Resource Sector


by Reginald Parsons

on behalf of the Aboriginal Strategic Initiative Steering Committee of the Canadian Model Forest Network

Natural Resources Canada Canadian Forest Service – Atlantic Forestry Centre

PO Box 960 Corner Brook, NL, A2H 6J3

(709) 637-4906 [email protected]

March 2007

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Abstract The natural resources sector, not unlike other sectors, is facing the challenge of an aging workforce. Many people are preparing for retirement, yet there are few people able or willing to fill these soon-to-be-vacant positions. Aboriginal communities are predominately located within regions or areas where natural resources are often abundant and resource development is taking place, Aboriginal youth are the largest demographic in Aboriginal communities. Given their proximity and relationship with the natural environment, it seems only natural that aboriginal youth should become involved in the natural resources sector. The Aboriginal Strategic Initiative has set out to engage youth and inform them of the opportunities available to them. Three workshops were held, one each in Sturgeon Lake First Nation in Saskatchewan, Black River First Nation in Manitoba, and Waswanipi Cree First Nation in Quebec, to determine what is important to youth. This paper outlines the process taken in the workshops to elicit the values Aboriginal youth hold regarding natural resources, and to identify the opportunities and challenges they face in becoming involved in the sector. Youth were also asked what steps the natural resources sector should take to engage them and what strengths they have that can be applied to a career in the sector. Participants identified more than 130 values, and numerous opportunities and challenges, they offered nine broad recommendations for how to engage and inform them, and they enumerated a wide range of strengths. Keywords: Aboriginal Strategic Initiative, aboriginal youth, Canadian Model Forest Network, engaging aboriginal youth, opportunities in natural resources, natural resources, values.

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Introduction The Context Through land claim and treaty negotiations and court decisions, Aboriginal rights to natural resources are achieving recognition from the natural resources sector (National Aboriginal Forestry Association, 1999). The Canadian Model Forest Network’s (CMFN) Aboriginal Strategic Initiative is working to engage youth in the natural resources sector1. Forestry and other resource-based fields are starting to experience staffing difficulties as a result of an aging workforce (Interim National Recruitment Strategy Steering Committee, 2006). Meanwhile, rural and remote aboriginal communities are experiencing a steady growth in the youth demographic (Parsons and Prest 2003, Working Group on Aboriginal Participation in the Economy 2001). However, connecting aboriginal youth with resource-sector jobs is not an easy task for a number of complex reasons, including job location and educational and training requirements. In forestry alone, there could be a need for more than 500 foresters of aboriginal decent by 2010 (National Aboriginal Forestry Association 1999). Although the CMFN’s Aboriginal Strategic Initiative is largely a forest-based committee, it recognizes the many opportunities for aboriginal community involvement in all natural resource fields2 and the close connection of all of these fields with the forest landbase. The CMFN’s Aboriginal Strategic Initiative has developed a series of projects designed to help bridge the current gap between opportunities in the natural resources sector and aboriginal youth seeking employment. In 2006, the CMFN’s Aboriginal Strategic Initiative decided to focus on the challenge of engaging aboriginal youth in forestry and other natural resource fields. The first step in this process was determining what already exists in terms of aboriginal youth programming related to the natural resources sector. A review of the programs and initiatives across Canada was conducted, and results were published in Engaging Aboriginal Youth in Natural Resource Management — A Compendium of Programs and Initiatives in Canada (Parsons and Brake 2007)3.

1 Here the natural resources sector includes those fields concerned with the management of renewable or non-renewable resources, namely forestry, mining and minerals, oil and gas, protected areas, and hydroelectricity. 2 For example, the Innu Nation in Labrador is working cooperatively with Newfoundland and Labrador Hydro toward the development of the Lower Churchill River as a hydro resource (Newfoundland and Labrador Hydro 2006). 3 See also Prince (2005).

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Although a review of youth-oriented initiatives was a good beginning, it did not provide any information on the needs and opinions of youth about these program options, nor did it represent the views of aboriginal youth about their role in natural resources management. The logical next step was to visit aboriginal communities and hear what youth have to say about working in the natural resources sector, about how the sector should be communicating with them and should be encouraging them to consider natural resources as a career choice. A series of workshops was held across Canada during the summer of 2006 at three Model Forests. This report summarizes the results of these workshops. In addition, each participating community was provided with a summary report on the findings from their individual workshop (Parsons and Saunders 2006a, b, c). Together, the compendium and the youth workshops will form the basis of the final project sponsored by the CMFN’s Aboriginal Strategic Initiative, which is the development of an action plan for engaging aboriginal youth in the natural resources sector. This action plan, which will be developed the winter of 2006–2007, will use the information gathered to date to develop concrete and actionable recommendations that can be implemented to encourage youth engagement at the local, regional, and national scales. Champions of aboriginal youth will be sought to help implement the action plan. Outreach activities will take place to ensure the action plan is shared with organizations, institutions, communities, and others willing to work together toward engaging aboriginal youth in the natural resources sector. Workshop Rationale Youth are the largest demographic within aboriginal communities. With the right mix of training, education, and experience, there are many opportunities for youth to become involved in the natural resources sector. Aboriginal communities are taking on new responsibilities in natural resources and there is a need for more aboriginal people to take on a management role (Nordin and Comeau 2003), otherwise this will mean missed opportunities (National Aboriginal Forestry Association 1999). Whether youth know of these opportunities and how to capitalize on them (where appropriate) is an important question that needs to be investigated. Often youth are the target of strategies developed by adults who may not have a firm grasp of the challenges young people face daily. Youth often have no say in the development of these strategies. Generational differences, including influences, core values, and work values (Duxbury 2006), have an impact on the strategies developed; they may suit the generation who developed the strategy rather than the targeted generation. Furthermore, government departments and agencies at various levels and the natural resource industries often do not coordinate their efforts to engage youth in meaningful ways. One of the goals of the Working Group on Aboriginal Participation in the Economy is to do just that: this project offers aboriginal youth the opportunity to direct their future, and to discuss the challenges of today and the opportunities of tomorrow.

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Methods Workshop Series The series of workshops was designed to engage aboriginal youth in a discussion on the challenges, opportunities, and barriers to their participation in the natural resources sector. The series consisted of three facilitated workshops, one each in Saskatchewan, Manitoba, and Quebec. Each provided youth with an opportunity to discuss their participation in the natural resources sector, and to guide future development of action plans for community activities in the sector across Canada. The workshops were designed to be fun, engaging, and culturally appropriate. Participating youth not only generated the information, but also recorded it and then shared it with the group, either by presenting or posting it on the walls. The notes on the walls were discussed as the workshop progressed to get feedback on what was being said and so participants could see the progress that was being made throughout the day. When appropriate, discussions took place in a circle, much like a talking circle, so that everyone could see each other and listen to what they had to say. The talking circle format increased the youths’ comfort level and ensured that everyone had an opportunity to provide their views. Workshop Locations The venue for the workshops and logistics were coordinated by the local Model Forest staff. Lunch, snacks, and transportation were provided so that participants could attend the afternoon portion of the workshop. The Saskatchewan workshop was held in the gym of the Sturgeon Lake Central School in Sturgeon Lake First Nation (on-reserve population: 1619). Sixteen youths from the Sturgeon Lake First Nation and the surrounding area participated. Many of the participants were members of the Junior Forest Rangers Program sponsored by the First Nations Forestry Program and the Prince Albert Model Forest. The Manitoba workshop was held at the community hall in Black River First Nation (on-reserve population: 672); 19 youth participated. Many of the participants were taking part in the Pathways Summer Program at Black River First Nation. The Quebec workshop was held at the Cultural Village of the Waswanipi Cree First Nation. Sixteen youth from the Waswanipi Cree First Nation participated. Most were participating in a mechanical tree-harvesting course taking place on the reserve. Workshop Format

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The facilitator4 used fun, interactive games to initiate discussions on barriers, challenges, and opportunities in the natural resources sector, e.g., 1) the values game show, 2) fences and gates, 3) cross the line, and 4) strengths. These and other interactive games helped keep youth engaged and created a safe, fun, and comfortable environment. They created energy, facilitated teamwork, developed communication skills, and focused the group. The Values Game Show The “Values Game Show” was used to illustrate the importance of understanding values and to elicit from the youth what values they think are important in working with natural resources and obtaining a career in the natural resources sector. It provided youth with an opportunity to define, discuss, and rank identified values. First, the group defined what values are. Then they broke into smaller groups and listed as many values as they could within a set time period. Each group then presented the values they had identified within their groups. When all the presentations were complete, the group selected 10–12 values they thought were most important and posted them on a wall. Each group was then given equal amounts of play money to bid on each value during the game. The groups discussed the list and determined which values were most important to them and most worth purchasing. The game show then began, with the teams having an opportunity to purchase the values, much like an auction, with the value in question going to the highest bidder. Ideally, the value deemed most important by the group will go to the highest bidder. When all values have been purchased, the game is over. After, participants discussed how the game was played, why certain values sold for higher dollar amounts than others, the definition of each value, and why one was worth more or less than another. Fences and Gates The “fences and gates” game was designed to elicit what barriers and opportunities youth feel they face in obtaining a career in the natural resources sector. Discussion began by defining what a fence and a gate are and the purpose of each. This analogy is used to lead discussion and document the barriers (fences) and opportunities (gates) in the natural resources sector. The youth were asked what they saw as the fences and gates to their own participation in the sector, individually and as a community. Discussion continued around the reasons why they were or were not interested in a career in the sector. 4 All the workshops were facilitated by Stan Wesley of The Wesley Group, Box 277, Ohsweken, ON, N0A 1M0, (705) 330-1116

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Cross the Line “Cross the line” allowed the youth to discuss ways in which the natural resources sector is being promoted within aboriginal communities and how the sector can better promote itself in the future. Participants were broken into two groups, which stood facing each other. Each group then had to try to convince the other to cross over to their side within a set time. Once the time was up, participants discussed how many people crossed over, why they crossed, and what sorts of things were said to try to convince others to come over. The discussion then centered on what the natural resources sector can do to promote itself and encourage youth to seek as a career in the sector. Strengths The “strengths” exercise allowed youth to identify the strengths they have that could help them obtain a natural resource-based career. It allowed them time to reflect on their own values, skills, and strengths. Each participant was given pipe cleaners and a set amount of time to bend them into shapes to represent some of their strengths. Sitting in a circle, they displayed their creations to the group and explained what strengths they represented.

Results Youth Participants Each workshop was structured in the same manner, with minor modifications to suit the participants. The ages of participants ranged from 14 to 35 years old (Figure 1) and the female:male ratio varied in each workshop; total male and female participation was 29 and 22, respectively.

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0

24

6

810

12

14

1618

20

Sturgeon Lake Black River Waswanipi Cree

Workshop Location

Num

ber o

f Par

ticip

ants

Female

Male

Figure 1. Number of participants and female/male ratio at each workshop.

Values Game Show A wide array of values was expressed across the workshops. The identification of values by the participants resulted in 136 different values across all three workshops. Seventeen (13%) values were common to two of the three workshops (Table 1), and four (3%) were common across all three workshops (education, family, life, and money). The two workshops that had the most values in common (10) were Sturgeon Lake First Nation and Waswanipi Cree First Nation; the workshops that had the least values in common (3) were Waswanipi Cree First Nation and Black River First Nation. Table 1. Values shared by two workshops. Children Health Parents Clothes Honesty Relationships Community Job Respect Environment Land Traditions Forest Language Water Friends Love Fences and Gates During the fences and gates activity youth identified 31 unique barriers to gaining employment in the natural resources sector. Education was seen as a barrier in all three workshops. Drugs and alcohol were listed as barriers in two workshops. When asked to list things helping them obtain a career in the natural resources sector, 29 unique items were listed, with culture being listed by two of the three workshops—all other items were unique.

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When asked if they were considering a career in natural resources, almost all (88%) answered yes at the Waswanipi Cree First Nation workshop; many were already taking steps toward entering the workforce as mechanized harvester equipment operators. At Sturgeon Lake First Nation, six participants (about 38%) were interested. None were interested at Black River First Nation. Those youth who were interested in the sector as a possible career liked the idea of working outside “with nature.” The group at Waswanipi Cree First Nation was interested in the opportunity to work and being able to “learn more about the environment.” The group at Sturgeon Lake First Nation saw the opportunity to learn about “plants, medicines, and trees.” When asked why they were not interested in the sector, youth responded that they already had other plans and interests, it could be dangerous work, they didn’t like the destruction of the environment caused by the sector, and it doesn’t seem very exciting. Black River First Nation youth were not interested in the sector and cited low salaries, high educational requirements, and having to leave home for training and employment. Cross the Line The youth from all three workshops had many suggestions about how the natural resources sector could engage their interest. Nine themes emerged:

1. Having a presence in the community. 2. Providing information about the sector, its opportunities, and how to become

involved. 3. Providing support to the community irrespective of sector involvement. 4. Providing classrooms and on-the-job training opportunities. 5. Recognizing the community’s values and culture. 6. Showing respect. 7. Providing employment opportunities. 8. Advertising through various media. 9. Providing promotional materials.

Strengths Only one youth declined to present their pipe-cleaner creation representing their “strength” to their group. All the presentations on strengths were well done, and thoughtful consideration had gone into the representations and presentations. Each participant had individual strengths they represented; many centered on relationships with family, their community, or the world

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around them. It became clear that the youth have a lot to offer the sector.

Discussion Providing an interactive environment for the youth was instrumental in obtaining results that were meaningful and honest. The youth were forthcoming with responses to questions and wanted to make a contribution to the workshop. This was made possible thanks to the dynamic facilitator, who succeeded in engaging the youth for the entire day. Without such a facilitator and the approach taken by him, these workshops would not have been as successful. At the end of the sessions, participants were asked what they liked about the day, and each time they said it was the interactiveness of the session; they felt like they had a say and that they were heard. The session was not one where there was someone in front of them presenting, but it was a day where they were involved, each and every one of them. The age ranges and male:female ratios provided a distinct character for each of the workshops. Age and gender may have an influence on the values expressed, as some participants had different levels of responsibility which could have an impact on what they felt was important to them. The values game show, allowed us to determine which values, of the list of 10–12, were more important relative to one another. This method proved to be a fun and interactive way to engage the youth; they were laughing and having fun throughout the activity. The entire list of values was useful for knowing what youths are thinking, the context within which they are living, and what is important to them. The list of values provided a glimpse into the world the youth live in, and some of the influences and pressures they face. The results of these workshops indicate that possessions, as well as family and relationships, are important to the youth. The four values shared by participants at all three workshops (education, family, life, and money) are significant. The youth recognized that education was a limiting factor when it came to opportunities in the natural resources sector. They recognized that certain positions would require post-secondary education and that they would probably have to leave home to obtain such training, which they appeared reluctant to do. Some were not interested in the sector because of perceived educational requirements: they saw the requirements as being too high for them to achieve. The youth saw education as a way to make more money, but also wanted to ensure that there was a balance between life and work. They expressed reluctance to leave their community for any length of time. The youth at all three sites see family as important. Family often influences the youths’ decisions, and in some instances, they have their own families to care for. They want to remain close to their family, both in relationships and physical proximity. The thought of moving away from their families and communities for work or to continue their education is daunting; it is something they are unwilling or reluctant to do.

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Lifestyle is important; the youths want to enjoy life, and want to be employed in a job they enjoy. Way of life, traditions, having fun, being alive are all things that they value. It is important for employers to recognize the type of work environment youth are seeking today, especially with the out-migration of the ”baby-boom” generation. Money is important because it has the potential to improve quality of life; however, participants recognized that money does not buy happiness. Many material possessions, such as boats, bicycles, earrings, skateboards, and snowmobiles, were listed as important values by the youth, and money is a means of obtaining these possessions. There seems to be a disconnect between the quality of life that the youth desire, and the means they require to achieve such a quality of life. The Strengths game was a good way to finish the day. It allowed the youth time to reflect on the day and what had been said, and to look inward to see what they had learned and what skills they possess that may help them choose a career in the natural resources sector or elsewhere. When each youth spoke about their individual strengths, it was easy to show them how that strength fits within the natural resources sector, and give them ideas about how their strength could help them develop their career plan or help them in seeking a career. It would be important to highlight the possibilities in natural resources, but also perhaps to show them other possibilities, as the natural resources sector is not for everyone. The Waswanipi group played the game most effectively; they didn’t get caught up in the moment and they had a clear strategy for how they were going to play the game. This is perhaps due to the fact that this group was more mature, with a higher average age. The other two groups played effectively, but got caught up in the bidding war and did not necessarily play to purchase the values they truly felt were important to them, relative to the other values. Many of the youth at the Black River First Nation workshop were not interested because they are unaware of the opportunities and the different careers they can pursue in the sector, perhaps without even leaving their communities. The program they were participating in, the Pathways Summer Program, was not aimed specifically at the natural resources sector, whereas participants at the other workshops were enrolled in a summer program aimed at the natural resources sector, specifically forestry. Sector investment in aboriginal youth and their communities—furnishing them with the necessary skills and strengths—would pay dividends in the form of increased interest by youth in pursuing careers in natural resources fields. Waswanipi Cree First Nation and Sturgeon Lake First Nation were closest in the values they identified in the game show. The groups were also closest in average age, so age may be a contributing factor in the values expressed, although this assumption was not tested. The most mature group was the Waswanipi Cree First Nation group, and the least the Black River First Nation.

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All the youth participating in the workshops were paid by their employers to attend the workshops as a part of their training. The participants were enrolled in programs aimed at youth that, in some cases, exposed them to forestry initiatives and activities so that they would be more informed about the sector and the opportunities it offers. It would have been useful to have participation from youth not already in a program. The Black River First Nation workshop was good in this regard, in that these youth were not participating in a program directly related to the natural resource sector; they were doing a Pathways Summer Program. The workshops were an effective means of hearing what youth have to say, and should serve as a model for future workshops in other locations. A key part of their success of was the facilitator. A successful youth-focused event requires a skilled facilitator, with a sincere desire to hear what the youth have to say and to drive the process.

Recommendations The youth involved in the workshops are living in an age of opportunity, and yet are not aware of these opportunities or how to capitalize on them. The first step is to get inform the youth about the opportunities that exist and then provide them with guidance on how to take advantage of them. This effort should not take the form of brochures, but rather interactions with people from the sector, teaching and informing youth about their own careers and offering to mentor them. As Parsons and Brake (2006) point out there are many programs available to youth and many people interested in supporting youth: what we need now is a concerted effort to understand, invest in, and engage aboriginal youth. Kirkness and Barnhardt (1991) speak of education systems needing to adapt to meet students needs rather than the student adapting to an institution’s needs. The natural resources sector must also adapt to meet the needs of aboriginal youth, offering training opportunities that will help fit the youth for a career in the sector. Participants in these three workshops came up with nine different ways to engage the interest of aboriginal youth in the natural resources sector; these are listed below. Alone or in combination, these suggestions would go a long way toward engaging youth in a First Nations community.

1. Having a presence in the community. This can be achieved through community visits, giving presentations at schools, buying goods at the local store or gas bar.

2. Providing information about the sector and its opportunities, and on how to become involved; again through presentations, workshops, school visits, career days, job shadowing.

3. Providing support to the community irrespective of sector involvement. This might include planting a flower bed at the school, or providing some in-kind service to the community.

4. Providing training opportunities in the class room and on the job. Giving youth an opportunity to see the various career options available by experiencing a day in the life of people employed in the sector.

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5. Recognizing the community’s values and culture. Attending pow wows, or setting up booths, or spending time with Elders and youth with no particular agenda in mind other than getting to know the community and learn about the culture.

6. Showing respect. Understanding some of the cultural aspects of respect, but also following up and completing commitments, knowing how to interact with the community, and developing a rapport with the community.

7. Providing employment opportunities. Whether summer jobs, internships, or permanent full-time employment, all opportunities are appreciated because employment rates are very low in First Nations communities.

8. Advertising through various media. This might include billboards, television commercials, or specials on local cable or on APTN.

9. Providing promotional materials. Give-away items with company logos, such as t-shirts, book bags, etc. are all useful items.

Provide opportunities for youth to have fun, offering a balance between work and community life is very important. If more workshops are to take place, participants should be surveyed at the outset to determine vital statistics, such as age, sex, and education level, so that an analysis can be done across multiple workshops on either a regional or provincial scale. This would allow for a more in-depth look at influences on values expressed, as well as provide descriptive information for the workshop.

Conclusion The results from these workshops were analyzed, and similarities and differences are discussed below. This summary will be used to guide the development of a national action plan for youth engagement in the natural resources sector across Canada. The workshop process was documented so that it can be replicated in other communities (Parsons and Saunders 2006a, b, c); it is hoped that this information will be used to develop local action plans for engaging aboriginal youth in the natural resources sector. From the workshops, we learned about the values today’s aboriginal youth hold. This provided valuable insight into how sector representatives should be speaking to the youth and by what means. Reaching youth will involve many players and stakeholders, who must act in a concerted effort. It will be expensive, perhaps not so much in actual cash, but in in-kind support. Engaging aboriginal youth in the sector is going to be human-resource intensive and will require people who are truly committed to helping youth in a meaningful manner. The youth demonstrated their strengths, many of which are well suited to the sector, as there will be openings at all levels in coming years. It is now a matter of showing them how their skills, interests, and education can aid them in obtaining a career in the sector. The structured workshop provided insights from each of the communities and allowed us to see differences between communities. It highlighted the fact that there is not one

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standard way to engage the youth of aboriginal communities, but that there needs to be a suite of tools to engage them based on the communities’ desires and needs. The workshop format provided an environment where the youth appeared to be open and honest about their answers and were very engaged throughout the event. Positive feedback was provided at the end of the workshops, in that the youth thought the workshop provided them with an opportunity to speak and to be heard. The National Aboriginal Forestry Association (1999) developed a strategy for engaging youth in forestry in 1999. It outlined several initiatives that were needed to get aboriginal youth interested in forestry as a career and was very well thought out and presented. However, what was lacking was funding and other resources to make the strategy happen. We need to learn from this experience, and implement a strategy that will have the tools and structures in place to make it happen. According to the Canada Millennium Scholarship Foundation (2005), First Nations youth living on reserve hope to complete some form of post-secondary education; as many as 72% of these students predict they will successfully complete their program. Several barriers are identified to making completion of post-secondary education difficult to attain for aboriginal students, including: inadequate financial resources, poor academic preparation, lack of self-confidence and motivation, absence of role models who have post-secondary education experience, lack of understanding of aboriginal culture on campus, and experience of racism on campus (Canada Millennium Scholarship Foundation 2005). These are not small things that need to be overcome, but with persistence and a willingness to make it happen, success can be achieved in the years to come. The workshops provided the youth with the time to consider natural resources sector as a possible career path. We must invest time and energy, two of our most valuable resources, in our greatest resource, our youth!

Acknowledgments I would like to thank the many people who were involved in making this project happen: Gene Kimbley, Beverly Dubé, Rhonda Oblin, Tara Saunders, Stan Wesley, Caroline Simpson, Ted van Lunen, Wendy Vasbinder, the Aboriginal Strategic Initiative Steering Committee, Prince Albert Model Forest, Waswanipi Cree Model Forest, Manitoba Model Forest, Western Newfoundland Model Forest, the Canadian Model Forest Network, and most importantly, the youth that participated in the workshops. Without your contributions and support, this project would not have happened—thank you!

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References Canada Millennium Scholarship Foundation. 2005. Changing course: improving

Aboriginal access to post-secondary education in Canada. Canada Millennium Scholarship Foundation, Montreal, Quebec.

Davis, J. 2001. More aboriginal foresters needed. In Windspeaker, May 2001, The

Aboriginal Multi-Media Society, Edmonton, Alberta. Duxbury, L. 2006. Dealing with generational differences in the workplace. October 11,

2006, Admiral’s Green Golf Course, St. John’s Newfoundland and Labrador. Interim National Recruitment Strategy Steering Committee. 2006. The crisis in post-

secondary enrollments in forestry programs: a call to action for Canada’s future forestry professional/technical workforce. The Forestry Chronicle 82(1): 57-62.

National Aboriginal Forestry Association. 1999. Aboriginal community capacity: the

urgent need for a dramatic increase in aboriginal registered professional foresters. National Aboriginal Forestry Association, Ottawa, Ontario.

Newfoundland and Labrador Hydro. 2006. Newfoundland and Labrador Hydro 2005

Annual Report. Newfoundland and Labrador Hydro, St. John’s, Newfoundland and Labrador.

Nordin, V. and R. Comeau. 2003. Forest resources education in Canada. The Forestry Chronicle 79(4): 799-808. Parsons, R. and A.M. Brake. 2006. Engaging Aboriginal Youth in Natural Resource

Management — A Compendium of Programs and Initiatives in Canada. Natural Resources Canada, Corner Brook, Newfoundland and Labrador.

Parsons, R. and G. Prest. Aboriginal forestry in Canada. The Forestry Chronicle 79(4)

779-784. Parsons, R. and T. Saunders. 2006 a. Manitoba Model Forest aboriginal youth workshop: engaging aboriginal youth in the natural resource sector. Natural Resources Canada,

Corner Brook, Newfoundland and Labrador. ________________________. 2006 b. Prince Albert Model Forest aboriginal youth

workshop: engaging aboriginal youth in the natural resource sector. Natural Resources Canada, Corner Brook, Newfoundland and Labrador.

________________________. 2006 c. Waswanipi Cree Model Forest aboriginal youth

workshop: engaging aboriginal youth in the natural resource sector. Natural Resources Canada, Corner Brook, Newfoundland and Labrador.

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Prince, B. 2005. First Nation Youth in the Natural Resource Sector of British Columbia.

McGregor Model Forest, Prince George, British Columbia. Working Group on Aboriginal Participation in the Economy. 2001. Strengthening

aboriginal participation in the economy. Federal-Provincial/Territorial Ministers responsible for Aboriginal Affairs and National Aboriginal Leaders.

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document

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