Preventative Education for Indigenous Girls Vulnerable to the Sex Trade

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atmire.migration.oldid4481
dc.contributor.advisorOttmann, Jacqueline
dc.contributor.authorLouie, Dustin
dc.contributor.committeememberLund, Darren
dc.contributor.committeememberSteeves, Phyllis
dc.contributor.committeememberBrandon, Jim
dc.date.accessioned2016-06-09T21:17:26Z
dc.date.available2016-06-09T21:17:26Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractIndigenous women in Canada are drastically overrepresented in the sex trade (Cler-Cunningham & Christensen, 2001; NWAC, 2014; Saewyc, MacKay, Anderson & Drozda; Sethi, 2005; Totten, 2009), while the phenomenon is simultaneously overlooked in academia. This dissertation investigated the potential of formal education systems in preventative education for Indigenous girls vulnerable to the sex trade. Five Indigenous sex trade survivors and nineteen service providers from a partner organization in Prince Albert, Saskatchewan, participated in individual unstructured interviews to collaborate in unearthing the life experiences creating vulnerability, methods of recruitment, and preventative education recommendations. The case study methods of this dissertation are steeped in the principles of Linda Tuhiwai Smith’s Decolonizing Methodologies (1999). Based on interviews, organizational documents, and scant academic literature, the life experiences creating vulnerability to the sex trade for Indigenous girls were found to be: sexual abuse, transition from reserves, prison systems, violentization, substance abuse, family disorganization/out of home placements, family in the sex trade, poverty, and poor relationship with services. Indigenous girls are recruited into the sex trade by: gang recruitment, boyfriends, female recruitment, family recruitment, meeting basic needs, substance abuse, social media, and reserve recruitment. Prevention education will be targeted to Indigenous girls from 7-13 years old in on-reserve schools. A combination of teachers, female community members, elders, role models, and service providers could teach preventative education using love, engagement, patience, and understanding. Entire families should be included in the education process as much as possible, which should apply local cultural education and ways of knowing as much as possible.en_US
dc.identifier.citationLouie, D. (2016). Preventative Education for Indigenous Girls Vulnerable to the Sex Trade (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/27426en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/27426
dc.identifier.urihttp://hdl.handle.net/11023/3048
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Social Sciences
dc.subject.classificationIndigenous Educationen_US
dc.subject.classificationSex Tradeen_US
dc.subject.classificationDecolonizingen_US
dc.subject.classificationPreventative Educationen_US
dc.subject.classificationIndigenous Gangsen_US
dc.titlePreventative Education for Indigenous Girls Vulnerable to the Sex Trade
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
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