The most successful programs recognize the financial challenges and economic realities of their learners. Programs that offer financial supports such as transportation and/or childcare assistance, refreshments or a meal, an allowance, allow learners to attend programs more consistently. While no literacy wishes to believe their learners’ primary motivation for learning is the receipt of an allowance, programs must offer such basic supports to make learning a more feasible option. Every literacy program attendee must be given opportunities to learn that which will enhance their personal and professional growth, no matter where they come from, why they’re here, or where they aim to go.

Some Positive Responses For Current Native Literacy Programs

Learners who attended the two focus groups were asked to identify some positive things about the literacy programs they were attending. Responses were jotted down in point form to encourage the flow of discussion. They are presented here in the same manner, without specifying program, unless the speaker indicated. Literacy practitioners and program assistants and teachers were also present at the meeting.

• flexibility, everyone goes at own pace
• someone to be there when I get stuck
• people and space at NWRC are homey
• family & friends & shelter
• helped get GED - college preparation
• computers good - step by step - show instruction
• tokens for travel and childcare a necessity; eating here a necessity too
• addictions, counselling, and mom’s and children’s programs enhances the likelihood of completing and staying in literacy programs
• Native-specific program helped - more comfy with family and friends now
• cultural component - acceptance of mainstream and Aboriginal backgrounds important - better balance - better learning
• combined literacy program for families excellent - both can learn at the same time - good bonding too
• family literacy - includes outings, use of physical and motor skills
• holistic better - builds security, self-esteem of four areas of self
• NWRC gives “a push, a tug, or a pull” - loving, compassionate, especially moms, caregivers, children’s groups - encouragement

How Holistic are Current Native Literacy Programs?

Learners and practitioners were asked whether “literacy services in Toronto [are] serving whole person needs of the learner. In other words, is learning approached including the spiritual, emotional, mental, and physical aspects of health and wellness? (For example, do they address issues other than just the mental aspects of literacy, such as child care, physical health, etc.)” Fifty-eight per cent of learners -14 out of 24- said yes, and only 20 per cent of practitioners -two out of 10- agreed that the learner’s whole-person needs were being met. These two workers further explained their answer by saying: “NWRC attempts to address [physical, mental, emotional, spiritual] - mainstream programs wouldn’t attempt it,” and “Hopefully, it provides from a culturally sensitive [perspective] and four-directions/natures are included and integrated.” Six out of 10 practitioners explained their negative response:

• Curriculum - no, but from other services available at Council Fire it’s up to the individual to seek the services or use them.
• No - mostly mental.
• Not directly in curriculum but provided through other programs throughout Council Fire.
• It is not part of our curriculum but we do try to incorporate it into our class. We touch on all the aspects but it is up to the staff what they bring to the class.
• Growing need to meet more diverse programs - since this is a Native program, [should] include that, but also introduce different cultures and learning styles.
• The programs and services are too sporadic in their mandate because too many programs serve for too many reasons.