Berkley Center

Background: As part of the Education and Social Justice Fellowship, in June 2015 student Caitlin Snell interviewed Karen Corbiere-Genereux, the Zoongaabwe-Od Eshniig-Jik youth worker for the United Chiefs and Councils of Mnidoo Mnising (UCCMM) Justice Program in M’Chigeeng First Nation.  The Zoongaabwe-Od Eshniig-Jik Program was developed to help promote positive decision-making for young people aged 12 to 25. In this interview Corbiere-Genereux explains the purpose and a brief history of the program, as well as the ways in which culture empowers First Nations youth.  

How did you get involved with the UCCMM Justice Program?

Well, I had worked with families in the Healthy Babies Healthy Children Program for our First Nation for a number of years, like, nine-and-a-half years actually, and it was time for a change, so the Zoongaabwe-Od Eshniig-Jik Program works with youth, First Nations youth, 12 to 25 years of age who have been involved with the Justice Program. They have gone through justice circles, and so what I do is I follow through with the panel's plans of actions. That's what we call them. So I basically follow up with youth and ensure they're following through with what our panel has given them to do. It could be attending workshops, it could be doing community service hours, it could be paying back restitution, it could be doing apologies, either written or face-to-face. Then, I also work in the public schools and high schools, and I run a program called U-Turn, and it's a 12 session program that focuses on life skills, anger management, culturally appropriate learning—like we do drum making or we do teachings. I'll bring someone in to do teachings, so I do that in the public schools and the two high schools here, along with co-facilitators—it could be either one of my co-workers here or someone else.

How were these programs established?

I've been in my position for, in September it'll be four years. The Justice Program has been here for, I believe, almost 19 years. They were already established, the programs, so once I stepped into the role it was just something I just took over. The U-turn program is about empowering our youth about cultural knowledge, about learning how to do different skills, some things that they may not already have in their personal toolbox, so that's what it's basically about.

What are some of the challenges you experience with these programs?

With the U-turn program in particular, it's a voluntary program, so once we go into the high school it's whatever youth wants to learn, then we'll get them, but because it's voluntary, it's often difficult. They need a lot of incentives. From the Zoongaabwe-Od, our community justice worker is the one who coordinates all of that, so they're given the choice most often. I've never run into it where we've had to send a youth back to the mainstream court, because they've always done what they were asked, what was required of them. So, there's been no difficulty there, but it's just being persistent in following through with them, because I mostly deal with the young teens, like I said I work with youth 12 to 25, but the ones who come through are usually 18 to 25, so they do need a lot of support. But, I don't find it as challenging; I don't find it a challenge because they mostly will do what's required of them.  

How do the students typically receive these programs or what is the perception of these programs?

I know that some of the things they've attended they've said they enjoyed. Of the three components that I offered to the youth, there are more successes than there are ones that haven't succeeded through this restorative justice way, I guess you'd say. And I think there's a lot to be said about that.

What are some examples of the programming or teachings?

So, I put on workshops, and that's for the youth to attend if they're given that for a task, and I work for the six First Nations here, so that's where it's spread throughout. I do a lot of what is offered is a skill or, like I said, a cultural teaching, so basically one workshop and one what we would call a teaching circle is being held in each community. So a teaching circle would be like living the good life or eagle feather teachings, cedar bath teachings, drum makings, the 13 moon teachings, strawberry teachings, fire teachings, healthy communication, fasting, etc. And in terms of workshops there'd be, like, medicine, like we're doing right now making medicine pouches, medicine bundles, how to make your own medicine bundle, drum bangs, how to make drum bangs, healthy relationships, anger management, your age and the law, etc.

In your experience, how do people typically become involved in the justice system?

Sometimes it's just making a bad choice, that's all it is really, or being in the wrong place at the wrong time, with the wrong person. And then having our elders explain that in the circle process, and it gives them time to think about it, so that's how we have our youth involved in the circle program and this program.

What is the purpose of involving culture in this restorative justice system?

It's because a lot of our culture hasn't been passed on. I myself am just learning these things and I'm 46. I have a pretty good mentor though; she's an elder and she's very patient with me asking questions and things like that, but learning, I guess, is the key, and so that's what we learn and we incorporate it into our program because most kids, like I said, the younger generation has lost touch with that, I feel. Like, I think about my own children and we don't participate in, like, regalia making or powwows, it isn't something that we follow, but learning about the different ceremonies is something that I'm interested in, so passing that on, whatever can be passed on from our resource people that we have, and there are very few of them.

What do you enjoy most about your positions?

Just working with the youth. They're like little sponges, especially the ones in the public schools who are about 11 to 12 in age; they want to learn, and it's so important to get them at that age. They want to know things, and they're eager to do things, and they want to do it.

What are some areas of improvement for your community?

I think just because we're so geographically far. All of the communities are spread out and depending on funding; you know, we're not a very rich program in that sense, so I think that in terms of funding I guess it could be a little bit better. That's about the only real thing I could see. I remember one time when I first started and I told my co-worker, "Nobody came out, nobody came out," and he says to me, "You know, Karen, there was many a time I was just sitting there with a tray of cheese and crackers," so, you know, when I get one person out, I think of it as a success, so it's just being persistent and just being myself.

How long have you or your family lived in this area?

All my life, except for the two years I went away for college.

Can you share a memory of a tradition you share with your family?

We do a garden, my family does a garden, and I've been doing it since I was young, so from my dad I learned how to plant, how to care, to harvest, and then most recently I'm learning from my mom how to can.