Working collaboratively with the RSHDC team, the Education and Programming Strategist coordinates initiatives, projects and events in support of curation, education and reference activities. Creates and/or maintains partnerships with Indigenous communities, Survivors of residential school and/or intergenerational survivors to develop collaborative projects and initiatives. Coordinates programming initiatives at the Centre as well as with communities, schools, post-secondary institutions and UBC partners.
Develops content and aids in designing and carrying out education and programming strategies, scope and goals. Participates in ongoing project planning, education and programming development and execution. Investigates funding sources and works collaboratively with RSHDC team to develop, compose, edit and proof funding applications and reports.
Works with the RSHDC team to incorporate research and records related to the Residential School System in Canada and its legacies into curriculum, resources and programming.
Reports to the RSHDC Education and Programming Lead, or designate. Works closely and in collaboration with the Education and Programming Lead, RSHDC team, community and academic partners/stakeholders, and related education and programming staff at other institutions.
Works directly with Indigenous community members and communities to develop collaborative education resources and programming initiatives;
Coordinates programming at the RHSDC for visiting individuals or groups, Survivors, families, school groups and UBC faculties, departments and/or partners;
Collaborates in developing, testing and implementing education/programming resources for RSHDC lessons, workshops and/or conferences;
Works collaboratively with RSHDC and various partner organizations to organize events, dialogues and conferences;
Provides presentations and is able to facilitate and/or organize events including public speaking engagements, dialogues, and workshops, etc.;
Identifies relevant methodologies in Indigenous studies, trauma-informed memory institution studies to inform RSHDC educational content and programming;
In collaboration with RSHDC Education and Programming Lead and RSHDC team defines strategies and scope for ongoing curriculum and programming;
Researches funding sources and prepares, composes and edits funding applications and reports
Contributes to project planning, execution, monitoring and reporting
Works independently under the broad direction of the RSHDC Education and Programming Lead
May assign or check the work of technicians, support staff, students or volunteers.
Consequence of Error/Judgement
The Strategist will exercise initiative, sound judgment, and tact in working with faculty, staff and with contacts at other institutions. Good judgment in the assessment of materials is imperative, as is attention to detail and organization. Errors, poor judgment, and inappropriate decisions can impede the work of the RSHDC and result in missed opportunities and, ultimately, ineffective or inadequate displays of information, or in compromised relations with critical contacts at other institutions. Misidentification of usage rights on materials may create legal exposure for the Centre and university.
Undergraduate degree in a relevant discipline. (Education, Indigenous studies, History with an Indigenous concentration, etc.), or in another academic field preferred. Minimum of two years experience or the equivalent combination of education and experience. A minimum of three years related experience with Indigenous organizations and/or communities related to residential school issues, or the equivalent combination of education and experience is required. Excellent research and writing skills.
Knowledge of the residential school history and historical context is required
Demonstrated experience in working with Indigenous organizations is required.
Experience with curriculum and programming development an asset.
Computer competence in document preparation, database use, and organization of storage required.
Experience in working with multimedia resources and/or communications strategies desirable.
Excellent judgment and interpersonal skills required. Excellent oral and presentation skills required.
Ability to build effective relationships when working with other staff, both locally and at related institutions required.
Ability to work both independently and within a team environment required.
Ability to work effectively under pressure to meet deadlines required.
Given equivalent qualifications, preference will be given to First Nations, Métis and/or Inuit candidates.
Experience engaging with First Nations, Metis and Inuit peoples and communities, demonstrated Indigenous cultural competency including knowledge of Indian Residential School system, and prior work with Survivors of schools and their families, is preferred. If candidate does not have adequate experience and cultural competency with Indigenous peoples, professional development requirements to achieve proven competency may be a requirement during the probationary period.
Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.
All qualified candidates are encouraged to apply; however Canadians and permanent residents will be given priority.