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A Plan for Strengthening Literacy in the Downtown Eastside 市中心東端加強literacy計劃

 

    Presented by the Downtown Eastside Adult Literacy Roundtable  Vancouver, Coast Salish Territory ‐ October 2010  市中心東區成人literacy圓桌會議主辦溫哥華海岸薩利希自治區 - 2010年10月  

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

 

At a Glance: A Plan for Strengthening Literacy in the Downtown Eastside (DTES)

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

 

What You’ll Find Inside 在裡面你可以找到   The Process 過程：  Why Literacy Matters  加強 literacy為什麼重要 (Page 4)   Contributors 參與者(Page 7)    Principles That Guide This Work  指導這項工作的原則 (Page 11)      The Context內容:   Locating the Downtown Eastside市中心東端定位 (Page 12)   How the DTES Community Describes Itself 市中心東端社區對其本身的描述 (Page 13)     Literacy People Want人們想要的literacy (Page 15)  

 

 About the Learning Environment 關於學習環境 (Page 16)      The Plan 計劃:   Vision理念 (Page 20)   Goals 目標 (Page 21)   

 

 

 

 Strategies 策略(Page 23) 

 

 

 

 Taking Action 動作 (Page 26)  

 

 

 

Appendix A: List of Literacy, Education, Training and Learning Services in the DTES (Page 37)  附錄 A：市中心東端的literacy，教育，培訓和學習服務   Appendix B: Demographics, Economy, Living Situations, and Historical Snapshots (Page 50)  附錄 B：地理，經濟，生活環境，和歷史花絮   References (Page 63) 參考文獻

Welcome and thanks for reading! 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

Why Literacy Matters 提高literacy為什麼重要   The Downtown Eastside Adult Literacy Roundtable defines literacy as having the knowledge,  skills and confidence to participate fully in our lives.  Literacy manifests in many ways, like  knowing one’s culture, mother language and history, through hands‐on abilities like cooking,  growing food and stewarding land, having capacities in health, decision‐making, communication  and advocacy, or computer training and job skills.    Reading and writing are only part of literacy, but they are very useful tools that open up  opportunities to learn and engage more.  The Canadian Council on Learning reports that about  52% of adults in Canada and 44% of Downtown Eastside (DTES) residents can read and use  written material at a functional level.  People who have low‐literacy, “…may develop everyday  coping skills, but their poor literacy makes it hard to conquer challenges such as learning new  job skills”.   ‘A functional level’ means that you have adequate skills, “…to cope with the  demands of everyday life and work in an advanced society” [Canadian Council on Learning,  2010].      市中心東端成人literacy圓桌會議解釋literacy為具有知識，技能以及信心能去充分參與每日的生活。加拿大學習委員會指出，大約 52％在加拿大的成年人和44％的市中心東端居民在讀取和使用書面材料上，有到達實用水平 [加拿大學習委員會，2010]。閱讀和寫作雖然只是 literacy的一部分，但他們是非常有用的工具。   There are many urgent and important community issues and literacy is a tool for addressing  DTES community priorities.  Literacy is at the heart of democracy, social justice and wellbeing.   The United Nations Educational, Scientific and Cultural Organization (UNESCO) explains that:   “Literacy is a human right, a tool of personal empowerment and a means for social  and human development. Educational opportunities depend on literacy.    Literacy is at the heart of basic education for all, and essential for eradicating  poverty, reducing child mortality, curbing population growth, achieving gender  equality and ensuring sustainable development, peace and democracy” [UNESCO,  1995‐2010].  有許多緊迫和重要的社會問題，而literacy是一種能夠幫助表達市中心東端社區重視與需求的工具。literacy是民主，社會正義和福祉的心臟。聯合國教育，科學及literacy組織（UNESCO）解釋說： “literacy是一項人權，對社會和人類發展來說是個人權力的工具和手段。受教育的機會仰賴於literacy。 4 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

literacy是所有人基礎教育的心臟，也是消除貧困的根本，能夠降低兒童死亡率，控制人口增長，實現男女平等和確保持續發展的可能，和平與民主”[教科文組織 1995-2010]。  

    The Carnegie Community Action Project (CCAP) spent two years consulting 1200 community  members about their visions, assets and priority issues. In the CCAP report, ‘Assets to Action:  Community Vision for Change’ (2010), the key actions and priorities that the DTES community  has identified are (the list is quoted directly):    1. Build social housing for low‐income people  2. Tackle systemic poverty  3. Stop gentrification  4. Improve safety by working with police to provide a better understanding of DTES residents  from their perspective, dealing with security guard harassment, non‐resident drinkers, and  replacing the illegal drug market with a legal market based on health and human rights  principles  5. Improve health services  6. Support and fund DTES arts and culture  7. Develop an economy that serves and employs local residents  8. Ensure public spaces are public, not gated, sufficient, safe, and welcoming  9. Keep towers out and retain heritage buildings  10. Involve DTES residents in neighbourhood decisions  11. Attract more children  12. Create a DTES image that honours and respects low‐income residents   [Pederson and Swanson, 2010]  Literacy is a tool for the DTES to use in working towards its vision, in taking action on all of  these priorities and in continuing the community’s history of organizing for human rights.   5 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

With this context in mind, we have created this plan for strengthening literacy in the  Downtown Eastside.   

卡內基社區行動計劃（CCAP）花了兩年的時間，諮詢了 1200位社區成員關於他們的看法，資產和重視的問題。在CCAP報告，資產到行動：社區關於改變的看法（2010）中，市中心東端社區所表示的關鍵行動和重視項目有（此名單為直接引用）： 1。建立低收入人士的社會福利住房 2。解決制度性貧困問題 3。停止中產階級化 4。與警方合作以提高安全品質，由他們的角度從而更全面的了解市中心東端居民，處理保安人員騷擾，非居民飲酒，及以健康和人權原則為基礎的合法市場來取代非法毒品市場。 5。改善衛生服務 6。支持和資助市中心東端的literacy和藝術 7。發展僱用當地居民的經濟 8。確保公共場所是公開的，不封閉，充足，安全，並讓人覺得是被歡迎的 9。不蓋高樓大廈，保留歷史建築 10。讓市中心東端居民參與社區決定 11。吸引更多的孩童 12。創建一個給予市中心東端低收入居民榮譽和尊重的形象 [CCAP，2010] literacy是一種工具，用來努力實現市中心東端的想法，及對所有迫切事項採取行動。 6 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

Contributors  This document is the work of about one hundred and forty people who generously shared their  hopes, questions, advice, suggestions, experiences, comments and ideas for strengthening  literacy in Vancouver’s Downtown Eastside, unceded Coast Salish territory, from March to  October 2010.  Thank you to all the contributors—this is your work!    (Listed in alphabetical order of first names)  非常的感謝所有literacy計劃的參與者，他們的想法，建議和經驗，促成了此文件（按名字字母順序排列)  1. Aaron Munro   33. John Shayler  64. Pauline   2. Ali Ross  34. Jolene  65. Peter   3. Andrea Little  35. Joji Kumagai  66. Phoenix Wisebone   4. Ava Eder  36. Joyce Rock  67. Raven  5. Bao Zhen Liu  37. Judy Smith  68.  Richard Teague   6. Beth Davies  38. Julie Cheng  69. Rita Leedholm  7. Betsy Alkenbrack  39. Kate Trethewey   70. Rod Rock Thunder   8. Binnie  40. Katie Hume  71. Sam Higgison  9. Carol Cardinal  41. Kathy Coyne  72. Sandra  10. Dana Alvaro   42. Kathy Powellson   Bodenhamer   11. Daniel Fortier  43. Karenza Wall  73. Sandra McKay   12. David Morita   44. Kenneth Morgan   74. Sandra Pronteau  13. Dawn Popatia  45. Kerry Porth  75. Sandra Severs  14. Dennis Easter  46. Kimaya Crossman  76. Sarah Chin   15. Doreen Littlejohn  47. Kirsten Dunbar   77. Sara Kendall  16. Emily Sobool  48. Lucy Alderson   78. Sharon Belli  17. Fyei Wel Zhong  49. Linda Rider  79. Sharnelle J.T.   18. Georgina Martin  50. Lisa Okada   80. Sophia   19. Glenn McCauley  51. Lora McElhinney   81. Steve Levine   20. Gord Nakata  52. Lori Walker   82. Susan Henry  21. Hannah  53. Lucy  83. Swallow Zhou   22. Heidi Standeven  54. Lyanna Storm   84. Tanya Helle   23. Horace Daychiet  55. Marcy Baldwin   85. Tobias Atkinson  24. Huang  56. Mark Smith  86. Tracy Mann   25. Ivan Jimmy Lefleur   57. Mark  87. Tracy Lapointe  26. Jaqueline  58. Margot Leigh  88. Tracey Rust   27. Jasmin  Butler  89. Vanessa Fee   28. Jean DeDieu   59. Max Zaradnik  90. Wendy Henderson   29. Jean Swanson  60. Nancy Benson   91. Wendy Pedersen   30. Jessu  61. Nikki Scott   92. Ye Fan Zhai  31. Joanna Lemay   62. Pat McSherry   93. Zinnia Heartland  32. Joe Chow  63. Patty Tseng  7 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

94. Plus about sixty  more residents 

who didn’t share  their names

This is a ‘Sea of Change’ map of the present and future of literacy in the DTES, as well as the  resources and obstacles we can expect on the journey.    It was created by thirty contributors at the Aboriginal Front Door in June 2010.  這是一個“變化的海洋”地圖，展現市中心東端literacy的現在和將來，以及資源和障礙，我們可以預見的旅程。它是由三十位貢獻者在2010年6月於 Aboriginal Front Door製作的。    The DTES Adult Literacy Roundtable organized, guided and made decisions for the project.   Joanna Lemay facilitated the planning process and edited, organized and wrote the ideas into  this document.  The photographs are by Patty Tseng.  Annie An‐Yi Chen translated the  document from English to Mandarin.  Legacies Now gave funds and First United Church  managed the money.      The DTES Adult Literacy Roundtable is a group of adult educators working in the DTES.  The  group has been collaborating at monthly meetings for the past four years to share skills, ideas,  support and information.  This is the first project we’ve worked on together.  At the time of this  planning process, DTES Adult Literacy Roundtable member organizations include:     Aboriginal Front Door Society   Harbour Light Learning Centre (with   Carnegie Learning Centre (with  Vancouver Community College)  Capilano University)   Hastings Education Centre   Carnegie Library  (Vancouver School Board )   Downtown Community Court   Literacy BC   Downtown East Education Centre   Neighbourhood Care International  (Vancouver School Board)   newSTART   First United Learning Centre (with   SFU Community Education Program  Vancouver Community College)  8 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

 UBC Humanities 101 Community  Programme   UBC Learning Exchange   Union Gospel Mission Hope Learning  Centre 

 Urban Aboriginal Community  Garden (with Vancouver Native  Health Society and UBC Farm)   WISH Drop‐in Society (with Capilano  University)   Vancouver Eastside Educational  Enrichment Society 

  The group meets in the afternoon on the last Monday of every month and welcomes new  members working to strengthen adult literacy in the DTES.  Please contact us if you are  interested in joining.    這個成果來自約一百四十人，在2010年五月到十月之間構思的計劃，想法，問題，建議和意見。市中心東端成人literacy圓桌會議開始了加強 literacy的計劃。Joanna Lemay促成了整個規劃過程，並將所有理念組織融入到這篇文件中。Legacies Now提供資助，First United Mission 負責資金管理, 此計畫中文版本的翻譯者是Annie An-Yi Chen。市中心東端成人literacy圓桌會議是一組在溫哥華市中心東端的成人教育工作者。該團體過去四年來在每個月的會議上進行討論，分享技能，思想，支持和信息。

這個規劃在進行時，市中心東端成人literacy圓桌會議成員組織包括以上的名單   People shared through:  a) One‐on‐one conversations from March to October 2010  b) Small group discussions with two groups of Chinese seniors at Carnegie Learning Centre, a  group of women that attend the drop‐in Union Gospel Mission, and a group of peer counsellors  at Vancouver Native Health in August and September 2010  c) Six DTES Adult Literacy Roundtable monthly meetings, plus six task group meetings  d) A Literacy Ideas Gathering of about thirty people at the Aboriginal Front Door on June 24,  2010  e) An ideas map generated by fifty residents at the Alley Health Fair, on September 16, 2010 on  the street at Main and Hastings    該團體在每月的最後一個星期一下午聚會，並歡迎新成員的加入，以加強溫哥華市中心東端的成人literacy。人們通過以下方式分享： a）一對一對話 b）小組進行討論，兩組華裔中老年人在卡內基學習中心 (Carnegie Learning Centre)，一組婦女在聯盟福音團 (Union Gospel Mission) 參加討論，還有一組溫哥華原住民健康的輔導員 9 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

c）市中心東端成人literacy圓桌會議每月小組會議和工作團隊會議 d）約三十人聚集在Aboriginal Front Door 參加literacy想法匯集 (A Literacy Ideas Gathering) e）五十位居民在巷內健康展 (Alley Health Fair) 參與的想法藍圖市中心東端成人literacy圓桌會議組成這個市中心東端literacy計劃的基礎為： a）社區提供的方向，b）可以建立的優勢，如現有和實質的資源，能力和機會，和c）具有全面性及靈活度夠的目標，策略和行動，能夠盡可能囊括大多數想法。   The DTES Adult Literacy Roundtable transformed hundreds of ideas and suggestions into this  Plan for Strengthening Literacy in the Downtown Eastside based on:   a) Direction from the community  b) Strengths we can build on in terms of available and realistic resources, capacities and  opportunities  c) Goals, strategies and actions that are overarching and flexible enough to include as many of  the ideas as possible    This is the beginning, not the end.  We are committed that the dialogue and planning continue  beyond this process.     

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

  Principles That Guide this Work 指導這項工作的原則   • Honouring Coast Salish people, unceded traditional territories, and urban Aboriginal  communities 海岸薩利希自治區  •

• • • • • •

Addressing racism, taking an active stand for Aboriginal rights to self‐determination, and  valuing traditional teaching and knowledge 向海岸薩利希自治區的人們，和在城市的原住民社區致敬  Recognizing DTES as a strong and diverse community 探討種族歧視，在原住民權利自主上採取積極的立場，並重視傳統教學和知識  Prioritizing and supporting the voices and goals of low‐income people認知市中心東端是一個強大及多元化的社區  Prioritizing literacy as integral to freedom, vitality, justice and democracy 確定低收入人士的心聲和期許目標為優先事項並得到資源配置  Advocating for safe, free, accessible and well‐funded learning in the DTES 結盟學習者，教育者，服務提供者和社區的貢獻  Allying contributions of learners, educators, service providers and communities 工作間彼此尊重，互惠，合作和溝通  Working together with respect, reciprocity, cooperation and communication 提倡市中心東端安全，自由，方便和資金充足的學習環境 

•

Recognizing both informal and formal learning and seeing learning as part of everything  and for everyone—we all learn and teach.  Literacy is a hands‐on, lived experience 認知學習為每個人每天生活中的一部分 — 我們都一直不斷的學習和教導 

•

Valuing learning based on caring, continuity, belonging, bearing witness and emotional,  practical and academic preparation for the next steps in our journeys 認知literacy於自由，活力，正義和民主的重要性  Strengthening and sharing literacy in ways that are useful, hopeful and adaptable 建立充滿支持和關懷，有連續性和歸屬感，情感，實踐和學術準備的學習空間，並見證人們的生活  Relying on hope, humour and joy 創建，共享，實施有用並充滿希望和能適應環境的 literacy計劃依托希望，幽默和歡樂 

•

•

 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

Locating the Downtown Eastside 市中心東端地理位置    The Downtown Eastside is a dynamic, strong low‐income Vancouver neighbourhood on  unceded Coast Salish territory.  Known as “the Heart of the City”, the DTES has history and  presence as a hub of cultural life for Aboriginal, Chinese, Japanese, Latin American, Black,  working class and low‐income peoples.  The parameters of the neighbourhood are roughly from  Burrard Inlet to the North, Cambie Street to the West, Clark Street to the East, and Terminal  Avenue to the South.  It includes the areas of Victory Square, Gastown, Chinatown, Thornton  Park, Oppenheimer, Strathcona and the industrial area near the water. 市中心的東端（DTES）是一個在溫哥華海岸薩利甚自治區，有生氣且強大的低收入居民區。素有“城市之心”之名，市中心東端的歷史與今日，都是原住民，中國，日本，拉丁美洲，黑人，工人階級和低收入人民literacy生活的樞紐。區域的界限大致為布拉得內灣 (Burrad Inlet) 以南，甘比街以東，克拉克街以西，和 Terminal 道以北。   

 

  [City of Vancouver’s Central Area Planning Department, 2005/06]  12 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

How the DTES Community Describes Itself 

  The strong, community‐driven DTES neighbourhood prides itself on its insider knowledge, lived  experiences, volunteerism, social justice efforts, multicultural diversity, unity and support.      It is a sanctuary where people who are living with poverty, addictions, mental and physical  health challenges, and homelessness create community.  There are many kinds of families here,  including street and chosen families.  The DTES has many low‐income people, older people,  people living alone, a large Lesbian, Gay, Bisexual, Transgender, Queer and Two Spirit  (LGBTQ2S) community, and people of many ethnicities and cultures, including large Aboriginal,  Chinese and Latin American communities.  The streets are a gathering place, where people  share news, stories, traditions, culture and community.    Community members are aware and proud of their assets and leaders.  There is a strong vision  for the neighbourhood and a passion for change.  There are creative ideas from different  disciplines and a vibrant arts and media community.  Optimism, compassion, enthusiasm, life  force, creativity, good will, patience and dedication are some of the community’s strengths.   

   

 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

Many people are surviving despite displacement and gentrification, abuse, violence, police  brutality, poverty, lack of housing, racism, colonialism, hunger, sexism, prejudice, name calling,  labelling, isolation, fear, addictions, and local/global environmental devastation.     

 

  Many people are grieving family losses because of child apprehension, death, rejection,  residential school legacies, and disrupted communication.  This makes conversations about  family literacy or children’s literacy more challenging to navigate than in some other  neighbourhoods.      Sometimes people want to participate in opportunities, but they are stopped by drug dealers,  family or peers.  Sometimes people get discouraged, overwhelmed and focused only on  survival.    The DTES is a site that has radiating extensions.  There are people in prison and people who  have been displaced due to gentrification or who have moved away.  For many, the belonging  and comfort of the DTES community is important, wherever they are. 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

 

The Literacy People Want人們期許的literacy   The two overarching themes stood out in community discussions about strengthening literacy  in the Downtown Eastside are self‐determination and working together.  在關於加強市中心東端社區literacy的討論中，有兩個明顯的重要主題：自主與合作。   In particular, requests that came up again and again include:  • Cultural and language learning, with a priority for learning Aboriginal languages and  cultures  • Closing generational and cultural gaps, reducing isolation/segregation, and honouring  differences  • More cooperation and communication to take a holistic approach and gain momentum  around crucial issues  • Supporting the literacy of children and families in the DTES  • Requests for resources, such as one‐on‐one teaching, support for people with disabilities  and learning differences, computers, phones, recreation facilities, long‐term sustainable  funding, more jobs in the community, and money to pay community teachers and to  support learners  • Promotion—many resources and services were requested that already exist!  • Learning based on the practical, experiential and physical.  For example, improving health,  safety, and housing situations; creating art, stories and culture; sharing, growing,  cooking and learning about food; and learning through the land and in outdoor spaces  • Training and skills‐sharing for personal and community power and self‐determination  • Representing and celebrating the strengths of the DTES within and outside the  community  一次又一次被提出的特別要求有： •文化和語言的學習，尤其是土著語言和文化的學習 •除去時代和文化的隔，減少孤立/隔離和尊重不同 •更多的合作和溝通，以採取綜合辦法，並再關問題上取得動力 •支持市中心東端兒童和家庭的literacy •要求資源提供，比如一對一教學，支持殘疾人士及學習差異，電腦，手機，娛樂設施，長期可持續的資金，和金錢來支付社區教師和支持學習者 •推廣—許多被要求的資源和服務已經存在！ •根據實用度和實際操作來學習。例如，提高健康，安全和住房情況，分享和學習食物，在室外空間學習土地相關的事項 •個人和社區權力與自決的培訓和技能分享 •代表和慶祝市中心東端社區內部和外部的優點  15 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

The Learning Environment關於學習環境   44% of people in the DTES can read and use written material in a functional way, compared to  the national average of 52% [Canadian Council on Learning, 2010].  44％在市中心東端的人可以有效的使用書面材料和閱讀，全國平均水平則是52％[加拿大學習會，2010]。    16% residents have the skills to access, understand and use health information, compared to  the national health literacy average of 40% [Canadian Council on Learning, 2010].  16％的居民有能力獲取，理解和使用健康信息，全國平均健康素養則是 40％[加拿大學習會，2010]。    A study with people living in Single Room Occupancy homes reports that 66% had attended  high school and 44% had graduated.  11% of people had elementary school education.  22% of  people had attended college, university, trades or vocation school [DTES Demographics Study  of SRO and Social Housing Tenants, 2008].  一項研究報告顯示，生活在獨立房間的人中66％入了高中，44％的人從高中畢業。 11％的人有小學教育。 22％的人曾參加大專，大學，行業或職業學校。 [市中心東端研究人口統計和社會住房的租戶，2008]     There are an abundance of willing, ready and available learners and people eager for  knowledge.  Many people in the DTES are knowledgeable, well informed and creative.   Community members actively contribute to each others’ literacy and education. 很多學習者和人民對知識有著渴望，他們有意願，有準備也有能力。        There are abundant learning services that are for  low‐income people and there are many other  important complimentary resources like  subsidized housing.  Appendix A has a list of  literacy‐related services.  有大量為低收入人士開放的學習服務，還有許多其他重要的免費資源，如住房補貼。附錄 B中有一個literacy相關服務的列表。    Adult educators on the DTES Adult Literacy  Roundtable describe their role as creating  learning environments that give support, caring,  continuity and belonging.  Educators bear  witness to people’s lives over time.  Learning  services in the Downtown Eastside support  wellbeing and self‐determination.  Overall,  education in the DTES is based on a variety of  16 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

practices that restore learners’ hope and empower them to move towards self‐determined  goals.  These learning services prepare people emotionally, practically and academically for  their next steps.   Learning and literacy is an important way for people in the DTES to  communicate their vision, knowledge and skills.  That being said, as one educator put it, “We  are still not reaching the most marginalized.” 市中心東端成人literacy圓桌會議的成人教育者描述他們的身份是在創造學習環境，給予支持，關懷，連續性和歸屬感。教育工作者見證了人們的生活隨著時間演變。市中心東端的學習服務支持健康和自主。總體而言，市中心東端的教育基礎在於幫助恢復學習者的希望，使他們走向自主的目標的各種做法。這些學習服務在為人們未來的情緒，實際運用，和學術做準備。在理想的情況下，學習和文化對市中心東端的人們來說是傳達他們的視野，知識和技能的一個重要的方式。所以，某教育工作者曾說，“我們還沒有到達最邊緣化    Learning and education are in every way affected by the legacy of residential schools, as well as  the prison and foster care systems that have replaced them.  Survivors and their children are  left to deal with grief, anger, mistrust, and, in most cases, misunderstanding or intolerance  from the rest of Canadian society.  While there are examples of respectful, relevant and  appropriate education in the DTES and beyond, education systems as a whole have yet to  radically alter from this oppression and can easily trigger the abuses of the past.  Educators  must follow in the healing paths that survivors are taking.  Educators must seek direction from  and honour the many ways of knowing, cultures, languages, family systems, spirituality and  traditional practices of learners.  Educators must be conscious of how their roles put them in  positions of power and how their most important teachers are the learners themselves.    

學習和教育在各方面受寄宿學校的傳統，以及監獄和寄養系統等替代者影響。倖存者和他們的孩子們被遺留下來處理悲傷，憤怒，不信任，並在大多數情況下，受到來自其他加拿大社會的誤解或不容忍。雖然市中心東端有被尊重的，相關的和適當的教育例子，但整體的教育系統從那樣的壓迫後並沒有很大的改變，也因此容易重新引發過去的傷痛。教育工作者必須遵循倖存者的癒合之路。教育工作者必須從多方面認識，從其尋求方向並尊敬學習者的文化，語言，家庭系統，精神和傳統習俗。教育工作者必須意識到自己的角色，雖然他們的位置是有權力的，但同時他們最重要的老師也同時是那些學習者。     

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

 

  Systems, bureaucracies, line ups, hoop‐jumping and paperwork have a huge impact on life in  the DTES—a large amount of time and energy is spent navigating food lines, shelters and social  housing, Income Assistance, Employment Insurance, doctors’ offices, Indian Affairs, and Band  Councils.  Education services often advocate for learners and help people advocate for  themselves as they navigate these systems.  There is a great deal of expertise and knowledge  amongst DTES residents about how to negotiate the structures of poverty in Canada today.  系統，官僚機構，組織性安排，太多的關卡和文書工作對市中心東端的生活都有巨大的影響—大量的時間和精力都花在引導食品線，庇護所和社會住房，收入援助，就業保險，醫生辦公室，印第安人事務，和樂隊議會。教育服務往往替學習者倡導，幫助人們為自己主張和引導這些系統。     Residents are under pressure as the neighbourhood is gentrified.  Organizations’ funding is cut  including severe cuts to literacy and education, and more people (visiting from other  neighbourhoods as well as the rising numbers of more affluent residents) seek free/cheap  services.  Service providers are negotiating how to protect their resources for the low‐income  people they are intended for without the large and confusing task of having to judge and police  people’s validity in being there.  這個社區的居民生活在中產階級化的壓力下。組織的經費被削減，包括大幅削減literacy和教育經費，更多的人（來自其他社區以及越來越多較富裕的居民）尋求免費 /廉價的服務。服務供應商正在談判，該如何保護那些原該提供給低收入人士的資源，但同時不需要判斷和監管每個人是否應該出現在該處的龐大責任。    The urgent need for services means that communication and collaboration are a challenge and  a priority.  We need to continue to build relationships and share holistic services to meet  community goals. 服務的迫切需要表示溝通和合作就是挑戰。居民和各方面的服務供應商需要建立關係，並且共享全面的服務，以滿足社區的目標。   18 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

  Education needs to be mainly for low‐income residents, be comfortable, safe and located in the  neighbourhood.  Also, some people enjoy accessing free education outside of the DTES, for  example university or college courses. 教育則需要以低收入居民為主，舒適，安全，位於社區內。     

     

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

Literacy is generated, nourished  and grown from the prioriqes,  strengths, skills, dignity, hope and  autonomy of learners and their  communiqes. 要使Literacy 產生，成長和壯大需要大眾的重視，力氣，技巧，尊嚴，希望外加學習者和社區的自治能力。 

A Vision for  Literacy in the  DTES  市中心東端 Literacy的未來計畫

Contribuqons of learners,  educators, service providers and  communiqes are allied.  教育者和社會服務機構與學習者和社區聯合一起構想方案。 

Educaqon is well‐funded, free and  accessible. 教育應有充沛的資金，使眾人可以免費且方便地學習。 

Educaqon celebrates and creates  space for all ways of learning and  knowing, sexualiqes, cultures,  struggles, languages, abiliqes,  generaqons, genders, and types of  families, including the families we  choose or ﬁnd. 教育慶祝且創造空間給所有方式的學習，知識，性向，文化，奮鬥，性別和家庭。

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

The Goals目標   What’s the plan?  How can we work towards this vision?  The two over‐arching and  interconnected goals in the plan for DTES Literacy are Self‐Determination and Working  Together.  有什麼計劃？我們該如何才能實現這個目標？市中心東端literacy計劃裡兩個涵蓋範圍廣泛和息息相關的目標，是自主和合作

Working  Together   合作 

      Self‐ Determinaqon 自主 

Some examples of self‐determination:  • Individuals and communities  learning what’s important and  useful to them  • First Nations’ rights   • Learning from and valuing cultural  knowledge and history  • DTES residents being heard and  respected as they make decisions  and take action on community  priorities  • Using learning for healing  • Creating accessible and safe  learning environments that reduce  barriers  • Recognizing unique communities  and sub‐cultures  • Creating/nurturing cultures  • Individual thought

•個人和社區學習對他們來說有意義及重要的有哪些事項 •第一民族的權利 •市中心東端居民在社區重要事情上作決定並採取行動 •用學習當做治療 •創建方便和安全的學習環境，以減少障礙 •認知獨特的社區和次文化 •創建 /培育文化 •個人思想         

 

些自主的例子 21 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

  Some example of working together:  • Cooperating, collaborating and  communicating  • Alliances between groups and  working in solidarity  • Reaching out  • Common ground within differences  • Bridges between generations and  between cultures  • Knowing what is and is not  happening  • Conduits of information and ideas  • Strength in numbers  • Gaining momentum around  community issues Not gossiping or  ratting people out—respecting  confidentiality and privacy       

•

Creating harmony and safe spaces

共同合做的一些例子:  •合作，協調和溝通 •群體之間聯盟 •主動接觸，合作，溝通 •內部分歧的共同點 •工作中的團結 •世代和文化之間的的橋樑 •了解情況與否 •信息和思想的管道 •數字的力量 •社區問題上增加動力 •不說閒話或打小報告—尊重保密和隱私

       

 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

Strategies for Strengthening Literacy in the Downtown Eastside 加強市中心東端literacy的策略   What are the strategies that can make the vision and goals come to life?  什麼策略，可以使理想和目標活起來？    1) Connect, exchange skills and share ideas  連繫，交流技藝，分享思想  2) Support revitalization of Aboriginal languages and cultural practices 支持振興土著語言和文化習俗  3) Fund low‐income resident teaching and learning opportunities 資金提供低收入居民教學和學習機會  4) Increase awareness of literacy resources 提高人們對文化資源的意識  5) Expand support for people with learning disabilities 擴大支持有學習障礙的人  6) Create momentum with neighbourhood learning themes/events 為社區學習主題 /活動創建動力         

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

Goals and Strategies Stengthening Literacy in the Downtown Eastside

Support  Revitalizaqon of  Aboriginal  Languages and  Cultural  Pracqces 

 

Create  Momentum with 

Connect,  Exchange Skills,  and Share Ideas 

Neighbourhood  Learning  Themes/Events 

Self‐ Determinaqon  and Working  Together  Expand Support  for People with  Learning  Disabiliqes 

Fund Resident  Teaching and  Learning  Opportuniqes 

Increase  Awareness of  Literacy  Resources 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

幫助原住民恢復傳統語言和文化  創造出原動力使社區可以設計出跟學習有關的主題和活動 

交流，交換技巧和分想構想 

自主  與  合作  給有學習障礙的人更多幫助 

提供資金給住家教學與學習機會 

增加對 Literacy資源的了解 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

Taking Action 採取行動   We welcome all to take action to reach these literacy goals and continue to integrate literacy  into the strengths and resources of the neighbourhood.  The actions we take will be based on  the opportunities that arise and the momentum that the community has for different issues.  In  the charts below are some of our ideas for actualizing the goals that we can all draw on and  adapt. 我們歡迎所有人採取行動以實現這些 literacy目標，並繼續將 literacy整合到社區的長處與資源中。我們採取的行動將會根據出現的機會和社區對不同問題所整合的動力。下面的圖表是我們對實現目標的一些想法，我們都可以以此為借鑒並去適應。   What  Connect,  Exchange Skills and Share Ideas  Why  Through the insights and contributions people shared during this planning process,  it became clear we need to work together more often and more holistically.  We  need to find ways to share the many good ideas and pressing priorities that have  (and will continue to) come up through the literacy planning process.  There are  also many existing organizations and programs that are able to take on different  ideas that people have put forth.  By having an “Idea Bank”, ideas can be  integrated into work over time and literacy will increasingly reflect community  insights and priorities.  Actions  1) Hire a Literacy Outreach Coordinator with a main task of community/  relationship‐building to strengthen literacy  2) Have guest speakers speak in the community from different sectors; upload  information to the Internet so other people can access it  3) Continue and expand invitations for other groups to join the DTES Adult  Literacy Roundtable.  The DTES Adult Literacy Roundtable connects more  with food coordinators, children’s organizations, resident groups like the  Neighbourhood Council, Aboriginal groups, and many other sectors   4) Use the ideas and insights that came up in the literacy planning process to  create an interactive “Idea Bank” that is available on the Internet.  Use  these ideas to inform future projects, programs, and initiatives  5) As new projects emerge that further the vision, guiding principles, goals and  strategies of the literacy plan—such as Vancouver Learning City, the  Children’s Book Bank, Family Wellness Centre, the new library, or a Learning  Differences Charity—the DTES Adult Literacy Roundtable will be open to  supporting and promoting these projects.  Who  Literacy Outreach Coordinator, the DTES Adult Literacy Roundtable, community  members and groups  Resources  Need: Needed: salary, training, office, computer and phone for Literacy Outreach  Coordinator (preferably for full‐time hours); Interactive  place on Internet (with  creator/maintainer) to host the “Idea Bank” and people to contribute their ideas  Have: DTES Adult Literacy Roundtable; contact lists; documentation of ideas  Success  The DTES Adult Literacy Roundtable will have more active members and active  networks from related but broader reaching sectors.   New and existing literacy  26 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

initiatives use the Idea Bank as a way to inform and inspire the work.    題目原因 

行動 

團體和人員  資源 

成功 

連繫，交流技藝，交流思想通過人們在這個規劃過程中的共同見解和貢獻，很明顯的我們需要更頻繁，更全面的共同努力。我們需要通過 literacy規劃過程，找出方法來分享許多好的意見和緊迫的優先事項。也有許多現有的組織和方案，能夠接納市民提出的各種意見。通過一個“思想銀行”，隨著時間，想法可以被注入實際行動中，literacy 將越來越反映社會的見解和優先事項。 1) 聘請一位literacy宣傳協調員，主要任務是為 literacy建立社區和加強關係  2) 邀請來自不同領域的嘉賓演說，上傳信息到互聯網，以便其他人使用  3) 繼續並擴大邀請其他團體加入圓桌會議 4) 與食物協調員，兒童組織，居民組織，如鄰里會，原住民團體，以及許多其他領域有更多的接觸  5) 使用在Literacy規劃過程中討論出的想法和見解，以創造一個互動的“點子銀行”，並在互連網上提供  6) 使用這些想法來貫穿未來的計畫，方案和倡議  7) 由於新計畫出現，Literacy計劃的視野，指導原則，目標和策略都前進了一步—如溫哥華學習城，兒童圖書銀行，在 Pender 街和 Campbell 街的家庭健康促進中心，新圖書館，或學習差異慈善會—市中心東端成人 Literacy圓桌會議將公開支持和推廣這些計畫。  Literacy宣傳協調員，市中心東端成人Literacy圓桌會議，社區成員和團體，網站維護者  需要：需要的有工資，辦公室，電腦和電話，提供給Literacy宣傳協調員（最好是全日制）；由互動式網站（和創建者/維護者）來舉辦“思想銀行”讓民眾貢獻自己的想法有：市中心東端成人Literacy圓桌會議;聯繫名單;想法的文件  市中心東端成人Literacy圓桌會議將有更多來自相關並更廣泛領域的活動成員和活動網絡。新的和現有的literacy計劃使用“思想銀行”來宣傳和鼓勵這項工作。 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

What  Why 

Support Revitalization of Aboriginal Languages and Cultural Practices  Many residents stressed the need to teach and learn Aboriginal languages and  learn through culture.  It is integral to Aboriginal rights and healing the residential  school legacy.  There is urgency as many Aboriginal languages are at extreme risk  of going extinct.  Actions  1) The DTES Adult Literacy Roundtable works in solidarity with Aboriginal  groups, valuing their guidance on how the DTES Adult Literacy Roundtable  can help with Aboriginal language and culture revitalization.  For example,  Aboriginal Front Door has requested help organizing for and promoting  Mother Language Day in February.  2) Literacy Outreach Coordinator applies for funds to pay the teachers within  the community. Currently, there are Aboriginal language teachers within  the DTES who are not being paid.  Who  DTES Adult Literacy Roundtable and more partnering organizations with Aboriginal  focus.  Carnegie Learning Centre could potentially become a site for language  classes and or 1:1 tutoring in Aboriginal languages, which would also feed into their  First Nations Journeys class, which is about language, culture and history.   Resources  Need: Money to fund the programs, language teachers, welcoming safe spaces and  practices, food, supplies  Have: Language Teacher Training program at UBC Learning Exchange, examples of  successful initiatives from many First Nations, some people who want to/do teach,  people who want to learn  Success  Medium term: More community members are aware of Aboriginal languages and  cultural practices in the neighbourhood.  Partnerships are formed; languages and  cultures are nurtured in ways that Aboriginal groups define; participation rates  have steady increase over time.   

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

題目  原因 

行動 

支持振興原住民語言與文化實踐  許多居民強調教導和學習原住民語言的需要。它是對原住民權利和癒合寄宿學校遺產所不可或缺的。這是有緊迫性的，因為許多原住民語言正處於消失的高度危險。 1）市中心東端成人Literacy圓桌會議與鄉土教育中心，城市原住民青年協會，卑詩大學的第一民族語言教學計畫，等團體團結一致的合作，重視他們對市中心東端成人Literacy圓桌會議的引導，以幫助原住民語言和文化的振興。例如，Aboriginal Front Door已請求協助，在二月舉辦和推廣母語日。 2）Literacy宣傳協調員申請資金支付在社區裡的教師。目前，在市中心東端有原住民族語教師並沒有被支付。 

團體 

市中心東端成人Literacy圓桌會議和以原住民為中心的合作組織。卡內基學習中心有潛力成為語言課程和一對一原住民語言輔導教學的中心，這也將反饋到他們的第一民族歷程課，課程內容包括語言，文化和歷史。  

資源 

需要：金錢以資助方案，語文教師，讓人舒服的安全空間和程序，食品，用品有：與卑詩大學學習交流的語言教師培訓計劃，第一民族成功方案的例子，有人想或是正在教書，想要學習的人  中期：更多的社區成員都知道社區裡原住民語言的存在。夥伴關係的形成；在原住民團體解釋的方式下語言和文化被熏陶；參與率隨著時間穩定上升。長期：原住民社區健康強壯。非原住民社區為強大的盟友。系統性種族歧視，貧困，吸毒，無家可歸和與小孩分離的擔憂等跡象，開始有轉變。 

成功 

   

 

29 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

  What  Why 

Fund Low‐Income Resident Teaching and Learning Opportunities  To recognize and share resources with the many skilled and talented residents in  the DTES who want to be teaching and learning and are currently under‐funded.  Actions  1) Literacy Outreach Coordinator applies for funding to support  learners’ participation, for example for food, childcare, physical  accessibility, and software to accommodate learning differences  2) The DTES Adult Literacy Roundtable becomes a vehicle to get  funding for jobs for low‐income residents and finds a way to pay  people without their Income Assistance or Disability money getting  disrupted.  Some examples of literacy related jobs for residents that  we would like to see created, supported and funded include:  a) Literacy Outreach Coordinator(s)  b) DTES Literacy website creator/maintainer  c) Newsletter editors  d) Translators  e) Tutors  f) Writers and Artists working on literacy projects  g) Family Literacy Facilitator—funding could be to sponsor  someone to take the training and, ideally, this would be followed  by additional funds to support new family literacy programs in  the neighbourhood for children and their guardians  h) Aboriginal Language and Culture Teachers   i) Event coordinators and facilitators for Neighbourhood Learning  Events  Who  The learners and teachers of the DTES community, the Literacy Outreach  Coordinator, the DTES Adult Literacy Roundtable  Resources  Need: Funds to support low‐income resident learning/teaching opportunities;  Salary, office, computer, phone and training for a Literacy Outreach Coordinator  who can apply for the funds (preferably for full‐time hours)   Have: People who are eager and able to teach and learn.  ccess  More learning/teaching opportunities will be funded for low‐income residents 

30 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

題目  原因  行動 

團體和人員  資源 

成功 

資金贊助低收入居民教學和學習機會  為了承認和分享資源給那些資金不足，但有技術和才華，並想要教導和學習的市中心東端居民。  1) Literacy宣傳協調員申請撥款以支持學生的參與，例如食品，兒童保育，實際的可取性，適應並改善學習差異的軟件  2) 市中心東端成人Literacy圓桌會議成為了低收入居民獲得就業資助的管道，並找到了一個能夠保障民眾收入援助或傷殘款項的支付方式。我們希望看到建立，支持和資助給居民的Literacy相關工作，一些例子包括：  j) Literacy宣傳協調員  k) 市中心東端Literacy網站的創建者/維護者  l) 通訊編輯  m) 翻譯  n) 助教  o) 作家和藝術家合作Literacy計畫  p) 家庭Literacy主持人—資金能夠用來贊助訓練，最理想的是，這之後能有更多的資金來支持社區內給兒童和他們監護人的新家庭Literacy計劃。 q) 原住民語言與文化教師 r) 一年兩次的鄰里學習活動協調員和主持人  Literacy宣傳協調員，市中心東端成人 literacy圓桌會議  需要：薪酬和培訓可以申請資金的Literacy宣傳協調員（最好是全日制）， Literacy宣傳協調員的辦公室，電腦和電話；資金支持低收入居民的學習 /教學機會  低收入居民將被贊助得到更多的學習 /教學機會 

31 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

What  Why 

Increase Awareness of Literacy Resources  The lines of communication need to be opened up so that people can better  connect with available resources.  Actions  1) The main way people find out about literacy resources and make the decision  to try them out is through other people that they trust.  The community is,  overall, very knowledgeable about what’s happening.   It is important to build  on this by sharing information about existing literacy/education programs  with community members so they know what is available and can share with  each other through word of mouth.  We can begin sharing information with  hubs such as the Downtown Eastside Neighbourhood Council, community  leaders, the Downtown Eastside Neighbourhood House, the DTES Adult  Literacy Roundtable and the existing bulletin boards, email lists, resource  guides, newsletters/magazines, and websites.  2) Drawing from the information the DTES Adult Literacy Roundtable has  compiled from 2006‐2010 in the ‘Downtown Eastside Community Literacy:  Education and Training Referral Document’, the Carnegie Library will produce  and maintain a series of plain language resource guides/maps to promote  existing resources i.e. Computer Resources, Aboriginal Programs, etc.  They  will coordinate with other groups who are putting out publications, resource  guides and web‐based lists so that the work is complementary and not  duplication.  3) Literacy in the DTES will be more present on the Internet.  This could be by:  using and updating existing sites like the DTES.ca, Literacy BC, and Vancouver  Public Library websites.  Alternately, it could be by funding residents to build  and maintain an interactive DTES Literacy website—perhaps students in one  of the computer classes (for example, the Learning Exchange or Carnegie  Learning Centre) or an individual resident could be responsible for this.  The  website could include this literacy plan, links, events, an idea bank, and a  place for people to connect and share ideas.  Who  The DTES Adult Literacy Roundtable and Supporters, Carnegie Library, Literacy  Outreach Coordinator, community groups, media, and service providers  Resources  Need: Literacy Outreach Coordinator to share information word of mouth with  community members and then community members sharing that information with  the networks of the DTES; Funds for printing and distribution; Website and  maintainer to post the resource lists on  Have: Many community leaders have been identified; Literacy Referral Guide and  many community newsletters to build on; Carnegie Library will devote staff time to  maintaining the information; Literacy BC, Vancouver Public Library and Pathways  Information Centre’s website databases  Success  More community members will know about services and resources.    32 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

  題目  原因  行動 

團體和人員  資源 

成功   

提高人們對Literacy資源的意識  溝通的橋梁必須被打開，以便人們能與現有的資源有更密切地接觸。  1) 人們發現並了解 literacy資源，使他們決定嘗試最主要的方法是通過他們所信任的人。總體而言這個社區很了解現況。利用這點，和社區成員分享現有的Literacy /教育活動，使他們知道有什麼可用的資源是很重要的，如此一來他們可以通過彼此的口頭相傳交流信息。我們可以從和以下的樞紐分享信息開始: 市中心東區街坊會，社區領袖，市中心東區鄰里之家，市中心東端成人Literacy圓桌會議和現有的電子郵件名單，資源指南，簡訊 /雜誌和網站。  2) 借助在2006-2010年市中心東端成人Literacy圓桌會議彙編的'市中心東端社區Literacy：教育和培訓推薦文檔'中的信息，卡內基圖書館將出版和維持一系列通俗易懂的語言資源指南/地圖，以促銷現有資源，例如電腦資源，原住民活動等。他們將與其他團體協調由誰出版印刷物，資源指南和網絡上的名單，讓這項資源是免費但不重複的。 3) 市中心東端的 literacy 工作將更常出現在網路上。這可能是：使用和更新現有的網站，如 DTES.ca，Literacy BC，與溫哥華公共圖書館網站。另外，它可以通過資助居民建立和保持一個互動式的市中心東端Literacy網站 — 也許某一電腦課的學生（例如，學習交流或卡內基學習中心）或某個居民可以負責這個網站的運作。該網站可以包括此Literacy計劃，連結，活動，一個想法銀行，一個讓名眾可以交流和分享想法的地方。  市中心東端成人Literacy圓桌會議和支持者，卡內基圖書館，Literacy宣傳協調員，社區團體，媒體及服務供應商  需要：Literacy宣傳協調員用口頭相傳的方法將信息分享給社區成員，社區成員再把信息分享給市中心東端的各個網絡；印刷和分發的資金，網站及維護者，可將資源的清單公布在網站上現有：許多社區領導人已被認定；Literacy推薦指南和許多能被發展的社區簡訊，卡內基圖書館的工作人員將放入時間致力於維護信息；Literacy BC，溫哥華公共圖書館和 Pathways信息中心的網站數據庫  更多的社區成員將會了解服務和資源。 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

    What  Why 

Build Capacity to Support People with Learning Disabilities/Differences  During the community consultations it became clear that people want more  community capacity to support people with Learning Disabilities/Differences.  Actions  1) Have a series of workshops to train service providers about learning  disabilities/differences and related resources such as accessibility  computer programs and software  2) Arrange for the new library to house software and other resources  related to helping people with learning disabilities/differences so all  organizations can use it  Who  The DTES Adult Literacy Roundtable, community members/groups  Resources  Need:  Funds to host workshops and to buy resources/supports for learning  disabilities/differences  Have: DTES Adult Literacy Roundtable; contact lists; connections with Literacy BC’s  project around Learning Disabilities and Whole Life Learning  Success  Learning disabilities/differences will be better addressed in the community,  including through training and computer resources    題目  增加能力，以支持有學習障礙的民眾  原因  在社區協商中很顯然的發現，人們希望社區有更多的能力可以提供給有學習差異的人士。  行動  1) 開放一系列的專題研討會，以培訓服務供應商有關學習障礙及相關資源，如電腦輔助程序和軟件Arrange for   2) 在新圖書館裡設置關於幫助學習障礙人士的軟件和其他資源，讓所有的組織都可以使用  團體  市中心東端成人Literacy圓桌會議，社區成員 /團體  資源  需要：基金以主辦研討會和購買資源 /支援學習差異現有：市中心東端成人Literacy圓桌會議;聯繫名單;和與 Literacy BC在學習障礙與終身學習計畫之間的關係  功  在社區內學習障礙將得到更好的解決，包括通過培訓和電腦資源     

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

  What  Why 

Create Momentum through Neighbourhood Learning Themes and Events  This is a way to work together on a variety of community issues and gain  momentum; profile the voices and strengths in neighbourhood; highlight learners’  work and leadership abilities; create connections throughout sectors;  intergenerational and diverse abilities can cooperate and connect  Actions  1) A learning theme is announced throughout the neighbourhood that all ages  and levels can choose to work on. For example, if the learning theme was  “What is Home?”, a child in daycare at the Phil Bouvier Centre may draw a  picture of home, a Humanities 101 student may write an essay on  displacement, someone in the public speaking group at the Carnegie Learning  Centre may plan a presentation on the meaningful places in the DTES, and a  guest at the UGM Women’s Art Program may write a poem about how she  and her neighbours advocated for social housing.    2) They would be complimented by a series of community dialogues, skill shares,  resource promotion, small group discussions, or speakers on the same theme  with a focus on resident voices, leadership and expertise.    3) The theme based projects done in learning groups would culminate in sharing  them in a gallery space and documenting them in print/on the Internet.    4) The themes will rotate and will be based on priority issues that have been  identified through the literacy planning process and the Carnegie Community  Action Project (CCAP). The focus is on community priority issues and practical  skills for addressing them.  Examples of themes that the community has  identified as priorities are: “Home and Housing”, “Food”, “Culture”,  “Language”, “Belonging”, “Nature and Environment”, “Learning styles,  differences and disabilities”, “Financial literacy, poverty and fraud”, “Working  Together”, “Self‐Determination”, “Family Literacy”, “The Role of Computers  and Media in our Lives”, “Health” and many more.    Who  Pending funding, a paid resident‐based coordinating committee could organize the  events.  The DTES Adult Literacy Roundtable and Literacy Outreach Coordinator  would support the work.  The events would be in partnership with other groups,  such as Vancouver Learning City and festivals planners.     When  Two to three times a year; ongoing beginning in Spring 2011.  Resources  Need: Funds for a Coordinating Committee and a Literacy Outreach Coordinator,  community support, printing and web design, advertising, spaces for the events,  food, supplies, honoraria funds, and staff in kind donations/interest from  organizations  Have: Many existing festivals, events and gatherings, community spaces, and  forums for publicizing work like print and web media and galleries  Success  The events happen at least two times a year    35 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

    題目  原因 

行動 

團體 

時間  資源  成功   

通過鄰里學習主題和活動創造動力  自主和合作。這是一種共同在各種社區問題和增加動力上努力的方式；記錄社區的的聲音和力量；突顯學生的成果和領導能力；創建領域間的連接；不同的世代和能力可以合作與交流  1) 整個社區宣布了一個所有年齡和水平可以選擇去做的學習主題。舉例來說，如果學習的主題是“什麼是家？”在Phil Bouvier Centre托兒所的孩子可能會畫出一個家的圖片，一個人文課的學生可以寫出一篇關於流離失所的文章，在卡內基學習中心的公開演講組員也許會計劃一個有關於市中心東端裡有意義的地方的報告，還有 UGM Women's Art Program 的客人可以寫一首關於她和她的鄰居如何提倡社會住房的詩。  2) 他們將得到一連串的稱讚，包括來自社區對話，技術分享，資源推廣，小組討論，或來自就同樣主題，將重點放在居民的心聲上，領導能力和專業知識的發言人。  3) 學習小組以主題為基礎的計畫最終將在畫廊空間分享他們的計畫，並記錄在印刷品或互聯網上。  4) 主題將會輪替並將以Literacy規劃過程與卡內基社區行動計劃（CCAP）中已確定的優先問題為基礎。重點將被放在社區的迫切事項和解決這些問題的實際性上。社區已指出為優先事項的主題有： “家庭和住房”，“食物”，“文化”，“語言”，“歸屬感”，“自然與環境”， “學習風格，分歧和障礙”，“金融知識 /貧困 /欺詐“，”共同努力“，”自主“，”家庭literacy“，”電腦和媒體在我們生活中所扮演的角色“，”健康 “等等。  Pending Funding，一個被支付，以居民組成的協調委員會將負責舉辦活動。市中心東端成人Literacy圓桌會議和Literacy宣傳協調員將支持這項工作。該活動將與其他團體合作，如溫哥華學習城和節日規劃者。  每年兩到三次; 2011年春季開始進行。  需要：Literacy宣傳協調員，社區支持，印刷及網頁設計，廣告，辦活動的空間，食品，用品，酬金資助，實物捐贈和人員 /興趣的團體  活動舉行每年至少兩次 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

  Appendix A:   

Literacy, Learning, Training and Education Services in the DTES 文化，學習，培訓和教育—市中心東端資源     The ‘Downtown Eastside Community Literacy, Education and Training Referral Document’, and  the following websites were valuable resources in identifying the existing services.  “市中心東端社區文化，教育和培訓推薦文件”，及下面的網站是在確定現有服務方面很具價值的資源    • Pathways Information Centre: http://dtes.ca/cms/index.cfm?group_id=3142  • Literacy BC Directory for Downtown East Vancouver:  http://directory.literacybc.ca/pages/final_request.php?community=Vancouver‐ Downtown_East&program_type=all&age=all  • Vancouver Public Library: http://www.vpl.ca/research_guides/item/9982/    Please note that not everything listed here is geographically in the DTES, but was included  because they are important to the community.  Also, please keep us informed of other  resources so we can keep this list accurate.  This list will inform resource sheets that the library  is creating to promote learning services in the community. 請注意，這些資源並非全部都在市中心東端的地理位置上，將它們包括在內是因為它們對這個社區極為重要。同時，如有其他資源請告知我們，以便我們保持這個清單的準確。     Aboriginal原住民  1. ACCESS  2. ACE: Aboriginal Connections to Employment  3. Aboriginal Child & Family Support Services (Vancouver Native Health Society)  4. Aboriginal Front Door  5. Aboriginal Healing Lodge and Art Centre (in progress)   6. Aboriginal Wellness Program through Vancouver Coastal Health  7. Blade Runners  8. Carnegie Learning Centre: First Nations Journeys  9. Cedar Project  10. Co‐op Radio Language Program  11. Cultural Sharing Group at Carnegie  12. Cree Language Class (at Aboriginal Front Door and Co‐op Radio)  13. Eagle’s Nest Preschool and Aboriginal Head Start Program  14. First Nations Employment Society  15. First Nations Journeys Class at Carnegie Learning Centre  37 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

16. Helping Spirit Lodge Society  17. Home Instruction for Parents of Pre‐School Youngsters (HIPPY)  18. Native Courtworkers and Counselling Society  19. Native Education College  20. Urban Aboriginal Community Kitchen and Garden,  Vancouver Native Health Society and  UBC Farm   21. Urban Native Youth Association  22. UBC First Nations Languages Program  23. Residential School Survivors Society  24. Sacred Sites Mapping Project via Aboriginal Front Door and SFU  25. Street Sisters Project  26. Vancouver Aboriginal Friendship Centre  27. Vancouver Native Health Society  28. Vancouver Native Housing Society  29. WISH Aboriginal Health and Safety Program    Basic Adult Education and Literacy 成人基礎教育和 Literacy  1. Basic Education Department at Vancouver Community College: Basic Reading, Writing &  Math  2. Britannia Community Services Centre  3. Carnegie Branch, Vancouver Public Library  4. Carnegie Learning Centre with Capilano University  5. Downtown East Education Centre through Vancouver School Board  6. DTES Women’s Centre  7. First United Church Learning Centre with Vancouver Community College (VCC)  8. Gathering Place Community Centre: Education Centre   9. Harbour Light Learning Centre with VCC  10. Hope Learning Centre at Union Gospel Mission  11. Kiwassa Neighbourhood House VSB Adult Basic Education Program  12. Oppenheimer Park with Capilano University  13. Raycam Community Centre  14. Strathcona School literacy classes for parents  15. Strathcona Community Centre  16. SFU Community Education Program  17. Vancouver Community College Adult Learning Centre @ VPL Central Branch (Level 3)  18. WISH Learning Centre with Capilano University    Children’s and Family Literacy兒童和家庭 Literacy  1. Aboriginal Child & Family Support Services (Vancouver Native Health Society)   2. Budding Beethoven’s Children's Music Program (at Strathcona Community Centre)  3. Britannia Community Services Centre  4. Children’s Book Bank (in progress)  5. Crabtree Corner (YWCA)  38 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

 

6. Downtown East Education Centre  7.  DTES Neighbourhood House: Currently offer monthly community development and  children’s story time visits – with an emphasis on early and family literacy  8. Eagle’s Nest Preschool and Aboriginal Head Start Program   9. Elizabeth Fry Society Summer Day Camp  10. Hastings Street Early Learning Enrichment Preschool  11. Immigrant Services Society  12. Kiwassa Neighbourhood House  13. MOSAIC ‐ English Language Services for Adults (provide daycare)  14. Parent‐Child Mother Goose Programs (three locations in DTES)  15. Phil Bouvier Centre, Vancouver Native Health; deposit collection of aboriginal books for  children and adults for Nobody’s Perfect Parenting Program, Building Blocks, and  Aboriginal Family drop‐ins;  16. Ray‐Cam Co‐Operative Centre: Deliver early literacy and story time session to  community based ECE class, computer help for kids  17. Sheway  18. Strathcona Elementary School  19. Strathcona Community Centre   20. Union Gospel Mission Summer Camp  21. Vancouver Aboriginal Friendship Centre  22. Vancouver Public Library: Central Library   23. Vancouver Public Library, Early Years Family Literacy Outreach Librarians  24. Vancouver Coastal Health Speech Pathologists  Community Centres 社區中心  1. Britannia Community Services Centre   2. Burmese Canadian Centre  3. Carnegie Centre  4. Chinese Cultural Community Centre  5. DTES Neighbourhood House  6. DTES Women’s Centre  7. Gathering Place Community Centre  8. Japanese Cultural Centre and Language School  9. Kaleyan Centre and Filipino Women’s Centre  10. Kiwassa Neighbourhood House  11. Ray‐Cam Cooperative Centre  12. Strathcona Community Centre 

  Community Gatherings社區集會  1) Alley Health Fair  2) Chinese New Year Parade  3) Eastside Culture Crawl  4) Heart of the City Festival 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

5) Fearless Festival  6) Lantern and Music Festival at Sun Yat Sen Garden  7) Out on Screen Queer Film Festival  8) Jazz Festival  9) Powell Street Festival  10) Water for Life Society Gathering  11) Word on the Street Festival  12) Homelessness Action Week (October)  13) Services Fair (January)  14) Storytelling Festival  15) Swarm (festival organized by the Pacific Association of Artist Run Centres)  16) Under One Umbrella 

  Computer and Internet Access電腦和網路使用  1. ACE: Aboriginal Connections to Employment  2. Britannia Community Services Centre  3. Carnegie Branch, Vancouver Public Library  4. Carnegie Learning Centre  5. DTES Computer Access Program  6. Downtown Eastside Women’s Centre  7. First Nations Employment Society  8. Free wiki access project through Vancouver Eastside Educational Enrichment Society  9. Gathering Place Community Centre  10. Hope Learning Centre at Union Gospel Mission  11. Kiwassa Neighbourhood House  12. newChapter2  13. Pact‐Employment Services  14. Pathways Information Centre (PIC)  15. Ray‐Cam Cooperative Centre  16. UBC Learning Exchange    17. Urban Native Youth Association  18. Vancouver Aboriginal Friendship Centre   19. Vancouver Eastside Educational Enrichment Society  20. Vancouver Native Health Society  21. Vancouver Public Library: Central Library  22. Youth Spot Employment Centre    Computer and Internet Training 電腦和網路訓練  1. Britannia Community Services Centre  2. Carnegie Learning Centre  3. Downtown East Education Centre  4. Free Geek  5. Gathering Place Community Centre  40 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

6. LifeSkills Centre  7. Ray‐Cam Cooperative Centre  8. Reboot  9. UBC Learning Exchange    10. Vancouver Community College, Downtown Campus  11. Vancouver Native Health  12. Vancouver Public Library: Central Library 

  Creative Literacy and Storytelling  1. Atira Women’s Resource Society  2. Basic Inquiry  3. Budding Beethovens Children's Music Program at Strathcona Community Centre  4. Carnegie Centre  5. Co‐op Radio  6. Creative Writing Group at Carnegie  7. Creative Writing Group at Gallery Gachet  8. Creative Writing Group at Rainier Housing  9. Creative Writing Group at Megaphone  10. Creative Writing Group at Lifeskills  11. Downtown Eastside Writers Jamboree  12. DTES Community Arts Network  13. DTES Centre for the Arts and Inter Urban Gallery  14. Downtown Eastside Women’s Writers Group with Rose Georgenson  15. DTES Women’s Centre Taiko Group  16. Digital Storytelling through Carnegie Centre  17. Enterprising Women Making Art (through Atira)  18. Headlines Theatre  19. Heart of the City Festival  20. Hope In Shadows  21. Great Beginnings Project  22. Music Literacy at The Door Is Open  23. Pandora Collective  24. Purple Thistle  25. Storyscapes  26. Street Sisters Project  27. Sunshine Choir (Chinese Seniors learning English through singing)  28. Theatre in the Raw  29. Village Project  30. WISH  31. W2 Community Media Arts  32. Writing Circle through DTES Community Arts Network    English as a Second Language (ESL/ELSA)  41 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

1. Britannia Community Services Centre  2. Carnegie Learning Centre  3. Downtown East Education Centre  4. Homefront Learning, Vancouver Community Centre  5. Immigrant Services Society  6. MOSAIC ‐ English Language Services for Adults  7. Ray‐Cam Cooperative Centre  8. Storefront Orientation Services (S.O.S.)  9. SUCCESS  10. UBC Learning Exchange    11. Vancouver Community College ESL Learning Centres  12. Vancouver Public Library: Central Library 

  Food Training and Community Kitchens 食品培訓和社區廚房  1. Carnegie Community Centre  2. DTES Neighbourhood House  3. HAVE Café  4. Phil Bouvier Centre  5. Potluck Café  6. Portland Hotel Society  7. Raycam  8. Strathcona Community Centre Food Coordinator  9. SOLE Foods Farm  10. Urban Aboriginal Community Kitchen and Garden at UBC Farm   11. Vancouver Native Housing Society     Grade 12 Equivalency (GED) and High School Completion 完成高中教育  1. Carnegie Learning Centre  2. Downtown East Education Centre (VSB Adult Ed)  3. Gathering Place Community Centre    4. Hastings Education Centre (VSB Adult Ed)  5. Hope Learning Centre (Union Gospel Mission)  6. Kiwassa Neighbourhood House  7. Main Street Education Centre (VSB Adult Ed)  8. Native Education College  9. newStart  10. Vancouver Community College      Health Literacy 健康 Literacy    1. AIDS Vancouver  2. Alley Health Fair  3. BC Centre for Disease Control  42 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

4. Crabtree Corner  5. DTES Health Clinic  6. Firefighters at Fire Hall offer free First Aid Training  7. Healing Our Spirit  8. Insite  9. Native Courtworkers and Counsellors   10. Lu's Pharmacy  11. Lifeskills  12. Literacy Lives: HIV/AIDS Peer Support Training, SFU Community Programs  13. Onsite  14. Pender Clinic  15. Powell Street Clinic  16. Prism  17. Three Bridges Health Clinic  18. Sheway  19. Street Nurse Team  20. Youthco  21. Yoga for the People  22. Vancouver Native Health Society  23. Vancouver Area Network of Drug Users (VANDU)  24. Vancouver Women's Health Collective  25. Vancouver Coastal Health Education Sessions  26. Vancouver Coastal Health Speech Pathologists  27. Watari Youth, Family and Community Services  28. WISH 

  Information Hubs and Umbrella Organizations 資訊中心和旗下團體    1. Carnegie Community Action Project  2. Communities of Literacy Practice  3. DTES Adult Literacy Roundtable  4. DTES.ca  5. DTES Neighbourhood Council  6. First Class  7. Inner‐City Service Workers Network  8. Legacies Now  9. Literacy BC  10. Literacy Central  11. Network of Inner City Community Services Society  12. Pathways Information Centre (PIC)  13. Portland Housing Society  14. Research in Practice in Adult Literacy: RiPal  15. Under One Umbrella 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

16. Vancouver Coastal Health Community Developer for DTES/Newsletter (Katie Hume)  17. VSB District Literacy Plans and Literacy Outreach Coordinators' Meetings  18. Whole Life Learning and Learning Disabilities  19. Watari 

  Immigrant and Refugee Services 移民和難民服務 1. Home Instruction for Parents of Pre‐School Youngsters (HIPPY)  2. Immigrants in Trades Program through MTI Community College  3. Immigrant Services Society  4. La Boussole  5. Lifeskills – African Support Group  6. MOSAIC ‐ English Language Services for Adults    7. No One Is Illegal  8. Neighbourhood Care International  9. Storefront Orientation Services (S.O.S.)  10. SUCCESS  11. Vancouver Public Library: Central Library  12. Watari‐Latin American Program    Job Search Resources and Services 求職資源和服務  1. ACCESS  2. ACE: Aboriginal Connections to Employment  3. Battered Women’s Support Services  4. Building Opportunities in Business (BOB)  5. Britannia Community Services Centre  6. Carnegie Branch, Vancouver Public Library  7. Eastside Movement for Business and Economic Renewal Society  8. Employment Services at Hope Learning Centre ‐ UGM  9. First Nations Employment Society  10. Gastown Vocational Services  11. Immigrant Services Society  12. Kiwassa Neighbourhood House  13. MOSAIC  14. newChapter 2  15. newSTART  16. Pact‐Employment Services  17. Pathways Information Centre (PIC)  18. PEERS Vancouver    19. SUCCESS  20. Tradeworks Training Society  21. Urban Native Youth Association  22. Vancouver Aboriginal Friendship Centre   23. Vancouver Eastside Educational Enrichment Society  

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

24. Vancouver Public Library: Central Library  25. Youth Spot Employment Centre 

  Lifelong Learning and Education 終身學習與教育  1. Carnegie Branch, Vancouver Public Library  2. Carnegie Learning Centre with Capilano University  3. Documentary Nights at Carnegie (through Humanities 101 Community Programme)  4. Downtown East Education Centre  5. Downtown Eastside Women’s Centre  6. Native Education Centre  7. PACE’s ‘Beyond Words’ Book Club  8. School of Chalk  9. SFU Community Education Program  10. Spartacus Books  11. UBC Humanities 101 Community Programme  12. UBC Learning Exchange  13. UBC Science 101 Community Programs  14. Urban Native Youth Association  15. Vancouver Community College  16. Vancouver Public Library: Central Library  17. WISH Learning Centre with Capilano University    Life Skills 生活技能  1. Battered Women’s Support Services  2. Building Opportunities for Business‐BOB  3. Downtown Community Court  4. Elizabeth Fry Society  5. Eastside Movement for Business and Economic Renewal Society‐EMBERS  6. Greater Vancouver Family Services  7. Lifeskills Centre  8. Native Court Workers and Counselling Association  9. newSTART  10. Vancouver Coastal Health  11. Vancouver Native Housing Society  12. The Living Room  13. Watari    Libraries and Access to Reading Materials 圖書館和閱讀材料獲取    1. Britannia Branch, Vancouver Public Library  2. Carnegie Branch, Vancouver Public Library  3. Children’s Book Bank (in progress)  4. Gathering Place Community Centre   45 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

5. Literacy BC  6. LifeSkills Centre  7. Pathways Information Centre (PIC)  8. Spartacus Books  9. Strathcona Branch, Vancouver Public Library  10. UBC Learning Exchange    11. Vancouver Community College Library  12. Vancouver Public Library: Central Library  13. WISH Drop‐in Society 

  Math 數學  1. Basic Education Dept., Vancouver Community College; Basic Math  2. Carnegie Learning Centre  3. Downtown Community Court  4. Downtown East Education Centre (Vancouver School Board Adult Ed)  5. First United Church through Vancouver Community College    6. Gathering Place Community Centre     7. Native Education College  8. newSTART  9. Vancouver Community College  10. Vancouver Community College Adult Learning Centre at Vancouver Public Library  Central Branch (Level 3)  11. Vancouver Public Library: Central Library    Media Production 媒體製作  1. Carnegie Newsletter  2. Co‐op Radio  3. Fearless TV  4. Fearless Media  5. Hope in Shadows  6. Interurban Gallery  7. Megaphone   8. Purple Thistle  9. Redwire  10. SHIRE Digital Stories group (at Carnegie Centre)   11. Urban Native Youth Association  12. Street Sisters Project  13. W2 Community Media Arts  14. WISH Newsletter    Learning and Mental Health 學習和心理健康  1. Adult Learning Development Association (ALDA)  2. Coast Foundation  46 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

3. 4. 5. 6. 7. 8.

Gallery Gachet  Gastown Vocational Services  Living Room Activity/Drop‐In Centre  newSTART  Pact‐Employment Services  Theo BC 

  One‐to‐One Tutoring 一對一輔導  1. Carnegie Learning Centre  2. Downtown East Education Centre, Vancouver School Board Adult Education  3. First United Church through Vancouver Community College  4. Gathering Place Community Centre   5. Hastings Education Centre, Vancouver School Board Adult Education  6. Homefront Learning  7. Hope Learning Centre at Union Gospel Mission  8. Main Street Education Centre, Vancouver School Board Adult Education  9. UBC Learning Exchange  10. Vancouver Community College Adult Learning Centre @ VPL Central Branch (Level 3)  11. Vancouver Community College ESL Learning Centres  12. WISH Drop‐In Centre      Outreach Learning Programs 學習課程  1. Homefront Learning, VCC ESL Outreach  2. Pedestrian Safety Project, VANDU  3. Vancouver Public Library, Early Years Family Literacy Outreach Librarians    Public Schools 公立學校  1. Seymour Elementary School  2. Strathcona Elementary School  3. Britannia Secondary School  4. Downtown East Adult Education Centre  5. Main Street Adult Education Centre    Seniors 老年人   1. 411 Seniors Centre  2. Second Mile Society and DTES Seniors Centre  3. Watari Society    Survival Sex Workers 性工作者  1. Dusk ‘Til Dawn: Directions Youth Services   2. Prostitution Alternative Counselling and Education‐PACE Society  3. Prostitutes Empowerment Education Resource Society‐PEERS  4. WISH Drop‐In Centre 

 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

5. Sex‐workers United Against Violence (SWUAV)  6. The Vivian 

  Women 婦女  1. Atira  2. Crabtree   3. Battered Women’s Support Services  4. Downtown Eastside Women’s Centre  5. Helping Spirit Lodge Society  6. Kalayaan Centre and Filipino Women’s Centre   7. The Power of Women  8. newSTART  9. Tradeworks Training Society Women’s Workshop  10. Vancouver Community College  11. Vancouver Women’s Health Collective  12. Vancouver Status of Women Leadership, Empowerment and Action Program  13. WISH Drop‐In Centre    14. Sheway  15. Street Sisters Project  16. The Vivian    Work, Volunteer and Community Leadership Training 工作，志願者和社區領袖訓練  1. ACCESS  2. ACE: Aboriginal Connections to Employment  3. Building Opportunities for Business‐BOB  4. BladeRunners  5. Co‐op Radio  6. Carnegie Alley Patrol  7. Carnegie Learning Centre Public Speaking Workshops  8. DTES Neighbourhood Council  9. DTES Neighbourhood House Volunteers’ Connections Program  10. DTES Women’s Centre  11. Eastside Movement for Business and Economic Renewal Society‐EMBERS  12. First Nations Employment Society  13. Gastown Vocational Services  14. H.A.V.E. Café  15. Helping Spirit Lodge Society  16. Immigrants in Trades Program through MTI Community College  17. Kalayaan Centre and Filipino Women’s Centre   18. Literacy Lives: HIV/AIDS Peer Outreach Training through SFU Community Education  19. Native Education Centre  20. Neighbourhood Helpers  21. newChapter2  48 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

22. newSTART  23. Potluck Café  24. Ray‐Cam Cooperative Centre  25. SUCCESS  26. Tradeworks Training Society  27. UBC Learning Exchange  28. United We Can  29. Vancouver Aboriginal Friendship Centre  30. Vancouver Community College  31. Vancouver Native Health  32. Vancouver Status of Women Leadership, Empowerment and Action Program  33. The Vivian  34. WISH Drop‐In Centre 

  Youth 青年人  1. Bantleman Court Housing Society  2. BladeRunners  3. Britannia Community Services Centre   4. Broadway Youth Resource Centre  5. Check Your Head  6. Downtown East Education Centre  7. Dusk ‘Til Dawn: Directions Youth Services  8. First Nations Employment Society  9. Gastown Vocational Services  10. Gathering Place Community Centre    11. Hastings Education Centre (VSB Adult Ed)  12. Kiwassa Neighbourhood House  13. Main Street Education Centre (VSB Adult Ed)  14. MOSAIC ‐ English Language Services for Adults  15. Native Education Centre  16. Purple Thistle  17. UBC Humanities 101 Community Programme  18. Urban Native Youth Association    19. Raycam  20. Watari Youth, Family and Community Services  21. YouthCo AIDS Society  22. Youth Spot Employment Centre

 

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Appendix B: Demographics   • • • • • • •

The population is about 16, 000 [City of Vancouver’s Central Area Planning Department,  2005/2006].  The sex distribution is 62% male, 38% female [City of Vancouver’s Central Area Planning  Department, 2005/2006].  There are many transgender people living in the DTES.  Almost half of the people living in the DTES are over 45 years of age [City of Vancouver’s  Central Area Planning Department, 2005/2006].  22% of the population is seniors over 65, whereas the city’s population as a whole has  only 13% seniors [City of Vancouver’s Central Area Planning Department, 2005/2006].  The area has 2% children and 8% youth, one‐half of the city’s figures [City of  Vancouver’s Central Area Planning Department, 2005/2006].   In the DTES, Aboriginal people are 9 per cent of the population, 9 times that of the rest  of Vancouver [Brethour, 2009].  About 43% of residents are immigrants and 64% of people who have recently  immigrated to the area were born in Mainland China compared to 26% in the rest of  Vancouver [Brethour, 2009]. 

Economy   • • •

•  

70% of people have low‐incomes [CCAP, 2010].    Single people over 15 earn a yearly average of $14,024 [Brethour, 2009].  A person on  Income Assistance makes about $7,300 a year [CCAP, 2010].   The unemployment rate is 5% for those who are part of the labour force, similar to the  rest of the city and country.  60% of people are not part of the labour force [Brethour,  2009].  Unaccounted are thousands of hours of volunteer work, binning, street vending, sex  work and drug trade. 

Living Situations   • •

•

50% of people live alone, almost three times more than other parts of  Vancouver/Canada [City of Vancouver’s Central Area Planning Department, 2005/2006].  There are about 5000 Single Room Occupancy residential hotel units (about 1500 are  owned by the City and operated as social housing), 5000 social housing units, 900  special needs beds and 2100 owner occupied and market rental homes [CCAP, 2010].  There are a growing number of people without homes in the DTES.  In the 2008  Homeless Count, a modest estimate was made that 659 people are without homes in  the DTES, which is 54% of all the homeless in Vancouver [Greater Vancouver Regional  Steering Committee on Homelessness, 2010].  50 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

Historical Snapshots   The neighbourhood claims its right to self‐determination and organizes against gentrification,  both currently and historically.  Strengthening literacy is part of and reflective of that context.   The neighbourhood’s history includes many profound injustices and times when the community  has risen up in outrage to protect its rights.  Below is a very condensed version of a very  dynamic history.  It is by no means complete and we would like to continue to expand it to  represent more histories, for example on the Latin American community, religious groups, non‐ profit organizations, arts, health, addictions, the LGBTQ2S community and more complete  women’s history and Aboriginal history sections.   

 

 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

  History of First Nations and Aboriginal Community    Coast Salish people have lived here for time immemorial.  DTES is an important place in the  Coast Salish territory and, historically, it was a main source for many foods, such as elk,  cranberries, wild rice, sturgeon, salmon and seals [Chief Ian Campbell, 2006].  Today, Water  Street and Richards Street meet in one of the important places where the Squamish, Tsleil‐ Waututh, and Musqueam First Nations gathered and lived in the summers.  A kilometre to the  east was Kumkumlye, the site of another, larger summer community site [City of Vancouver  Engineering Services, 2007].     During the early years of European settlement, many white men and Aboriginal women  married. For example, both of Gassy Jack Deighton's wives were Aboriginal [City of Vancouver  Engineering Services, 2007].     British Columbia joined confederation in 1871 and things changed for the worse for Aboriginal  people; European colonization and racism have destroyed and damaged people’s lives and  lands. Although First Nations never ceded their territories, the federal government displaced  Aboriginal peoples to small, unsuitable reserve lands so that the growing numbers of white  settlers could take over.  Aboriginals were further marginalized through the law, such as the  Indian Act of 1876, prohibition of potlatch and land claims activities, and the BC legislature of  1874 denying the right to vote in provincial elections. (The same law denied voting rights to  Chinese immigrants.)  In 1960, Aboriginal people got the right to vote [City of Vancouver  Engineering Services, 2007], [Indian and Northern Affairs, 2008].  Aboriginal people have been  furthered oppressed through prisons, child apprehensions and residential schools.  In addition,  European colonizers’ culture, language, religion, family and government‐systems have damaged  Aboriginal systems of language, culture, government, family and spirituality.  In June 1999, Bill  C‐49 was made into federal law, shifting the legislation around First Nations controlling,  managing and making their own laws with respect to reserve lands and resources.       Aboriginal peoples continue to struggle for respect of their rights, including self‐determination  and justice. Today, the Downtown Eastside is home to a large Aboriginal community. Almost  ten per cent of Vancouver's Aboriginal population lives here.  Today, Aboriginal people from  many nations are central in the DTES community and are working to secure land rights,  revitalize languages, foods, family and learning systems, cultures and environment.   

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

  History of Black Community of Hogan’s Alley    From the early 1900s to 1965, the Strathcona area in the Downtown Eastside was home of  Vancouver’s only concentrated Black neighbourhood to date, based near the train station  around Hogan’s Alley.  The community was gentrified and the buildings demolished in 1965  through the Georgia Viaduct Replacement Project.  [Hogan’s Alley Memorial Project, ongoing  since 2002].    History of Japanese‐Canadians and Japantown    The Japanese community thrived from the 1890’s until 1942 along Powell Street.  At one time,  Japanese‐Canadian students made up the majority of the school population at Strathcona  Elementary School. In 1907, Japantown was severely damaged during the anti‐Asian riots that  also impacted Chinatown.  “Pre‐warned, the Japanese were ready for the onslaught and fought  back, forcing the crowd to retreat. However, the stores and businesses were heavily damaged.  This hostility towards Asians was an indication of the racism that the Japanese would face  throughout the early period of history in Canada” [Japanese Canadian Association, 2005].    In 1942, Vancouver's 9000 residents of Japanese ancestry were forcibly removed and placed in  internment camps in the interior of B.C.  Their homes and businesses were taken and sold by  the federal government while the Japanese owners were locked up in camps.  After the war,  they were detained another three years until 1949 under the National Emergency Transition  Powers Act and, when finally released, were asked to move across the country or return to  Japan.      Never regaining its pre‐war population in the DTES, the Japanese‐Canadian community  continues to have an important presence. This includes the annual Powell Street Festival at  Oppenheimer Park (a celebration against racism since 1977), the Japanese Language School,  the Buddhist Church, and several other religious and community institutions [City of Vancouver,  2009], [Vancouver Heritage Foundation, 2009].     History of Chinese‐Canadians and Chinatown    During the gold rush era of 1858, many Chinese people immigrated from California.  After the  gold rush, the work options were stringing telegraph wires or working in canneries. 17,000  people of Chinese ancestry came to Canada between 1881 and 1885 to build the Canadian  Pacific Railway.      The Chinese community has faced a long history of racism in BC, including very limited work  options, a Head Tax of $500, a Chinese Exclusion Act to keep Chinese people from moving to  Canada, and the anti‐Asian riots in 1907 (the riot was also directed at the Japanese‐Canadian  community).  Vancouver’s Chinese community lobbied for admittance to the army in 1947.   53 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

That year, the Chinese Exclusion Act was cancelled so that Chinese dependents could finally  immigrate and, the following spring, provincial legislation was changed to permit Chinese  people to vote in elections.      When proposals were made by the City to put a third crossing freeway through the heart of  Chinatown, the Chinese community and supporters joined together to prevent the freeway  from being built, including a mass protest on Pender Street in October 1967.  The proposed  freeway through Hogan’s Alley, Vancouver’s Black community, did go through.    Chinese‐Canadians, mostly from Mainland China, continue to be an important and large  presence in the DTES neighbourhood [Chinatown Revitalization Project, 2007].      History of the 1930’s Workers’ Uprising  During the Depression of the 1930s, the federal government set up nearly 200 squalid camps  for the unemployed that paid migrant workers 20 cents a day.  In response, desperate strikers  abandoned the camps and congregated in the Downtown Eastside in an effort to secure union  wages. Workers barricaded themselves inside of Carnegie (then the city’s library) and, when  unsuccessful, they took their fight on to Ottawa.  They were violently stopped in Regina but  celebrated success when the government was replaced in an election a few months later.  The  new government improved the country’s social safety net and abolished the worker camps  [Condon and Hollett, 2010].   History of Loggers and Fishermen   

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Gastown's sawmills helped to spawn a commercial zone along Hastings Street. “In the mid‐19 century, the Downtown Eastside became a residential area for many people associated with  British Columbia’s resource economy, including loggers and fishermen. Many would travel  north along the coast for months at a time, returning to Vancouver for short periods of time to  live in hotels concentrated in the Downtown Eastside. This resulted in a significant  concentration of bars and other services in the neighbourhood designed to serve the resource‐ industry workers—who were in the city with money to spend. As early as 1888, Hastings Street  was known as “Skid Road” because loggers skidded logs down greased corduroy log roads to  the sea” [Newnham, 2005].    History of People with Mental Illness    Between 1983 and 2007, most of Riverview Hospital was closed down due to withdrawal of  funding, declining populations, need for renovations and in an effort to deinstitutionalize  people with mental illness [BC Mental Health and Addictions Services, 2010].  “While health  advocates wanted patients released from the prison‐like institution, the province never  provided the proper community support to catch the patients when they came out. Many  ended up homeless [or under‐housed] and in the Downtown Eastside…Many got addicted to  54 

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drugs” [Condon, 2008].  Thousands of people with mental illness were looking for a new home  and many found the Downtown Eastside an affordable and welcoming community.    History of Increase of Homelessness In the last twenty to thirty years, the loss of large numbers of low‐income housing units, as well  as changes to the income assistance and unemployment assistance system, have significantly  increased homelessness.  For example, as areas such as Yaletown and Granville were  redeveloped and low‐income housing was closed in neighbourhoods such as Kitsilano and  Fairview Slopes, low‐income people were pushed to the Downtown Eastside [Russwurm, 2008].   In addition to gentrification and the city‐wide shortage of affordable housing, the closure of  Riverview Hospital left many people living with mental illness without homes and many came to  the Downtown Eastside where it was more affordable and welcoming [Condon, 2008].  Both  the concentration and the rate of homelessness have greatly increased in the Downtown  Eastside over this period.  History of Closed Businesses   Many of the businesses that used to serve the neighbourhood are closed.  In the 1990s, the City  of Vancouver went on a campaign of closing businesses where the drug trade used to be  conducted [Russwurm, 2008].  Another reason why businesses have closed is because low‐ income residents’ incomes and purchasing power have greatly reduced since the 1970’s so  residents can’t support the local economy in the same way.  “Thirty years ago, as now, most  Downtown Eastside residents depended on low wage work, pensions, unemployment insurance  or welfare for their income.  The purchasing power of three of those sources of income has  declined drastically” [Swanson, 2006].  Unlike thirty years ago, today people work full‐time at  minimum wage and still remain below the poverty line.  Unemployment insurance and income  assistance have both changed to become very difficult to get and do not cover basic costs of  living.  In order to stay housed, people have to sacrifice other basic necessities such as food or  heat and there is no extra money to spend at local shops and services [Swanson, 2006].   

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History of Residents’ Groups    In 1973, the Downtown Eastside Residents’ Association (DERA) was set up with the goal of  democratic voice for residents. The organization renamed the area “The Downtown Eastside”,  recognizing the neighbourhood as a community [Condon and Hollett, 2010].  Today, residents  continue to work together on community priorities.  For example, community members  organized a Neighbourhood House between 2004 and 2009.  It is a vibrant hub and the first  new neighbourhood house to open in Vancouver in twenty years [DTES Neighbourhood House].   Another example is the Vancouver Area Network of Drug Users (VANDU), who formed in  January 1998 to address related issues of health, poverty, exclusion and criminalization  [VANDU].  In 2009, the Downtown Eastside Neighbourhood Council formed as a group of  residents advocating for the neighbourhood [Downtown Eastside Neighbourhood Council,  2010].    History of February 14th Annual Women’s Memorial March [written by Feb 14th Annual  Women’s Memorial March organizers]  In January 1991 a woman was murdered on Powell Street. Her name is not spoken today out of  respect for the wishes of her family. This woman’s murder in particular was the catalyst that  moved women into action. Out of this sense of hopelessness and anger came an annual march  on Valentine’s Day to express compassion, community, and caring for all women in Vancouver’s  Downtown Eastside, Coast Salish Territories.  Decades later, the march continues to honour the lives of missing and murdered women. This  event is organized and led by women in the DTES because women, especially Indigenous  women, face physical, mental, emotional, and spiritual violence on a daily basis. The heinous  and unimaginable violence that have taken the lives of so many has left a deep void in our  56 

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hearts. We gather each year to mourn and remember our sisters by listening to their family  members, by taking over the streets, and through spiritual ceremonies.  Increasing deaths of many vulnerable women from the DTES still leaves family, friends, loved  ones, and community members with an overwhelming sense of grief and loss. Every year the  list of women going missing also increases. Over 3000 women are known to have gone missing  or been murdered in Canada since the 1970s. Last year, the United Nations Committee on the  Elimination of Discrimination against Women issued this statement: “Hundreds of cases  involving aboriginal women who have gone missing or been murdered in the past two decades  have neither been fully investigated nor attracted priority attention.”  The February 14th Women’s Memorial March is an opportunity to come together to grieve the  loss of our beloved sisters, remember the women who are still missing, and to dedicate  ourselves to justice [direct quote from Feb 14th Annual Women’s Memorial March].    History of Campaigning for Community Spaces    Until the 1970’s and the formation of DERA, the DTES wasn’t seen as a community by the City  and residents didn’t have a central place to gather.   The Carnegie building had been a library  and a museum since 1903, but in 1957 a new central Library was built at Burrard and Robson  Streets.  The museum continued operations for another ten years until 1967 when the  Centennial Museum opened [Carnegie Community Centre History, 2010].  With both the library  and the museum relocated, the building shut its doors.  After a seven‐year campaign  spearheaded by the Downtown Eastside Residents’ Association, in 1976 City Council agreed to  save the Carnegie building and convert it to a community centre. Carnegie opened doors to the  public again on January 20, 1980 as a community centre and library.  Carnegie Centre continues  to be one of the most active and vibrant hubs in the city [Condon and Hollett, 2010].  In the 1980s, a handful of Downtown Eastside residents decided that the landfill at the DTES  waterfront would better serve as a neighbourhood park.  “After years of fruitless lobbying, the  activists started a tent‐city occupation of the area in 1984 that lasted 75 days.  It was this  prolonged show of defiance that helped garner the political support needed to build the park.  In 1987, the Create a Real Liveable Beach (CRAB) Park finally opened” [Condon and Hollett,  2010].  “When it appeared the BC Liberals were going to abandon a promise to turn the empty building  into social housing, a group of community activists broke inside Woodward’s in 2002, started a  squat and demanded the government build homes.  After the police evicted the squatters, up  to 300 homeless people formed a tent‐city around the boarded‐up building. The three‐ month  squat gained widespread support, as people across the city demanded their governments save  the beleaguered neighbourhood…The province relented and sold the building to the city, which  then turned it into the recently completed mixed‐use development—a development that  includes 200 units of social housing” [Condon and Hollett, 2010].     57 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

Prisoner Rights History in the Downtown Eastside [written by Joint Effort]    As “the nation’s poorest postal code”, a high proportion of our residents at any one time are  incarcerated. Lock‐up, remand, provincial jails, and federal prisons take away our youth, our  elders, an amazing number of residents with addictions and withdrawal to battle, folks with  mental illness and/or HIV/AIDS/Hepatitis and disproportionate numbers of Aboriginal people.   Jail, while a largely unhealthy and detrimental facility for those with some of the greatest needs  of healing and support, is also a place where people see friends and loved ones, put some meat  on their bones, and have opportunities, sometimes, to start over or even connect with their  cultures.     Several women and men who have been residents of the Downtown Eastside have also been  presidents of the Native Sisterhoods and Brotherhoods in BC’s prisons. They have been an  inspiration and source of strength to their communities. As leaders they have made sure  women and men have had access to Native cultural practice and peer and elder support inside.  The Native Brotherhood and Sisterhood was and still is open to people of all cultures to share in  the teachings, traditions and practices of Native spirituality and culture. It is a model for  participatory learning, for revitalization of Native teachings and cultural practice and for  liberation.     From 1993 through 2002, the Prison Justice Day Memorial Rally was held outside the  Vancouver Pre‐trial Centre on Cordova. Drummers, poets, ex‐prisoners and lifers, families of  both people inside and people who had died in prison, prison abolitionists and folks walking by  gathered to remember and galvanize solidarity for our sisters and brothers inside and for their  struggles for rights and freedom. The Rally now takes place every August 10th at the Claire  Culhane Memorial Bench at Trout Lake [Joint Effort, 2010].  市中心東端社區如何描述自己？強壯的市中心東端社區最引以為傲的是其對內部的了解，生活經驗，志工服務，對社會公正的努力，多元literacy，團結和支持。這是一個在社區裡生活於貧困，毒癮，心理和身體健康有困難，和無家可歸的人們的避難所。有許多不同的家庭在這裡，包括街道和自己選擇的家庭。市中心東端有許多低收入者，老年人，原住民，華裔，女同性戀，男同性戀，雙性戀，變性人，同性戀者和雙靈者（LGBTQ2S）以及獨自居住的人。許多社區領袖和鄰里資產已被確定。對這個社區有一種強烈的期許和改革的激情。創新的想法來自不同學術，並有充滿活力的藝術和媒體社群。樂觀，同情心，熱情，生命力，創造力，善意，耐心和專注是社區一些最大的長處。 58 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

儘管許多人流離失所和面臨區域被中產階級化，虐待，暴力，警察暴力，貧困，缺乏住所，種族歧視，殖民主義，性別歧視，偏見，對罵 /標籤，隔離，恐懼，毒癮，和當地 /全球環境的破壞。很多人都在為家庭損失而悲傷，因為和小孩分離的擔憂，死亡，排斥，寄宿學校的存在，和溝通破裂。這使得是中心東端家庭literacy或兒童literacy的對話再操作方面比其他社區更具挑戰性。有時人們想要有參與的機會，卻被毒販，家庭或同儕絆住。有時人們氣餒，不知所措，只求生存。市中心東端是一個擴展遠廣的網絡。因為地方中產階級化或是由於生活的變化，有些人在監獄，也有人流離失所。無論他們在哪裡，對於許多人來說，歸屬感和舒適在市中心東端社區是重要的。  人口統計 •人口約 16,000 [溫哥華市的中心區規劃處，2005/2006]。 •在性別分佈為 62％為男性，38％為女性 [溫哥華市的中心區規劃處，2005/2006]。有許多變性人生活在市中心東端。 •幾乎一半生活在市中心東端的人口都超過 45歲 [溫哥華市的中心區規劃處，2005/2006]。 •22％的人口是65歲以上的老人，而整座城市整體上只有13％的老年人 [溫哥華市的中心區規劃處，2005/2006]。 •該地區有2％的兒童和8％青少年，是城市的一半 [溫哥華市的中心區規劃處，2005/2006]。 •在市中心東端，原住民是人口的百分之九，為其餘溫哥華的9倍 [Brethour，2009]。 •約 43％的居民是移民，最近移居到該地區的人口中有64％是出生在中國內地，而在溫哥華這個數字為26％ [Brethour，2009]。經濟 •70％的人為低收入者 [CCAP，2010]。 •未婚且超過 15歲者，平均每年賺取 $14,024 [Brethour，2009] 而一個接受收入援助的人每年可得約 $7,300 [CCAP，2010]。 •失業率為 5％，與溫哥華和其他加拿大城市相當 [Brethour，2009]。 •38％的人參與了被承認的勞動人口，60％的人不屬於勞動人口 [Brethour，2009]。 •不可數的有數千小時的志願工作，收廢棄物，街頭販賣，性工作和毒品交易。 59 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

生活情況 •50％的人獨居，比其他部分的溫哥華/加拿大多出近三倍以上 [溫哥華市的中心區規劃處， 2005/2006]。 •大約有5000個單間酒店住宅單位（約 1500戶由城市擁有並被當作社會福利住房來經營），5000個社會福利房屋單位，900個特別床位和，2100個屋主入住與市場出租住房 [CCAP，2010]。 •有越來越多的無家可歸的人在市中心東端。在2008年的無家可歸者計數 (Homeless Count)，估計市中心東端約有 659人沒有家園，其中佔了溫哥華無家可歸者的54％ [大溫哥華地區指導委員會有關無家可歸，2010]。  

歷史花絮該社區目前正在抗中產階級化並組織圍繞其自主權利。該社區的歷史包括許多的不公正和社區保護自己權利的時候。下面是一個非常簡短的歷史概要。它並不完整，我們希望能夠繼續延伸代表更多的歷史，例如關於囚犯的權利，拉丁裔社區，宗教團體，非營利組織，藝術和LGBTQ2S社區。第一民族和原住民社區的歷史溫哥華市中心東端是一個重要的地方，它位在海岸薩利希自治區，食物主要來源如麋鹿，小紅莓，野生米，鱘魚，鮭魚和海豹 [Chief Ian Campbell，2006]。歐洲殖民和種族歧視摧毀和破壞了人們的生活和土地。原住民因為法律和政策，儲備，監獄，和小孩分離的擔憂和寄宿學校，而流離失所。此外，歐洲殖民者的literacy，語言，宗教，家庭和政府系統都對原住民的語言，literacy，政府，家庭和精神造成迫害。原住民繼續奮鬥，為了實現自己的權利，包括自主權和正義。今天，來自許多族群的原住民都以市中心東端的社區為中心點，努力爭取土地權，振興語言，食物，家庭和學習制度，literacy和環境。 Hogan’s Alley 的黑人社區歷史從 20世紀初至1965年，市中心東端的斯特拉斯科 (Strathcona) 區，火車站附近Hogan’s Alley的周圍，是唯一的黑人族群集中地。社區在 1965 年的 Georgia Viaduct Replacement 計劃中被中產階級化，建築物被拆除。 [Hogan’s Alley Memorial Project，一直進行自2002]。日裔加拿大人和日本城的歷史

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

日本社會從 19世紀 90年代直到1942年沿鮑威爾街蓬勃發展。有一段時間，日裔加拿大人佔去了大多數Strathcona小學的在校學生人數。1907年，日本城在反亞裔暴動中遭到嚴重破壞，當然唐人街也受到影響。 1942年，溫哥華的9000日裔居民被強行驅離，並安置在拘留營中。當他們被關在難民營的同時，他們的住所和生意被聯邦政府收走後變賣處理。戰爭結束後，他們被關押了另外三年，直到1949年根據國家緊急情況過渡權力法，才終於被釋放，之後他們被要求搬離到國家的另外一邊或是返回日本。盡管日裔居民在市中心東端的人口從來沒有恢復到戰前的數字，但日裔加拿大社區仍然是一個重要的存在。這包括每年在奧本海默公園 (Oppenheimer Park) 的鮑威爾街慶祝會（自 1977年以來慶祝反對種族歧視），日本語言學校，佛教會，和其他一些宗教和社區機構。 [溫哥華市，2009]，[溫哥華文物基金會，2009]。加拿大華裔和唐人街的歷史在1858年淘金年代間，許多華人從加州移民過來，淘金熱後則做穿電報線或罐頭食品廠的工作。1885年到1881年之間，17,000華裔人士來到加拿大，建造加拿大太平洋鐵路。華人社區在卑詩省面臨了歷史悠久的種族歧視，包括非常有限的工作選擇，500元的人頭稅，排華法案使中國人民無法來到加拿大，和1907年的反亞裔暴動（暴動同時也針對加拿大日裔社區）。溫哥華的華裔社群於 1947年遊說被准入軍隊。那年，排華法案被取消，使在中國的家屬終於可以移民，並在第二年春天，更改省立法使得華裔人士有投票權。當建議計畫將市內的第三條高速公路穿越唐人街中心時，華裔社區和支持者一起加入防止高速公路修建的行列，其中包括1967年10月Pender 街的大規模抗議活動。擬議穿越溫哥華黑人社區 Hogan’s Alley的高速公路，則被通過。華裔加拿大人，其中大部分來自中國內地，在市中心東端社區持續有著重要的地位和大量的人口 [唐人街的活化計劃，2007]。精神疾病患者的歷史 1983年至2007年，由於資金問題，人口減少，醫院需要整修，及積極讓精神疾病患者出院的努力，大部分的江景醫院被關閉， [卑詩省心理健康和成癮服務，2010]。 “雖然健康專人希望病人能從類似監獄般的醫療機構被釋放，但省政府並沒有對出院的病人提供適當的社會支持。許多成了無家可歸者 [或在市中心東端住宅不足] ...許多人便沉迷於毒品” [康登，2008]。成千上萬患有精神疾病的人正在尋找一個新的家園，其中許多人認為市中心東端是一個他們能夠負擔得起並歡迎他們的社區。 61 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

社區組織歷史在上世紀 30年代的大蕭條，溫哥華被外界稱為是“失業人士的麥加”。聯邦政府建立了近200個骯髒的難民營，支付移民工人每天20分錢。結果絕望抗義者拋棄了營地並聚集在市中心東端，以努力爭取工會工資。工人將自己關在當時是市立圖書館的卡內基中心裡。 1973年，市中心東端居民協會（DERA）成立，給當地居民一個民主的發聲管道。該組織將這個地區更名為“市中心東端”，終於認知這個地方為一社區 [康登和霍利特 (康登和霍利特)，2010]。溫哥華市以前不把市中心東端視為社區，市中心東端也沒有一個集中的聚集地。卡內基大廈自1903年來一直是圖書館和博物館，但在1957年一個新的中央圖書館建於伯拉德和羅布森街道交口，而博物館也在1967年的百年館 (Centennial Museum) 開館時離開了 [卡內基社區中心的歷史，2010]。在由市中心東端居民協會發起的7年運動後，市議會在 1976年同意保存卡內基大樓並將其轉換為一個社區中心。1980年1月20日，卡內基中心，作為一個社區中心和圖書館再次向公眾敞開了大門。卡內基中心至今仍然城市中最充滿活動力的聚集地之一 [康登和霍利特，2010]。在80年代，少數的市中心東端居民認為，市中心東端海濱的垃圾掩埋場如果能開發為社區公園會將社區更有益處。“1984年，經過多年毫無結果的遊說，積極分子開始搭建帳篷佔領該地區，共歷時 75天。正是這個長期挑戰的精神，幫助她們得到了建立公園所需的政治支持。 1987年，Create a Real Livable海濱公園終於開幕。” [康登和霍利特，2010]。 “當卑詩省自由黨想將空的大樓改建為社會福利住房，社區的激進人士團體在2002年闖進了伍德沃德大樓，開始擅自佔用並要求政府建立房舍。在警察趕走了擅自佔用的人群後，多達 300人的無家可歸者在已經被封起的大樓周圍蓋了一個用帳篷搭起的城圍。為期三個月的活動得到了廣泛支持，全市人民一起要求政府拯救處於困境的社區。這樣挑戰的行為成功了。省政府決定讓步並將建築物銷售給了市府，然後市府將它改建成了一個共有200 套社會福利住房的混合用途建築，在最近完工”[康登和霍利特，2010]。溫哥華市中心東端從 80年代初至2002年，至少有60名婦女失踪，其中至少39例仍然沒有解決，婦女繼續被虐待，被殺害和在社區附近失踪。這樣悲傷和恐怖的現實，對市中心東端的社區造成極大的影響。發起於 1992年，第一民族婦女遊行婦女在每年的2月14日於社區內舉行，呼籲人們重視和哀悼社區失踪和被殺害婦女。

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

References 參考文獻:   In addition to the expertise and insights of the contributors to this literacy plan, we have drawn  directly from the following publications for information. 除了貢獻者對文化水平計畫的專業知識和見解，我們也直接從以下的出版物擷取資料。    Alkenbrack, Betsy (2006), Emily Sobool (2009), and the DTES Adult Literacy Roundtable  Downtown Eastside Community Literacy: Education and Training Referral Document   http://www.vpl.ca/research_guides/item/9982/    BC Mental Health and Addictions Services/PHSA (Copyright 2010)  BC Mental Health Timeline   http://www.bcmhas.ca/AboutUs/History.htm   Brethour, Patrick (February 13, 2009)  Exclusive demographic picture  http://www.theglobeandmail.com/archives/article971243.ece  Campbell, Chief Ian (2006)   This Land Has Memory  http://vancouver.ca/commsvcs/socialplanning/initiatives/aboriginal/storyscapes/story01.htm    Canadian Council on Learning (Accessed September 2010)  Prose Literacy and Health Literacy Maps  http://www.ccl‐cca.ca/CCL/Topic/Literacy/CCLLiteracy.html  (Followed up with email with CCL in September 2010 to confirm numbers specific to DTES)    Carnegie Community Action Project (January 2010)  DTES Fact Sheet    http://ccapvancouver.files.wordpress.com/2010/01/dtes‐fact‐sheet‐nt.pdf    Chinatown Revitalization Project, City of Vancouver (2007)  History of Chinatown   http://vancouver.ca/commsvcs/planning/chinatown/history/index.htm    City of Vancouver (Last modified October 13, 2010)   Carnegie Community Centre, History  http://vancouver.ca/commsvcs/carnegiecentre/history.htm   City of Vancouver (Last modified March 2009)  Community Webpages Downtown Eastside History and Heritage  http://vancouver.ca/community_profiles/downtown_eastside/history.htm 63 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

City of Vancouver’s Central Area Planning Department (2005/2006) Downtown Eastside Monitoring Report   http://vancouver.ca/commsvcs/planning/dtes/pdf/2006MR.pdf  City of Vancouver, Engineering Department (2007) Carroll Street Greenway: Evolution of the Communities http://vancouver.ca/engsvcs/streets/greenways/city/carrall/history_evol.htm Condon, Sean and Kevin Hollett (February 2010) A Peoples History of the Downtown Eastside http://www.megaphonemagazine.com/content/peoples_history_downtown_eastside.html    Condon, Sean (October 2008)  Falling through the cracks: Homeless man dies in Stanley Park one week from getting housing   http://www.megaphonemagazine.com/images/falling_through_cracks_homeless_man_dies_st anley_park_one_week_getting_housing.html    Downtown Eastside Neighbourhood Council (January 6, 2010)  DNC Vision Statement  http://dnchome.wordpress.com/2010/05/03/dnc‐vision‐statement/    Downtown Eastside Neighbourhood House  Our History  http://dtesnh.wordpress.com/about‐2/     Greater Vancouver Regional Steering Committee on Homelessness (March 2010)  Homelessness in Metro Vancouver: A Comparative Community Profile  http://www.metrovancouver.org/planning/homelessness/ResourcesPage/2008CountComparat iveCommunityProfiles.pdf    Hogan’s Alley Memorial Project (Ongoing blog since 2002)  http://www.hogansalleyproject.blogspot.com/    Indian and Northern Affairs Canada (Last modified 2008)  Fact Sheet: Aboriginal Rights in BC  http://www.ainc‐inac.gc.ca/ai/mr/is/abr‐eng.asp    Japanese Canadian Association (2005)  Early History – 1907 Riot  http://www.najc.ca/thenandnow/history3.php  Joint Effort (2010)  Prisoner Rights History in the Downtown Eastside  64 

Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

  Lewis, Martha, Kathleen Boyes, Dale McClanaghan, and Jason Copas (April 2008)  DTES Demographics Study of SRO and Social Housing Tenants   http://vancouver.ca/commsvcs/housing/pdf/dtesdemographic08apr.pdf    Newnham, Jodi, UBC Learning Exchange (2005)  An Overview of Vancouver’s Downtown Eastside for UBC Learning Exchange Trek Program  Participants  http://www.learningexchange.ubc.ca/__shared/assets/overviewdtes2016.pdf    Pedersen, Wendy and Jean Swanson, Carnegie Community Action Project (June 2010)  Assets to Action: Community Vision for Change  http://carnegie‐ccap.com/assetstoaction.pdf    Lani Russwurm (August 13, 2008)  The Dope Craze that's Terrorizing Vancouver: The long, true history of hard drugs in Canada's  poorest neighbourhood  http://thetyee.ca/Views/2008/08/13/DTESHistory/    Swanson, Jean (2006)  Why is Poverty so Deep in the DTES?  http://dtesnh.wordpress.com/about‐2/housing/ccap/why‐is‐poverty‐so‐deep‐in‐the‐dtes/    Vancouver Heritage Foundation (2009)  Japantown Vancouver   http://www.vancouverheritagefoundation.org/projects/documents/Japantown_web.pdf    VANDU  About VANDU  http://www.vandu.org/    United Nations Educational, Scientific and Cultural Organization (UNESCO) (1995‐2010)  Why is Literacy Important?    http://www.unesco.org/en/literacy/literacy‐important/    Women’s Memorial March  “Their Spirits Live Within Us”: Annual Women’s Memorial March for Murdered and Missing  Women  https://womensmemorialmarch.wordpress.com/about/ 

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Downtown Eastside Adult Literacy Roundtable (2010)   Contact: dtes‐literacy‐[email protected] 

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