6. Kingdom Acts Foundation

Project Description

Note: This project will take place Online and in person

Context/Background

NEIGHBOURHOOD/SERVICE AREA DESCRIPTION

Surrey-Vancouver, situated in British Columbia, is a diverse region that showcases a mix of urban and suburban communities. The area has experienced significant growth in recent years and has also become home to many new immigrants, mainly from BIPOC (Black, Indigenous, and People of Colour) communities.

DEMOGRAPHIC OVERVIEW

The BIPOC community in Surrey-Vancouver encompasses many cultures, languages, and traditions. This broad category includes new immigrants, refugees, single parents, youth, seniors, and individuals experiencing homelessness or substance abuse issues. These sub-groups within the BIPOC community can have distinct experiences and challenges.

FOOD INSECURITY IN THE REGION

Food insecurity is the lack of food and access to nutritious and culturally appropriate food options. As Surrey-Vancouver grows and diversifies, so does the challenge of ensuring all residents can access the food they need. New immigrants, in particular, may face barriers related to language, unfamiliarity with available resources, and economic challenges.

PROJECT'S TARGET POPULATION

While the overarching BIPOC community in Surrey-Vancouver is the primary focus, the project aims to delve deeper into specific subgroups, such as new immigrants, refugees, and single-parent households. These groups may have unique challenges and experiences that make them more susceptible to food insecurity and mental health issues. Understanding this background provides a foundation for grasping the significance of the Fall 2023 LFS 350 project and the potential impact it can have on the community.

Food Systems Issue(s) Addressed in this Project

Our project tackles the primary food systems issue: the lack of consistent access to culturally relevant and nutritious food options for the BIPOC community in Surrey-Vancouver. Within this broad concern, several sub-issues emerge:

Economic Barriers

• Many in the BIPOC community, especially new immigrants and refugees, face economic challenges that hinder their ability to afford quality food.

Cultural and Language Barriers

• Newcomers might find locating and procuring foods integral to their cultural diets challenging. Language barriers can further complicate this, making it challenging to understand available resources or navigate local food systems.

Logistical and Geographic Barriers

• Certain areas in Surrey-Vancouver might lack accessible grocery stores or markets that offer diverse food options suitable for different cultural diets.

Awareness of Resources and Information

• A lack of awareness about available food assistance programs or how to navigate them can lead to underutilization of these resources. By examining these challenges, we hope to shed light on areas where interventions can be most effective.

In essence, we're not just looking at why people aren't eating – we're exploring how food insecurity influences their mental and emotional well-being and vice versa.

Main Project Activities

KAF works with many students and student groups, and we encourage students to focus their KAF work on a topic that is personally important and inspiring to them.

KAF's mission revolves around supporting immigrants, and the overarching context for our work is a food bank setting. In this context, we encourage the LFS 350 group to discuss and decide on a project focus from the following options:

1. Skill Development: From Food Bank to Kitchen

• Create workshops or resources teaching immigrants how to cook nutritious meals with items they commonly receive from the food bank, focusing on blending traditional dishes with Canadian ingredients.

2. Food Preservation Techniques:

• Develop a guide or workshop on preserving perishable food items, allowing beneficiaries to store food for longer periods without spoilage.

3. Cultural Sensitivity in Food Selection

• Investigate the dietary habits and restrictions of the predominant immigrant groups KAF serves and recommend culturally appropriate food items for the food bank.

Depending on the topic selected, we will work with the students to develop a list of relevant activities.

Examples of past KAF student project activities include:

• Collaborate on Workshops: Work alongside community leaders to facilitate workshops to raise awareness and offer coping strategies.
• Design Informative Materials: Create, design, and disseminate brochures, posters, and infographics that briefly present the project's findings and recommendations.
• Draft and Publish Blog Entries: Regularly write and update blog entries to inform the community of the project's progress, findings, and upcoming events. Survey the Community: Develop and distribute surveys to gauge the extent of food insecurity, understand mental health challenges, and collect feedback on potential interventions.
• Engage in Field Observations: Visit local food banks, community centers, and counselling centers to observe and understand the on-ground realities and challenges.
• Present Findings: Prepare and deliver presentations to stakeholders, community members, and partner organizations summarizing the project's key insights and recommendations.

Main Project Deliverable(s)

• TBD based on project topic selected

Student Assets and Skills (preferred or required)

Required

• Cultural Competence: A deep understanding or willingness to learn about newcomer and BIPOC communities, their unique challenges, and cultural nuances. Ability to interact with diverse populations with sensitivity and respect.
• Motivation to contribute positively to the community and drive impactful change through research and community action
• Ethical Integrity: Understanding of research ethics, especially when dealing with potentially vulnerable populations. Ability to maintain confidentiality and prioritize the well-being of research and program participants.

Preferred

• Excellent written and verbal communication
• Ability to communicate complex research findings to a non-technical audience
• Experience drafting reports, blog entries, and preparing presentations
• Ability to manage time efficiently and meet project deadlines
• Capable of multitasking
• Ability to work effectively both independently and as part of a multidisciplinary team
• Open to feedback and able to incorporate it constructively.
• Familiarity with research databases, literature review tools, and reference management software
• Basic graphic design or data visualization skills would be a plus for creating infographics and visual aids
• Innovative thinking to navigate research challenges and barriers
• Ability to adapt and pivot based on research findings or community feedback.
• Comfortable contacting community members, stakeholders, or experts for insights or collaboration.

Having these assets and skills will ensure the student is well-equipped to navigate the complexities of the project, produce quality work, and make meaningful contributions to the Kingdom Acts Foundation's mission.

Are there any mandatory attendance dates (e.g. special event)?

• None at the moment.

Is a criminal record search (CRS) required?

• No

How much self-direction is expected from the students?

• Deciding on the project deliverable(s): Equal leadership between students and community partner
• Developing the activity plan and timeline: Equal leadership between students and community partner
• Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.): Equal leadership between students and community partner
• Implementing the activity plan (e.g. surveying stakeholder groups): Mostly led by students, with some community partner input
• Finalizing the deliverable(s): Mostly led by students, with some community partner input

Related Volunteering/Community Service Opportunities for Students

KAF has many volunteering opportunities related to our work. For example:

• Assist with collecting, sorting, and distributing food at the KAF food bank
• Help organize food drives or outreach events to raise awareness.

Volunteering with an organization engaged in similar work can also deepen students' understanding of the project context and its potential impact. For example, UBC Meal Share supports UBC students experiencing food insecurity.

Required Reading

Project/Partner Orientation Materials

Students should review the following materials prior to the first partner meeting. Additional orientation materials may be provided at the first partner meeting

• Bowen, S., Elliot, S. &Hardison-Moody, A. (2021). The structural roots of food insecurity: How racism is a fundamental cause of food insecurity. Sociology Compass, 15(7). https://doi.org/10.1111/soc4.12846
• Liu, R., Urquia, M.L. & Tarasuk, V. (2023). The prevalence and predictors of household food insecurity among adolescents in Canada. Canadian Journal of Public Health, 114. https://doi.org/10.17269/s41997-022-00737-2
• Easton, C., Oudshoorn, A., Smith-Carrier, T., Forchuk, C., Marshall, C.A.. (2022). The experience of food insecurity during and following homelessness in high-income countries: A systematic review and meta-aggregation. Health and Social Care in the Community, 30. https://doi.org/10.1111/hsc.13939
• Race and Food Insecurity Fact Sheet (2019). Toronto FoodShare
• Wright, T. 10 year study finds ‘extremely high’ rates of First Nations food insecurity. Global News article

Additional Resources

• Community Demographic Profiles, City of Surrey, BC
• Food Insecurity in Surrey, BC
• Food Insecurity, Chronic Disease, and Health Among Working-Age Adults (2017). USDA
• Why eliminating food insecurity requires dismantling anti-Black racism (2021), podcast.
• Skinner, K., Pratley, E., & Burnett, K. (2016). Eating in the city: A review of the literature on food insecurity and Indigenous people living in urban spaces. Societies, 6(2). https://doi.org/10.3390/soc6020007
• Tarasuk, V. & Dhunna, S. (2021). Black–white racial disparities in household food insecurity from 2005 to 2014, Canada. Canadian Journal of Public Health, 112.
• Food Banks Canada offers statistics, reports, and stories highlighting the gravity and nuances of food insecurity in Canada. Visit site: https://www.youtube.com/watch?v=CDc3KKRHt2A
• Statistics Canada's "Nutrition: Findings from the Canadian Community Health Survey" section is useful for understanding the national scenario around nutrition and food availability. Visit site: https://www150.statcan.gc.ca/n1/en/type/data?MM=1
• Mycek, M.K., Hardison-Moody, A., Bloom, J.D., Bowen, S. & Elliott, S. (2020). Learning to eat the “right” way: examining nutrition socialization from the perspective of immigrants and refugees. Food, Culture & Society, 23(1). https://doi.org/10.1080/15528014.2019.1700681
• Guidelines for Assessing Nutrition-related Knowledge, Attitudes and Practices. Food and Agriculture Organization
• Cade JE, Warthon-Medina M, Albar S, Alwan NA, Ness A, Roe M, Wark PA, Greathead K, Burley VJ, Finglas P, Johnson L, Page P, Roberts K, Steer T, Hooson J, Greenwood DC, Robinson S (2017). DIET@NET consortium. DIET@NET: Best Practice Guidelines for dietary assessment in health research. BMC Medicine, 15(1). doi: 10.1186/s12916-017-0962-x