Thoughts of Giving Thanks

As the thanksgiving holiday weekend draws to a close and I reflect on the swirl of public commentary among Natives and non-Natives about what a Thanksgiving celebration looks like to Indians and and what is there to give thanks for, I thought I would share some of my memories and what this holiday might mean for us today. When I was growing up in St. Francis and Rosebud, I remember thanksgiving as a social, family time – we didn’t engage in much political discussion. We were mostly interested in our Mom’s good cooking. Her pumpkin pie made in a rectangular cake pan so it could be a deep dish pie is still a family tradition. I make my stuffing the same way she did. At some point we began to have cherry jello with canned fruit cocktail, a major treat for us. We had a kids table and a grown-up table until my parents got an even bigger table so we could all sit there. We ate simply, but my parents made sure we had plenty to eat. When I was older and had children of my own, my Mom reinforced that each of us should create our own family traditions, the kids and I cheerfully made turkeys out of handprints and wrote on them what we are thankfulfor, we still do that in my home. I keep the handprints for the poignant memories they invoke in later years. This year one of my grandsons said he was thankful to be an Indian and that he had long hair. I am thankful to be a mom and grandma which is a great joy and privilege. I am also thankful for Batman, which is a family memory for my daughter and I.

As we grew older, those of who are engaged in the business of self-determination and protection of sovereignty became increasingly aware of the incongruity between our celebration of thanksgiving and our history as Indigenous in this country. We feel a guilty pleasure in gathering as family and friends, keeping old traditions and making new ones. We reach out to each other to give advice, seek meaning, share our thanks for what we do have. We remind ourselves that we are responsible for each other and should give generously of our time and resources to our Native family and to others who are struggling.

All of our discussion about whether we should celebrate Thanksgiving does exactly what it should do. It makes us remember, it brings us closer together, it causes the grown-ups to pause and tell the children some of our history and it honors our bounty and gifts as Native people.

Both of my parents are gone now, somewhere in the spirit world they are watching their children and grandchildren to see what we are doing to remember our families who are our history and to give thanks. Today is my Dad’s birthday, we still miss him, sometimes Thanksgiving Day was his birthday and we would have cake too.

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Indigenous People and Our Declarations

The last several weeks, I’ve been traveling to Indian conferences and on work-related trips to Port Gamble, Muckleshoot amd Nez Perce. During the National Congress of American Indians convention, I listened to keynote presenters discussing where we are at with the implementation of the U.N. Declaration on Rights of Indigenous People and I wondered how we as tribal educators could do more with the declaration in our tribal communities.

You can read the declaration here: http://www.un.org/esa/socdev/unpfii/en/declaration.html

At each of the NWIC sites, that I visited I saw the UN Declaration in action. I think of the declaration as a great tree, with it’s roots our identities, it’s trunk our shared values and knowledge and it’s branches all of our unique, worldwide indigenous cultures and people, I am able then to “see” the local, national and international political and social actions that are needed to make the declaration a living document for our use in our reservation, rural and urban communities in this country. The focus on relationships and kinship, spirituality, cultures and Native languages and on bringing our own ways of knowing to the classroom and to the table is the roots of our Declaration tree. I witnessed the shared commitment of our faculty and students toward supporting an environment where students’ identities are affirmed and their ability to protect our resources and strengthen our self-governance is the focus of their education.

One young woman told of growing up in an urban community and not having the opportunity to learn much about herself as a Coast Salish person. Her tribal college education gave her access to her shared history with other tribal people, to indigenous knowledge about arts, foods, medicines, and health and helped her connect with her own relatives. This experience is a declaration of identity, it is the heart of the UN Declaration. It makes the UN Declaration more meaningful to our daily lives.

We have a high risk of losing the most precious and necessary pieces of who we are – our lands, languages and connections to the Creator. The UN Declaration is a shared statement of Indigenous people, we would do a great service to ourselves as Native people and with our allies, to pay attention to the Declaration.

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Speaking of the Indian Narrative

I had read Gyasi Ross, the Blackfeet attorney and writer who lives among the Suquamish so I was happy to be able to hear him speak at the final assembly of NIEA on Sunday. I look forward to meeting him.
Gyasi greeted the attendees with enthusiasm for his story and centered his remarks in the influences on the Indian narrative. I appreciated him saying that the Native educators who have the good fortune to educate our Native youth have the future of the Indian narrative in our hands. I was reminded of the words of my father who when I was very young and I called some boy a “bucky Indian”, said that was what wasicu (white people) called the full bloods because they did not speak English well and were reserved. He said it was a bad word, he said I was talking about him. It reminded me of the teachings of great Native writers like Scott Momaday who I first heard as a young college student speak to the power of the words we choose to use as Indian writers. Our words, our descriptors of ourselves are powerful, they are gifts that come from our hearts and minds into the world to create a public version of who we are.
Recent experiences reinforced for me the importance of the narrative being shared by Native people. We are not victims, our children are not lost, we are not alone. Our children are not hidden, they are visible to the Creator and to us. We live in abundant cultures, we are rich in family and spiritual relationships. Poverty has taken a terrible toll on us and on many other people in this country. It is poverty that we as educators must help our people overcome. Education enriches our lives and gives our children opportunities. They will be better relatives with a good education. They will be prosperous and able to participate in our Native ways and in the redistribution of wealth that is the foundation of our traditional economies.
As Gyasi shared, educators influence through their words and actions. Tribal leaders guide educators no matter where our children go to school by setting high standards for access and high expectations for learning. I am at NCAI now, where I see the partnership between tribal leaders and tribal educators unfold through the words that communicate those standards and expectations.

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Building tribal language access through technology

On Thursday in a planning meeting about the National Indian University, we discussed the opportunity to build on our capacity and assets through the development of a network of shared language courses. I am excited about this because I think it honors the diversity of our institutions and students, respects that our students come from many tribes and are eager to learn the languages of their people. It is something that we can do to support our many relatives who do live on their homelands. We would also be accessing a contemporary set of tools through technology. We all know that our tribal languages are the source of our understanding of creation, our relationships and how we are to act. Bringing languages back and reinforcing their use must occur at all ages in order to continue the groundswell of restoration of language. Simultaneously we are inspiring our people to learn more about who they are.
I am going to put more effort into exposing my own children and grandchildren to the Lakota language through songs, stories and access to the new resources of language learning through technology. I could personally do more for myself so that I am learning more and becoming more comfortable with my understanding.
All of us can honor our present day family, our ancestors, and our future generations by each making a commitment to bringing our languages home to our families. There are lots of resources at tribal schools and colleges, and on the Internet.

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Leadership and the redefining of Indian education

During a strategic planning session at the AIHEC (www.aihec.org)board meeting, president Lionel Bordeaux of Sinte Gleska University discussed the words and vision of one of the founders of SGU, Stanley Red Bird, Sr., that tribal colleges would provide the leadership to redefine and restructure Indian education, that we would create new structures and approaches to education that are based on our spirituality, cultural values and customs. Stanley said we have the land and we are smart, we are people of intellect, strength and courage. He also spoke to the need to use this knowledge to also look at the form of our tribal governments and to go back to our traditional leadership practices.

We are challenged as Native people to live in our traditional ways in a contemporary environment. At this time of tremendous political turmoil in the national government, our tribal governments deserve our best efforts as tribal educators in support of sovereignty and tribal nationhood. We can be the researchers, teachers, program and assessment designers and community service providers who reinforce our traditional teachings, reach out to all tribal people’s regardless of residency and citizenship status and who build community knowledge of civic engagement.

Be informed about tribal issues, be active in your families and communities and encourage the practices that our ancestors used to live healthy and full lives.

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The story of an intellectual journey – Woksape Oyate

Listening to the tribal college presidents and their staff reminds me of the vision of our founders. As tribal colleges we must be focused on restoration of our tribal knowledge and practices while learning modern skills for managing our resources and practicing self governance. We use Woksape Oyate resources to grow our own Native faculty and administrative staff, support student leadership, developed academic programs and most importantly build on existing language, traditional knowledge and cultural programs.

This initiative has all the elements of a story – there is a rich history and present day experience of cultural abundance and devastating poverty, there are protagonists in the project leads and presidents, lots of primary characters in the faculty, students and staff, there are all the “shadow” characters in our Boards and community members. There is the structure to the story – the theme of building intellectual capacity that all of us were initially uncertain about, then the building of the story line which is the strategies and activities and the climax which is our accomplishments,outputs and data. We are defining intellectual capacity as our collective tribal knowledge and leadership. It is our Native voice in decision making, in all aspects of academic development and student support and in our relationships with our tribal communities.

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Woksape Oyate

Woksape Oyate – wisdom of the people – the projects of the tribal colleges funded by the Lilly Foundation through the American Indian College Fund are being discussed at our gathering in Denver this weekend.  What I have heard so far  is a reaffirmation that our intellectual capital is gathering the knowledge that supports of the practice of traditional leadership and traditions.  Many of the colleges focused on furthering the restorative practices of tribal language development, curriculum and leadership that is the vision of the founders of the tribal colleges.  Our founders wanted us to use the knowledge and practices of our people along with contemporary skills to save ourselves from the debilitating experiences associated with property and it’s symptoms such as abuse and addictions.

I heard my colleagues speak with passion and good intentions of their continued learning and how they are passing it on to their current students and laying the foundation for learning for future generations.  Some if the things I
heard:

* We are losing our languages but the people we are teaching are speaking right away and they are teaching others.

* They hear the language and it feels good on their ears.

*  About our leadership, we bring personal wisdom and we learn from the wisdom of others.

*  We are building institutional outcomes and the outcomes of the tribal college movement.

*  Giving ourselves and our students, global experiences helps them with their understanding of our art and symbols.

My own personal use of the leadership development funds that the project provided were to go to the World Indigenous Peoples Conference on Education in Cusco, Peru and to further my research for eventual publication on the restorative change model of the TCUs.  Despite the tiresome plane trips the bookended our visit and the altitude sickness, I shared my impressions of what it was like to visit a country where almost everybody is a person of color and the remarkable shared experience of indigenous people and educators from all over the world.  My research opportunity has dramatically broadened my knowledge about what others are saying about the tribal colleges.

 

 

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