Category: Education

What to know about federally run Indian schools

In this photo taken Sept. 25, 2014, students walk between buildings at the Little Singer Community School in Birdsprings, Ariz. on the Navajo Nation. Like other schools in the Interior Department’s Bureau of Indian Education, remoteness, extreme poverty, bureaucracy and a lack of construction dollars have enhanced the challenges at Little Singer. The Obama administration is pushing ahead with a plan to improve the schools that gives tribes more control. But the endeavor is complicated.
In this photo taken Sept. 25, 2014, students walk between buildings at the Little Singer Community School in Birdsprings, Ariz. on the Navajo Nation. Like other schools in the Interior Department’s Bureau of Indian Education, remoteness, extreme poverty, bureaucracy and a lack of construction dollars have enhanced the challenges at Little Singer. The Obama administration is pushing ahead with a plan to improve the schools that gives tribes more control. But the endeavor is complicated.

By Kimberly Hefling, AP Education Writer

WINSLOW, Ariz. (AP) — The federal government finances 183 schools and dormitories for Native American children on or near reservations in 23 states. The schools are some of the nation’s lowest performing.

An effort is underway to improve them.

Five things to know about the Interior Department’s Bureau of Indian Education schools:

___

THE IMPROVEMENT PLAN

The Obama administration wants to turn day-to-day operations of more of the schools over to tribes, bring in more board-certified teachers, upgrade Internet access and make it easier to hire teachers and buy textbooks. The plan also seeks to provide more support to schools to advance American Indian languages and culture.

But many the schools are in poor physical condition. An estimated $1.3 billion is needed to replace or refurbish rundown facilities, and not much money is coming from Washington. There also is much mistrust of the federal government, given the history of forced assimilation.

___

TAINTED HISTORY

The system of government boarding schools to educate Native American students was established in the 19th century as part of an assimilation policy to “eradicate Native cultures and languages through Western education,” according to a government study group.

One of the first to be run directly by Washington was the Carlisle Indian Industrial School in Pennsylvania, which opened in 1879. It was founded by Richard Henry Pratt, an Army officer who said, “Kill the Indian in him, and save the man,” according to Jon Reyhner, an education professor at Northern Arizona University.

Many commissions have called for improvements to Indian schools. One, in the 1920s, said the students should be treated as “human beings.”

In 1966, what was then called the Rough Rock Demonstration School opened in Chinle, Arizona, a prototype of the schools that are today owned by the federal government but run by tribes.

___

MODERN HISTORY

While about 7 percent of Indian students attend a bureau school today, the great majority are at traditional public schools.

Only a few bureau schools fully immerse students in a Native American language or culture. Others offer them in lesser degrees. But this type of instruction is a draw for parents.

About 6,900 students live in dorms operated by the bureau.

___

ONE SCHOOL

Little Singer Community School outside Winslow, Arizona, was the vision in the 1970s of a medicine man who longed for area children to attend a local school. Today, it serves 81 students and school leaders emphasize a nurturing environment. But the rundown classroom buildings have problems with asbestos, radon, mice, mold and flimsy outside door locks. The school has been on a government priority list since at least 2004 for new construction.

___

PERFORMANCE OF NATIVE AMERICAN STUDENTS

Indian students overall score higher overall on assessments than those who attend bureau schools.

Native American students overall have high school graduation rates that are lower than the student population as a whole, 68 percent compared with 81 percent, according to government figures from 2011-2012. They also lag peers on a national assessment known as the “nation’s report card” and have lower rates of college completion.

In a 2011 survey conducted as part of the national assessment, 56 percent of Native American and Alaska Native students reported knowing some or a lot about their tribe or group’s history. The rest reported knowing little or nothing.

Hibulb Cultural Center to hold annual Halloween party, Oct. 26

Tulalip Hibulb Cultural Center & Natural History Preserve will be hosting their annual Halloween Event on Sunday, October 26, from 1: 00 p.m. to 3:00 p.m.

Families are encouraged to dress in costume while attending the event, which will feature crafting projects, story time for youth and a movie.

For more information contact, Mary Jane Topash, Hibulb Group Tours Specialist at 360-716-2657.

HCC_CommEvents_Halloween

 

 

Comcast and NBCUniversal Donate Over $5 Million in Advertising in Partnership with American Indian College Fund to Raise Awareness about Higher Education Needs in Native American Communities

SOURCE:  American Indian College Fund

DENVER, Oct. 16, 2014 /PRNewswire-USNewswire/ — The American Indian College Fund (the College Fund), a national Native education non-profit, today announced that Comcast and NBCUniversal is partnering with them to further the cause of Native American higher education with a donation of $5 million of advertising for its 2015 public service announcement (PSA) on its cable system and an additional gift of $500,000 of in-kind services and cash. The support will help the College Fund launch its 25(th) anniversary goals to increase Native American scholarship support and financial assistance for the nation’s tribal colleges and universities to increase the number of Native Americans with a higher education.

Comcast and NBCUniversal’s commitment follows its 2013 donation of more than $6.35 million in television advertising time for the College Fund’s 30-second Help A Student Help A Tribe (www.tribalcollege.org) PSA. Comcast and NBCUniversal played the advertisement over several weeks in nine major metropolitan markets at prime viewing times, resulting in increased public awareness about the need to support Native higher education. Internationally renowned advertising agency Wieden+Kennedy and award-winning director Joe Pytka donated their talents to collaborate on the production of the  PSA, which depicts the impact one person has on their Native American community after earning a higher education.

“We are delighted to support the American Indian College Fund’s mission to provide Native American students with access to affordable, high quality education, and congratulate them on 25 years of making a meaningful difference in the lives of Native American youth,” said Charisse R. Lillie, Vice President of Community Investment for Comcast Corporation and President of the Comcast Foundation. “As we prepare to celebrate Native American Heritage Month, we are proud to support the next generation of Native American leaders who strive to continue their education through tribal colleges and universities.”

Cheryl Crazy Bull, President and CEO of the American Indian College Fund said, “As indigenous people, we honor storytelling as a means of sharing our values and our way of life. The American Indian College Fund’s partnership with Comcast and NBCUniversal allows us to bring our story to a broader audience.  The engagement of all Americans in the education of tribal people is strengthened when they hear our story.  We appreciate that Comcast and NBCUniversal have allowed us to use their technology to share who we are with the rest of the country.  They are part of the movement to improve American Indian higher education and we are proud of our partnership with them.”

About the American Indian College Fund
Founded in 1989, the American Indian College Fund has been the nation’s largest provider of support for Native higher education for 25 years. The College Fund provides an average of 6,000 scholarships annually and support for the nation’s 34 accredited tribal colleges and universities located on or near Indian reservations. The College Fund consistently receives top ratings from independent charity evaluators. For more information, please visit www.collegefund.org.

American Indian College Fund

The power of a pirouette

By Marshall Terrill, Special to GetOut of The East Valley Tribune

Maria Tallchief Photo courtesy of Sandy Osawa
Maria Tallchief
Photo courtesy of Sandy Osawa

Maria Tallchief was considered America’s first major prima ballerina and was the first Native American to hold such distinction.

Tallchief’s innovative role as the first sugar plum fairy in ‘Nutcracker’ and passionate dancing revolutionized the ballet but offstage her life was filled with personal struggles and discrimination.

ASU’s Simon Ortiz and Labriola Center Lecture on Indigenous Land, Culture, and Community presents Sandy Osawa’s ‘Maria Tallchief,’ a documentary that will be screened at 7 p.m. on Thursday, Oct. 16 at the Heard Museum, 2301 N. Central Ave., Phoenix.

Osawa will follow the free screening and lecture with a Q & A about her one-hour documentary, which aired on PBS from 2007-2010. Osawa broke media barriers in the 1970s by launching the first 10-part national television series to be entirely produced, acted and written by Native Americans. She was also the first Native American filmmaker to produce a documentary for network television, called ‘The Eighth Fire,’ first broadcast on NBC stations in 1992.

Osawa spoke to Get Out from her home in Seattle, Washington, to discuss her landmark documentary and the life of one of the most brilliant ballerinas of the 20th century.

Q: What drew you as a filmmaker to Maria Tallchief’s story?

SO: What drew me to her story was the fact that there’s a shocking lack of Native American stories and she had been on my mind for some time. I first heard about her when I was in college, so that had always stayed in the back of my mind. Then years later I met her grown daughter, Elise Maria Paschen, at a writer’s workshop in Oregon. I asked Elise if there had ever been any full-length documentaries on her mother. She said, ‘No, there isn’t.’ Elise then gave me her mother’s number and I called her up. When I asked Maria Tallchief about the possibility of doing a documentary she said, ‘Let’s do it.’

Q: There were some parallels with you and Maria Tallchief in that you are both Native American women who were underrepresented in your respective professions. Did that help you relate to her?

SO: I actually did feel that there were layers, a lot of levels that existed between us. One of them was the fact that Maria Tallchief said she was shy growing up … painfully shy. I also suffered with that aspect of being shy. I went to school in Port Angeles, Washington and although there was a tribe nearby, there really weren’t any Native Americans at my school. Every summer I would go back to the reservation and that was very much a coming home period and it felt positive. Going back to school was the reverse feeling. Maria said she had that same feeling when balancing the Indian and non-Indian world. Maria was also very quiet about her own accomplishments and was reticent to say anything about her amazing career, which meant I had to resort to some of her friends, associates and family to fill in those gaps. Many people who are raised in a traditional Native American setting are not fond of bragging.

Q: I was surprised to discover there were factions in ballet and Tallchief was an outsider in terms of where she fit in this world.

SO: When she started her career, the only star ballerinas that existed were Russian and English, no Americans. For example, she was asked to change her name to Maria Tallchieva to sound Russian. It’s kind of hard to fathom this now, but this was in the 1940s and 1950s. She was America’s first prima ballerina. It’s a huge milestone people and are always asking, ‘Why didn’t we know about her then?’ It’s all boils down to who writes our history and whose story gets told.

Q: In addition to having to overcome hurdles in the ballet world, Maria Tallchief had a lot of personal issues to face.

SO: I think with any artist there are always going to be obstacles in the way and she certainly faced her share of them. Even when she was born there was turmoil. In the film we focus on a time period when she was young where her relatives were being murdered for oil. Being born a girl in that era and in that environment of murder, it did not look like a very good start for Maria. We show that in the beginning to demonstrate the stress that exists in most Native Americans lives. There are difficulties, there’s hardships, and if you happen to be born into oil money, like her family was, there were tremendous obstacles.

Q: Maria Tallchief died in 2013 but was alive when your film first premiered in 2007. What was her reaction to the documentary?

SO: We set up the premiere at the Gene Siskel Film Center in Chicago so that we could be with her in the audience. She was actually living in a nursing home when we screened the film but was able to come that night and she sat in the front row right next to me. When it ended, she got up and publicly thanked us and was very happy with the film. Her daughter later confirmed how appreciative Maria was. It was very nerve wracking for me because when you’re dealing with a legend, you’re very nervous if you’ve nailed it or not. It was a great final affirmation that she was happy and that we had done a great job.

If you go

What: ‘Maria Tallchief’ lecture, film and Q & A

When: 7 p.m. Thursday, Oct. 16

Where: Heard Museum, 2301 N. Central Ave., Phoenix.

Cost: Free

Information: (602) 252-8840 or Heard.org/events

Kelso’s successful Indian Education programs mix classroom, culture

By Lauren Kronebusch, The Daily News

Kelso’s Indian Education Program shares the qualities of Hermia, a pint-sized but spirited character featured in Shakespeare’s “A Midsummer Night’s Dream”: “Though she be but little, she is fierce.”

The core of the program is a small classroom on the first level of Wallace Elementary School. It protects a wealth of history. A glass display case full of traditional Native American objects greets visitors at the front entrance. Several bookshelves laden with children’s and educational books about Native American culture sit against a wall adorned with dream catchers. In the back of the classroom a map of the United States is stabbed with push pins locating which tribes students in the program have roots.

Shelley Hamrick, the program’s coordinator since 1997, sees the classroom as the source of the program’s strength and uniqueness. When the district formed its diversity committee around 1995, it had a broad mission that the room came to physically exemplify.

“(The district wanted) to make kids feel connected and included,” she said. “And then they saw everything that we have.”

Hamrick smiles as she sweeps her hand through the air to point to dozens of artifacts in the room, donated over time by community families. The district decided to give the program its permanent home at Wallace in 1997, when it moved from a portable classroom to a room inside the school.

Native American cultural education is having a big year in Kelso and the state. Kelso’s annual Pow Wow will celebrate its 30th anniversary in May. In March, Washington’s House of Representatives formalized the Friday after Thanksgiving as Native American Heritage Day.

Kelso created its program in the 1970s in response to the federal Indian Education Act, adopted in 1972 to restore and preserve cultural traditions weakened when many Native American children were sent to boarding schools in the late 19th and early 20th centuries.

“It was kind of like (the government, schools and tribes) wanted to bring that (knowledge) back to the people,” Hamrick said of Kelso’s participation in the Indian Education Act.

Few other districts in their area have built up their Indian Education programs as thoroughly as has Kelso. When Hamrick began as a tutor in 1989, the program had about 240 students. The program has 400 students this year. Hamrick said the district now includes students with ancestral links to 63 tribes. The program’s success, Hamrick said, has been a result of a close working relationship between her and district administrators that Hamrick said fosters a sense of inclusion for the district’s Native students.

Hamrick said the program’s educational and cultural missions reinforce each other.

“Many students who were really, really struggling in school, they’d get some extra help in school, and they’d start valuing their culture, because they (didn’t) have that connection to the reservation anymore or maybe they didn’t at all,” she said.

Wallace Elementary students beat on a rawhide drum with LaMere. Photo/ Roger Werth / The Daily News
Wallace Elementary students beat on a rawhide drum with LaMere. Photo/ Roger Werth / The Daily News

Lory Evans brings her two grandchildren to Tuesday’s culture class. She said it has helped her and her children feel more connected to their Native American heritage.

“I thought they should have some of the culture,” Evans said. “I never got any (cultural education) when I grew up so I wanted them to have some.”

Her granddaughter Kaydince Evans talked excitedly of the free “Ratatouille” cooking book she got from the program. Her grandson Quincy Evans picked “Buffalo Before Breakfast,” a Magic Tree House series novel. He said it only took him a few days to read. Both books come from First Book Grants, which donated more than 2,200 books in the last five years.

Marie Dancing Star LaMere, a Native drummer, singer, dancer and educator, teaches the program’s culture class.

She said she thinks Native Americans learn differently. Like herself, she said her students are more oral learners. LaMere said that’s why she tries to teach her culture class through demonstration and activity.

“I think that’s our culture,” she said. “Just like our stories — they’re passed down from generation to generation (through speech).”

Program tutor and parent Elizabeth Jones said the culture class has helped keep her and her children connected to her tribe, the Lummi of western Washington.

“It’s so hands-on, they don’t even realize they’re (learning),” Jones said. “They don’t understand that while they’re having fun, they’re getting the education part of it, too.”

LaMere said her culture class is most effective for a simple reason: it’s fun.

“Kids love movement,” she said.

LaMere’s class involves plenty of it. The room boomed Tuesday night with the guttural voice of a raw hide drum, beaten as LaMere sang a coastal Native American song to the class. Students circled the display case, rowing along to her song with drum sticks.

LaMere said the program reaches students at a level beyond the cultural and educational.

“I think it touches on a spiritual level as well,” she said.

UW seeks tribes’ help to recruit, retain Native American students

 

David "Napos" Turney Sr., who serves a mentor to Native American students at the University of Wisconsin-Green Bay, talks Tuesday about the challenges of increasing UW System enrollment among young people from the state’s tribes. Photo Mark Hoffman

David “Napos” Turney Sr., who serves a mentor to Native American students at the University of Wisconsin-Green Bay, talks Tuesday about the challenges of increasing UW System enrollment among young people from the state’s tribes. Photo Mark Hoffman

By Karen Herzog, Milwaukee Wisconsin Journal Sentinel

Green Bay — Students at the University of Wisconsin-Green Bay who want to learn about the state’s American Indian tribes don’t turn to books, but to tribal elders who live on nearby reservations and keep office hours in Wood Hall.

It’s a unique opportunity for any student on campus to sit face-to-face with a tribal member who is a repository of knowledge and wisdom passed on to him by his elders — everything from tribal beliefs and teachings to tribal culture, language and faith in the Great Spirit, the Creator.

Green Bay is within 100 miles of five Indian reservations for the: Oneida, Menominee, Ho-Chunk, Stockbridge-Munsee and Mole Lake. The Oneida reservation is on the city’s outskirts.

It would be logical to assume UW-Green Bay draws a large number of Native American students with its proximity to tribal lands. But like the rest of the UW System, UW-Green Bay’s enrollment of Native students is flat, while the numbers of other underrepresented minorities are growing.

Last fall, only 98 of UW-Green Bay’s 6,667 students were Native American. Systemwide, 679 of the 154,446 undergraduates at campuses across the state identified themselves as Native Americans — 0.4% of the total enrollment.

In an effort to better understand why that is — and what can be done to help more Native American students in Wisconsin earn college degrees — the UW System Board of Regents invited leaders of the Great Lakes Inter-Tribal Council to join them Friday at an unprecedented meeting in Stevens Point.

It may be the first time tribal leaders have sat down with leaders of the state’s system of higher education, UW officials said. UW Regent Ed Manydeeds and UW System President Ray Cross attended a Great Lakes Inter-Tribal Council meeting in July to extend the invitation.

“The history that happened to these people didn’t happen that long ago,” said Manydeeds, the first Native American regent and a member of the Standing Rock Sioux Tribe.

“They’ve never been asked anything; they’ve just been directed,” Manydeeds said. “They are entitled to the same careful relationship-building as others. We owe it to these people, like everyone else, to have a chance to be educated. We want them to help us help their students be successful.”

Wisconsin’s Native American population is about 1% of the total population, but the numbers have increased 12.6% since the 2000 census.

The state has 11 federally recognized tribes. About 45% of the Native American population is in the state’s metropolitan areas; 13.7% (7,313 people) lived in Milwaukee County in 2008.

UW-Oshkosh last year had the UW System’s highest Native American enrollment (117), followed by UW-Milwaukee (114), UW-Madison (112) and UW-Green Bay (98).

The Wisconsin Technical College System has about twice as many Native American students as the UW System. The state’s two tribal colleges have about the same as the UW System.

Increasing Native American enrollment may require a shift in campus culture, according to tribal elders at UW-Green Bay. There’s a need for non-Native students to understand and respect Native American culture, and a need for Native students to feel like they fit in on college campuses.

UW-Green Bay has a First Nations Studies program that focuses on Wisconsin’s Native American tribes and bands, and is considered a model for building understanding and respect of tribal cultures. It reaches students who are interested in a First Nations Studies major or minor, students learning to be teachers, and students in general education classes such as history.

David Voelker, an associate professor of Humanistic Studies and History, set out several years ago to fuse First Nations content with his American history classes because he wanted to teach in a way that was relevant and respectful. He has learned from tribal elders and colleagues in the First Nations Studies program.

“Part of it is reminding everyone that First Nations still exist,” said Voelker, who grew up in Indiana and had only a rudimentary exposure to Native American history while working toward his master’s degree and doctorate in American history.

“Just having more knowledge and respect is important,” Voelker said. “It’s hard to be respectful if you’re ignorant.”

Tim Kaufman, chair of the Education Department, considers the elders in residence the heart and soul of the Education Center for First Nations Studies. Students learning to be teachers take courses in First Studies and meet with tribal elders to help them better understand Wisconsin’s tribes so they can teach specific content in K-12 schools, as required by Wisconsin Act 31.

“One of the real focuses on this center and the program is interdisciplinary connections,” Kaufman said.

The First Nations Studies program teaches history, sovereignty, laws and policies, and indigenous philosophy. Students also learn about the contemporary status of bands and nations, according to Lisa Poupart, associate professor of Humanistic Studies, First Nations Studies and Women’s Studies.

Poupart is chair and adviser for the First Nation Studies program, and is an enrolled member of the Lac du Flambeau Band of Lake Superior Anishinabe (Ojibwe).

Menominee elders David “Napos” Turney Sr., and Richie Plass enjoy sitting down with students who stop by the First Nations Studies office in Wood Hall to ask questions. Many of the students are non-Native, and know nothing about Native culture.

They talk about everything from the degradation of school mascots to cultural stereotypes.

For example, “everybody thinks if you’re Native American and have a casino, you’re rich,” Plass said.

Plass, a published poet, was an Indian mascot in high school in 1968, and remembers traveling to another school where students threw banana peels, orange peels and paper cups at him. Then they spit on him.

“To me, there’s no honor in having people laugh at me, throw food on me and spit on me,” he said. Plass travels around the country with an exhibit he created on Native American imagery, showing both the “good” and culturally correct items from Native American culture and the “not so good” images, such as school mascots.

Turney said when he meets students, he asks who they are, where they are from and whether they have ever been around Native Americans. He is a Vietnam War veteran. He also works with students in Green Bay schools as a traditional elder in residence for the Title 7 cultural program.

Turney teaches Menominee at UW-Green Bay and in Green Bay public schools. Today, there are only five first-language Menominee speakers on the tribal rolls of 9,000 people, he said.

Turney and Plass sat deep in thought when asked why there aren’t more Native American students on UW campuses.

Part of it is the devastation of addiction on reservations, they said. “There’s some very smart Indian kids who didn’t graduate from high school because they were cutting the rug,” Plass said.

Tribal colleges on tribal lands have helped raise the numbers of college educated American Indians, he said.

Some Native Americans don’t realize they need a college degree until they are adults, Turney said. He didn’t earn his bachelor’s degree until he was 50.

Why did it take him so long?

“I didn’t think I was ready for it and I didn’t think I could do it,” he said. “When I was young, I also was worried they would change my way of thinking or who I was if I went to college. I was really proud of who I was.”

It also can be hard for Native American youths to fit in on college campuses because there are so few students like them, Turney and Plass said.

Plass said many youths just don’t want to leave the reservation — sovereign land where they can hunt and fish whenever they want.

And then there’s racism. “That’s a very uncomfortable subject to come out,” Plass said.

Turney recalled that the Inter-tribal Student Council on campus several years ago met resistance from the non-Native student government when they sought funding to serve Native food at a powwow. The Native students were angry and chose not to have the powwow as a friendly boycott.

They brought the powwow back two years ago, when UW-Green Bay was recognized among the top schools in the U.S. for Native American students, said Turney, who was the group’s adviser.

Native students look at the tribal elders in residence as campus allies. “We have to help non-Native students learn about us,” Turney said Native students tell him.

Turney said he doesn’t preach going to college, but believes the key to success for Native American students is knowing who they are and taking pride in their culture.

“If your roots are strong, there’s no wind that can blow you over,” he said.

Art project teaches youth about domestic violence

Heritage High School students are using art and social media to learn about domestic abuse and how to prevent it. Photo\Brandi N. Montreuil
Heritage High School students are using art and social media to learn about domestic abuse and how to prevent it. Photo\Brandi N. Montreuil, Tulalip News

 

By Brandi N. Montreuil, Tulalip News

TULALIP – Every October the nation is splashed with a dose of bright pink, as result of a national campaign to bring attention to breast cancer. This campaign has resulted in an increased number of early detection screenings and a decrease in death rates since 1989. Since 1987, purple ribbons have begun to be associated with the month as well, as a result of the domestic violence awareness and education campaign. Both campaigns have resulted in successful lifesaving education. However, incidents of domestic violence are still at epidemic proportions.

To bring awareness to the dangers of intimate partner violence happening in her community, Heritage High School art teacher Cerissa Gobin, decided to use the platform of the popular social media trend ‘women crush Wednesdays,’ to educate and engage students about the dangers of domestic violence and teen-dating violence.  Instead of picking a women who is admired for beauty as the crush of the day, Gobin is asking students to think about Native women who are missing or murdered as a result of intimate partner violence.

“In the spirit of ‘women crush Wednesday,’ I wanted the class to do some research on the missing and murdered aboriginal women in Canada. It really is an issue that affects all us women around the world, because we, as Native women, are the ones that are the least represented and the ones that are highly victimized,” said Gobin, who is also a Tulalip tribal member.

As part of the in-class project, students are researching the current statistics of aboriginal women murdered and missing in Canada, along with the current statistics of domestic violence in Indian country. Students are also learning about dating violence experienced in their own age group. Students will then use the research they have completed to create a piece using art mediums such as poetry, multi-media, sculpture, photography, painting, drawing, or sculpture. The project will need to include statistics and what the student has learned.

 

Tulalip Tribes Councilwoman Deborah Parker spoke to the students about putting an end to abuse.
Tulalip Tribes Councilwoman Deborah Parker spoke to the students about putting an end to abuse. Photo/ Brandi N. Montreuil, Tulalip News

 

 

In support of the student project, Tulalip Tribes Councilwoman Deborah Parker gave a special presentation about her work in educating the public about the plight of First Nations women and her work regarding Violence Against Women Act.

“It is not an easy conversation that our fathers or even mothers have had with our young men,” said Parker, to a dozen male and female students during her presentation on September 25. “How do we treat our women? Sometimes we see how our dad treated our mom and that is the way we treat our partners, or how our moms treated our dads, because domestic violence can go both ways. We have broken systems here in Tulalip, but also throughout our indigenous communities. It is a difficult issue to talk about. Nobody wants to talk about sexual assault and physical abuse.”

According to the National Coalition Against Domestic Violence, “on average, nearly 20 people per minute are victims of physical violence by an intimate partner in the United States.” These statistics mean that 1 in 3 women and 1 in 4 men will experience some form of domestic violence from their intimate partner, regardless of age, economic status, sexual orientation, gender, race, religion or nationality.

In Indian country the statistics are even more alarming. According to a 2008 Centers for Disease Control study, “39 percent of Native women in the U.S. identified as victims of intimate partner violence in their lifetime, a rate higher than any other race of ethnicity surveyed.” The report also points out that most crimes go unreported due to a belief that nothing will be done.

According to the CDC teen-dating violence is defined as, “physical, sexual, or psychological/emotional violence within a dating relationship, as well as stalking.” The CDC also states that 1 in 5 women and 1 in 7 men in high school reported experiencing abuse from their partner while dating. And “many teens do not report abuse because they are afraid to tell friends or family. Teens often think some behaviors, like teasing and name calling are a ‘normal’ part of a relationship.”

Although many school districts, including the Marysville School District, have a zero tolerance policy towards bullying in any form, many incidents of dating violence that happen within school boundaries are never reported.

“It is not only my goal, but the goal of the Tulalip Board of Directors and the goal of our Tribe, that we stop this type of abuse. We stop the madness and we stop putting down each other, whether you are male or female. To our men, if you think this issue is not about you, it is absolutely about you. Part of your role historically as Native men is to promote our women. It is not to harm. It is not to hurt, to disregard, but to uphold our women,” said Parker.

“I don’t want to see our kids bullied. I don’t want to see our young kids raped and abused. People ask me why I am so passionate about this, it is because I was one of those kids. I was one of those kids who were abused. You are the heartbeat of our nation. You are the heartbeat of our people. I don’t want you to walk away from here today feeling disempowered. You are never alone. We stand together,” said Parker.

For more information about teen-dating violence, please visit the website www.loveisrespect.org. If you feel you may be a victim of domestic violence or have questions, please contact the 24/7 hotline at 1-866-331-9474 or text “loveis” to 22522. You may also contact the Tulalip Legacy of Healing Advocacy Center & Safe House at 360-716-4100.

 

Brandi N. Montreuil: 360-913-5402: bmontreuil@tulalipnews.com

Marysville educator recognized for advocating for Natives

Anthony Craig, co-principal of Quil Ceda Tulalip Elementary, received the “Outstanding Young Educator” award on Sept. 2.

 

Christopher AnderssonAnthony Craig (center), co-principal of Quil Ceda Tulalip Elementary, stands with his wife and children next to him and Marysville education leaders behind him after being given the "Outstanding Young Educator" award during the Sept. 2 Marysville School Board meeting.
Christopher Andersson
Anthony Craig (center), co-principal of Quil Ceda Tulalip Elementary, stands with his wife and children next to him and Marysville education leaders behind him after being given the “Outstanding Young Educator” award during the Sept. 2 Marysville School Board meeting.

 

By Christopher Andersson, North County Outlook

 

The co-principal of Quil Ceda Tulalip Elementary, Anthony Craig, was recognized by a prominent Washington education group as their “Outstanding Young Educator” of the year.

Craig, who is of Native American heritage himself, was recognized for bringing “culturally competent” practices to his school and being an advocate for Native American students.

The Washington State Association of Supervision and Curriculum Development (WSASCD) announced the award during the Sept. 2 school board meeting.

“The Outstanding Young Educator award is our way of recognizing an emerging educational leader and share his or her exemplary practices with the education community at large,” said Art Jarvis, executive director of WSASCD.

Craig said he was humbled with the award and thanked his colleagues and everyone who has helped him to serve the students.

“I do this to serve my community, but also because my grandmother worked very hard so that I could go to college and be a teacher,” he said. “I once asked her what she wanted to do and she said ‘I wanted to be a teacher, but Indians didn’t go to college then, so you can do that.’ So I stand on the shoulders of a lot of people that came before me.”

Craig completed his Doctorate in Leadership and Policy Studies from the University of Washington in 2012.

Since then he has become a published author in the Journal of Staff Development and will write a full chapter in the upcoming book “Narrowing the Achievement Gap for Native American Students: Paying the Education Debt.”

Craig is committed to social justice and advocating in various roles for his students, according to a peer statement read by director of teaching and learning at the district, Kyle Kinoshita.

“Over the years he worked at Tulalip he provided exceptional instructional leadership,” read Kinoshita. “The evidence was seen in the classroom where instructional improvement was traceable to how Anthony modeled, supported and led the learning of the teachers he worked with and demonstrated some of his early leadership capabilities.”

This leadership led him to become co-principal of Quil Ceda Tulalip Elementary and help provide space for all his students.

“Dr. Craig has shown a deep commitment to serving the students in the school and creating an identity-safe place for all students. He has had the courage to confront racism and elitism in a culture of low expectations and done so in a way that unites people, rather than as a way that divides,” wrote Marysville superintendent Becky Berg in a statement.

Quil Ceda Tulalip Elementary still sees low scores on state assessments, however Berg points to the improvements that early grades have shown with high levels of achievement in district assessments.

She says the culturally competent practices and data teams implemented by Craig have helped to better engage with Native American students.

Despite the scores, Berg praised the school as “one of the most successful she has ever seen” when it comes to rebuilding education for tribal students

“Yes, the students are not at an acceptable state achievement level yet, but it takes more than three years to reverse decades of malpractice when it comes to the needs of First Nations children,” she wrote.