What is an Indigenous Nation?

Duane Champagne, Indian Country Today Media Network

What is an indigenous nation? What does indigenous nation building mean? Currently the word “nation” is in wide use among tribal leaders and academics, but perhaps the word has different meanings for different groups.

The word “nation” itself is not an indigenous word, and there may lay a significant caveat. However most indigenous communities have a word for expressing the concept of a collective political or cultural group. The way that most academic and planning experts use the word nation, however, does not have indigenous origins. Rather, the expression of “nation building” comes from the history of Western societies and through the modernization development literature. Nation as expressed in the development literature implies a people who have shared political commitments and agree to follow common rules of citizenship.

Each individual, each citizen, makes a collective commitment and loyalty on certain issues such as shared military obligations, common defense, shared government, and shared economic or market institutions. If one part of the nation is attacked by a foreign nation, then the rest of the citizens are obligated to defend the nation and their fellow citizens. Nations, which may have a variety of government forms, must share rules, norms, obligations, and goals.

The development of nations, or nation building, is a major goal in the modernizing development literature because once a nation is truly achieved, it forms the basis for consensus in achieving common political, economic and cultural goals and values. Nations, in the sense of committed individual citizens, are a fundamental building block of contemporary democratic governments and market systems. The development theory experts suggest that Indigenous Peoples follow a path toward democratic government and free markets based on an interpretation of nation that is prerequisite to upholding contemporary non-indigenous economic and political forms.

Many, if not most, Indigenous Peoples do not and did not form nations that are or would have been directly supportive of markets and contemporary democratic governments. The very difference between a tribal society and a nation in the contemporary sense is that tribal societies are framed on kinship and local loyalties that supersede national loyalties. In tribal societies, kinship identity plays a central role. In contrast to nation, often in tribal communities clan organization, if present, take up the duties of managing justice, and revenge with other Indigenous Peoples. Among the Cherokee and Iroquois, clans managed justice. When a person was killed by a non-tribal member it was the clan, not the nation, that was obligated to seek retribution.

Many contemporary tribal peoples maintain loyalties that are local and kinship based. Tribal communities in southern California are mostly family based, but that does not stop them from managing highly profitable casinos and managing good government. Political and social loyalties to family, kin, and/or local group are often stronger than any loyalty or obligation to a national group or identity. While there is much honoring of the Sioux Nation, most contemporary Lakota, Dakota and Nakota maintain local and kinship based identities and social obligations. Over the course of colonial contact, some Indian peoples have internally grouped together to strengthen their ability to defend themselves against the threats of marginalization, assimilation, and incorporation. Indigenous Peoples who formed national identities and institutions include the Cherokee, Choctaw, Chickasaw, Agua Caliente Band of Cahuilla Indians, and others.

The modernizing theory that nations are prerequisites to participation in market economies and democratic governments is not borne out by the experiences of Indigenous Peoples. Where tribal groups have access to market opportunities, and can maintain their own collective control over tribal land and government, then many tribal communities can accommodate economic market participation and manage equitable distribution of resources, as well as good government. Indigenous nations, often still based on kinship, are part of the contemporary world and will remain so indefinitely. Kin-based indigenous nations will surprise many by the innovative ways they will manage future economic and political relations.

 

Read more at https://indiancountrytodaymedianetwork.com/2013/06/29/what-indigenous-nation-149820

New Study Discusses Influencers on Indian Education

Arizona State UniversityHayden Lawn on the Tempe, Arizona campus of Arizona State University. ASU is among the universities named as influential by the recent study.
Arizona State University
Hayden Lawn on the Tempe, Arizona campus of Arizona State University. ASU is among the universities named as influential by the recent study.

Source: Indian Country Today Media Network

A new study has put a spotlight on what organizations, universities and people influence American Indian/Alaska Native education the most.

The study, “For Our Children: A Study and Critical Discussion of the Influences on American Indian and Alaska Native Education Policy,” was done by Hollie J. Mackey, University of Oklahoma assistant professor of education, and Linda Sue Warner, special assistant to the president on Indian affairs at Northeastern A&M College in Miami, Oklahoma. Their intent was to “determine and describe the baseline influential studies, organizations, information sources, and people for American Indian/Alaska Native education policy through the lens of indigenous education experts in the field.”

The two studies they found to be most influential were first The Kennedy Report published in 1968 and the Merriam Report of 1928. The study points out how both studies have had an enduring role in Indian education legislation and policy.

“Unfortunately for Indian tribes, these reports, separated by nearly five decades, have similar recommendations. The conclusion would appear that similar problems remain identified and unsolved,” says the study. “The primary similarity between the two is Collier’s intention to promote economic rehabilitation as a means to tribal self-governance.”

John Collier was the Superintendent of Indian Affairs at the time who commissioned the Merriam Report. Congress’s response to the report was the Indian Reorganization Act.

The study found a number of organizations to be influential in Indian education, among them are the National Indian Education Association, the American Indian Higher Education Consortium and the National Congress of American Indians. All are non-profits.

“It is interesting to note that neither the Department of Education’s Office of Indian Education Programs or the Bureau of Indian Education, both largely responsible for financing Indian education, were included in participants’ responses as influential organizations,” says the study.

Haskell Indian Nations University was among the universities named as influential by the recent study. (StateUniversity.com)
Haskell Indian Nations University was among the universities named as influential by the recent study. (StateUniversity.com)

The study noted six highly influential universities in Indian education as well: Arizona State University in Tempe, Arizona; Haskell Indian Nations University in Lawrence, Kansas; Northern Arizona University in Flagstaff, Arizona, The Pennsylvania State University in State College, Pennsylvania; The University of New Mexico in Albuquerque, New Mexico; and Western Washington University in Bellingham, Washington.

The study noted a number of influential sources of information for Indian eduction including the Journal of American Indian Education and the Tribal College Journal.

Websites and print media outlets were another source of influence noted by Mackey and Warner. The top websites were AIHEC.org, ANKN.UAF.edu, NIEA.org and Indianz.com. Influential media outlets included The Gallup Independent, Heartbeat Alaska, Indian Country Today Media Network, Lakota Times, Navajo Times, and the Washington Post.

There was also a category for influential universities as sources of information. Those included Haskell Indian Nations University, Harvard University, The Pennsilvania State University, Stanford University, The University of California-Los Angeles (American Indian Studies Center), The University of Oklahoma. Federal agencies and offices as sources of information included the Department of Interior, Bureau of Indian Education; the Department of Education, Office of Indian Education; Mid-Continent Regional Education Lab; and the Northwest Regional Educational Laboratory.

Professor John Tippeconnic, Comanche and Cherokee, has been recognized as one of the most influential people in Indian education. (Arizona State University)
Professor John Tippeconnic, Comanche and Cherokee, has been recognized as one of the most influential people in Indian education. (Arizona State University)

A number of influential people were also named in the study including professors, tribal college administrators, K-12 administrators, political figures and federal employees and organization representatives. Some of those names include John Tippconnic, the Comanche and Cherokee director of the American Indian Studies department at Arizona State University, and Dr. Henrietta Mann, the founding president of Cheyenne and Arapaho Tribal College. Political figures like former senator Byron Dorgan, who established the Center for Native American Youth at The Aspen Institute.

“This study might begin a critical conversation about the education of American Indian and Alaskan Native students that would not only include them in the broader context of American education, but also provide insight into the people themselves; what they value, who they trust, and what is most influential and important to them in terms of the future of their children,” the study says. “It is our hope that our study will provide educators and scholars alike a snapshot of the state of influence in both policy and practice and will provide a catalyst for researchers beginning their careers.”

Read the full study, here.

 

Read more at https://indiancountrytodaymedianetwork.com/2013/06/28/new-study-discusses-influencers-indian-education-150160

Berg takes helm at school district

Kirk BoxleitnerTerri Kaltenbach, left, speaks at the June 18 Marysville School District strategic leadership transitioning meeting also attended by incoming Superintendent Dr. Becky Berg, right.
Kirk Boxleitner
Terri Kaltenbach, left, speaks at the June 18 Marysville School District strategic leadership transitioning meeting also attended by incoming Superintendent Dr. Becky Berg, right.

Kirk Boxleitner, Marysville Globe

MARYSVILLE — Incoming Superintendent Dr. Becky Berg wound up being one of nine Marysville School District staff members to be introduced, or in some cases reintroduced, to the community during the Marysville School Board’s June 17 meeting, and she would continue to introduce herself to the community through the following evening, during the district’s third strategic leadership transitioning meeting on June 18.

Berg preferred to listen during the brainstorming sessions at the Tulalip Resort on June 18, which were complimented with a review of the two prior community engagement events on May 14 and 16, and spent most of her time during the June 17 Board meeting introducing her team, which includes a few familiar faces in new roles.

“It’s not just me who’s coming on board, but a number of new staff members,” said Berg, who’s retained Ray Houser, former executive director of teaching and learning, as her assistant superintendent. “I don’t have anywhere near the energy level of Ray,” she added, before introducing Cinco Delgado, former principal of Ridgecrest Elementary in the Shoreline School District, as the new executive director of teaching and learning in Houser’s stead.

Former Newport School District Superintendent Jason Thompson is stepping in as executive director of human resources for the Marysville School District, while Liberty Elementary Principal Scott Irwin is stepping up as the district’s categorical programs director.

“Donneta Spath has created CTE programs that have served multiple schools, so she’s a perfect fit for her new role,” Houser said of Spath, who moves from being executive director of the Northwest Career & Technical Academy to being the Marysville School District’s Career and Technical Education Director. “It’s been a brisk year for retirements,” he laughed.

Outgoing Assistant Superintendent Gail Miller and remaining Executive Director of Teaching and Learning Dr. Kyle Kinoshita noted that Sonja Machovina and Gloria Henderson are no newcomers to the Marysville School District, having both started out as teachers at Tulalip Elementary. Machovina will serve as the new assistant principal at Totem Middle School, while Henderson succeeds Irwin as the new principal of Liberty Elementary.

“I’ve been in Sonja’s classes, and her energy and innovation are amazing,” Miller said. “She relates to kids very calmly and effectively.”

“When we heard Gloria was available, we couldn’t resist bringing her back,” Kinoshita said. “And Lynn has got a solid background in instruction.”

Lynn Heimsoth, formerly a teacher in the South Kitsap School District, will serve as principal of Shoultes Elementary.

As of June 24, Berg still has a voicemail box at the Deer Park School District, but she’s already sought to engage with the Marysville community through events such at the June 17 and 18 meetings, not only to keep her previously stated pledge to “hit the ground running, listening and learning,” but also to ensure she’s up to speed when she officially starts her new job on July 1.

“I’m open to meeting with as many constituents and community groups as possible, so that I can learn as much as possible during those golden hours when I’m still new to the school district,” Berg said. “I have no agenda other than continuing the great work that’s already been done in the district, and understanding its future needs.”

During the June 17 Board meeting, Board President Chris Nation reiterated that Berg’s selection was the result of the district’s commitment to soliciting extensive community input, and offered a few final words of tribute to his friend, outgoing Superintendent Dr. Larry Nyland.

“We heard all the voices,” Nation said. “That was what Dr. Nyland was all about, was a focus on student achievement, and everyone coming to the table to talk about it together. Our partnership with the Tulalip Tribes is an example of that.”

“I’m delighted with the work that’s been done, especially in partnership with the Tribes,” Nyland said. “Our staff throughout the district have done a great job.”

Another Indian Student in Alabama Asked to Remove Eagle Feather

Jim Davenport/FacebookSky Walkingstick dances at the Jacksonville Powwow.

Jim Davenport/Facebook
Sky Walkingstick dances at the Jacksonville Powwow.

Vincent Schilling, Indian Country Today Media Network

Last month, a 19-year-old Native American high school student at J B Pennington High School in Blountsville, Alabama was told he couldn’t wear an eagle feather if he wanted to graduate. When Sky Walkingstick, of the Eastern Band of Cherokee, explained it was a demonstration of his beliefs protected under federal law, he was still told by Assistant Principal Steven Bryson, a former history teacher, and another instructor, William Smitherman, who teaches government, economics and 9th grade history, to remove it.

“I was just starting the graduation ceremony and I had my eagle feather in my cap, it was hanging from the tassel. I was walking towards Mr. Smitherman he saw my eagle feather and stopped me. He started shaking his head no. He said you cannot wear that during the graduation,” said Walkingstick.

“I asked him why not and he said, ‘you just can’t.”

Walkingstick, who has been a men’s traditional dancer since age 5 and a fancy dancer for about a year says the eagle feather is part of his heritage, his religious beliefs and achievements. He said he tried to explain that the wearing of a feather was also protected, but he was shut down.

“I started to get upset and tear up, but I held it in. I put my eagle feather back in my car. When I came back Mr. Smitherman and Mr. Bryson told me again,” said Walkingstick.

Sky and Hollye at Sky's graduation. (Facebook)
Sky and Hollye at Sky’s graduation. (Facebook)

 

Walkingstick was surprised two educators with backgrounds in teaching history and government aren’t aware of the American Indian Religious Freedom Act.

Walkingstick complied during the May 23 graduation ceremony, even though he didn’t want to. “I didn’t want any trouble nor did I want to cause a ruckus… I went ahead with graduation with my feather in my heart and my head held high.”

His mother, Hollye Walkingstick, was frustrated by the situation. “You would think of all people, that history teacher would be more aware. It made me very mad,” she said.

“I asked Mr. Bryson ‘can you tell me why he can’t wear it?’ He said, ‘the main reason is that all of the kids are required to look the same. I told him there was no dress code the kids had to sign and no one was told they had to wear certain things. I told him you would not tell a Christian person to remove their cross or a Jewish person to remove their Star of David. And I can guarantee you that if you had a Muslim child in your school you would not tell her to remove her head covering. You could not do that by law.”

She explained that Sky respected Bryson’s wishes because he is an elder and the assistant principal. “But this is a school, you could turn this into a real teaching opportunity,” Hollye told Bryson.

Hollye said she and the teachers argued that other students—honor students—wore adornments in their tassels. She also said the school accepts funding for having minority students, but doesn’t support their beliefs.

“My daughter asked Mr. Bryson if he understood what the eagle feather meant and he said ‘Oh yeah, I know you all smoke peace pipes and what you smoke in them.’ This is a former history teacher who is now the vice principal and the history teacher was standing right next to him,” Hollye said. “This is unreal to me.”

J.B. Pennington High School principal Brian Kirk said the school has no comment on the issue and referred ICTMN to the Blount County Board of Education Superintendent Jim Carr, who has not returned several calls.

This isn’t the first time a graduating senior has taken flack for wearing an eagle feather at graduation from an Alabama school. Chelsey Ramer, a Poarch Creek Band of Indians student who recently graduated from Escambia Academy in Atmore, Alabama faced a similar situation. She did wear her feather though and nearly had to pay a copy,000 fine for doing so. (Related story: “Poarch Creek Student Not Required to Pay Fine, Receives Diploma)

 

Read more at https://indiancountrytodaymedianetwork.com/2013/06/25/another-indian-student-alabama-asked-remove-eagle-feather-150091

The Bison Miracle: New Museum Tells Story of a Genocide Thwarted

Indian Country Today Media Network

Despite efforts by the U.S. government to exterminate the bison as a way to exterminate the Indian, the bison persists, if fragily. Now, a museum devoted to the great animal is open in Rapid City, South Dakota.

The Museum of the American Bison and Great Plains Center is dedicated to telling one of the most captivating stories in our nation’s history – the amazing survival of the American bison. While a sad saga of greed and profiteering that changed the lives and traditions of people over a century ago, the story of the bison today is one of hope and resiliency.

The Museum of the American Bison is a non-profit organization run by a volunteer Board of Directors consisting of community members with history and wildlife conservation backgrounds.The museum charges no admission fee.

For more information on the museum, go to BisonMuseum.org.

 

Read more at https://indiancountrytodaymedianetwork.com/2013/06/24/bison-miracle-new-museum-tells-story-genocide-thwarted-150069

Bill would put limits on teacher pay raises

Democrats in the House oppose the bill, which has become a stumbling block in efforts to reach a budget deal.

Jerry Cornfield, The Daily Herald

OLYMPIA — With lawmakers set to pour as much as $1 billion more into public schools, Senate Republicans want to make sure most of it doesn’t wind up in the pockets of teachers in the form of pay raises.

A bill approved by the Senate steers most of those new dollars away from salaries and into training existing teachers and hiring new ones to improve the reading skills and academic performance of students.

One provision bars school districts from granting pay hikes greater than the rate of inflation for the next two years. Teachers could earn more than inflation but, under the bill, any added compensation would have to be for “targeted professional development” and not salary.

Sen. Steve Litzow, R-Mercer Island, the chairman of the Senate education committee, said they want teachers paid for improving their knowledge and abilities in ways that will have an impact in the classroom. There is concern, he said, too much will simply go into salaries.

“Everybody expects by putting a billion dollars more into education, you’ll get results,” he said. “We’re going to be watching very carefully.”

Many House Democrats oppose the provision, and that has made Senate Bill 5946 one of the last stumbling blocks in reaching agreement on a new budget in time to avert a partial shutdown of government July 1.

House Speaker Frank Chopp, D-Seattle, said the bill could not pass “the way it came over from the Senate” but didn’t specify how his majority caucus will respond.

The Senate approved SB 5946 on a 26-22 vote on June 13. As of Friday, the House had not scheduled a vote.

Washington lawmakers are in their second special session in search of a deal on a new budget for the two-year cycle, which begins July 1.

The House, which is controlled by Democrats, and the Senate, which is run by a coalition of 23 Republicans and two Democrats, are trying to agree on how to erase a nearly billion-dollar shortfall while complying with a Supreme Court order to pump significant new sums of money into public schools.

Both chambers adopted budgets that suspend cost-of-living pay hikes for teachers as required under Initiative 732, a move that saves $300 million. This would be the fourth consecutive year lawmakers have balked at providing the money.

But budgets adopted in each chamber do provide in the neighborhood of $1 billion for other basic education services and programs now paid for by school districts with local levy dollars.

The largest chunks of money in each budget are for bus transportation and materials, supplies and operating costs, known as MSOC. The Senate wants to provide $720 million on those items while the House is at $524 million.

Regardless of the final amount, every state dollar that comes in for those areas will free up a dollar for school districts to spend elsewhere, and Republicans are concerned teacher unions will make a grab for it.

“What we’re trying to figure out is what the locals are going to do with it,” Litzow said. “We want to make sure the money goes in and actually makes a difference.”

The leader of the state’s largest union of public school teachers said the bill is a case of micro-managing by leaders of the Majority Coalition Caucus.

Mary Lindquist, president of the 82,000-member Washington Education Association, said teachers, administrators, parents and school board members will decide where the freed-up local dollars can be best spent.

Teachers will likely want money spent in several areas, including salaries, smaller class sizes, and implementing a new evaluation program.

“These are local decisions that every district in every community will have to make,” she said. “(Senate leaders) think they have a better idea of what the Everett School District and Marysville School District should be doing with the funds they have. I fundamentally think they’re wrong.”

Former Gov. Gregoire named to Hutch board

Associated Press

SEATTLE — Former Washington Gov. Chris Gregoire has been appointed to the Fred Hutchinson Cancer Research Center’s board of trustees.

She is one of four new board members appointed Friday. Their terms begin July 1.

Hutch President Dr. Larry Corey notes Gregoire’s leadership experience as well as her recognition of the importance of biomedical research. She established the state’s Life Sciences Discovery Fund in 2005 to support innovative research.

Gregoire has also had personal experience with cancer. She had surgery for breast cancer in 2003, while she was attorney general.

The other new board members at the Hutch are former telecommunications executive Theresa Gillespie, venture capitalist Matt McIlwain and real estate financier and investor Norman Metcalfe.