Defeathering Halloween: 3 things to keep in mind about headdresses

By Rosanna Deerchild, CBC News, Canada

Halloween is just around the corner.

I mostly love this celebration. I get to dress my kids up in crazy costumes and raid their Halloween candy as part of my ten per cent mommy tax.

I say ‘mostly’ because there is one aspect of Halloween that I do not love. That is passing by the rows of Indian Princess/Stoic Warrior headdress get-ups that pop up every year.

Seriously, why is this still a thing? I mean costumes are something you put on. Culture is not.

And while we are seeing the headdress being banned from music festivals, it still shows up every Halloween through DIY sites and costume shops.

 

Native headdress costumeA “Native American Headdress” is still an option at many Halloween costume shops. (CBC) 

So why should you not dress your little one up as an “Indian” or yourself for that matter?

Let’s de-feather the issue and take a naked look at the headdress. There are three things to know about the feather headdress.

1. Who wears them?
The headdress was sacred and still is to many indigenous cultures like the Plains Cree and the Lakota people.

2. How do you get one?
They were not just handed out willy nilly, you know.They have to be earned and gifted in ceremony. Only the most fearless leaders and warriors traditionally wore them. It is kind of a big deal.

3. Why is it important to First Nations cultures?
Again, because it is a sacred item. You don’t see people running around with yarmulkes or hijabs in colourful mockery trying to be trendy.

As the image of the stoic warrior and sexy Indian maiden became more prevalent in movies, advertising and pop culture, the more tarnished the headdress became. Until something that once symbolized accomplishment and position was merely a chicken feather hat to be worn as a costume, an accessory, a joke.

While we as a people try to regain the respect for the headdress, we must also still wrestle the image away from hipsters, celebrities, sports team owners and costume shops.

Throw away the war paint, use the feathers to stuff pillows and just say no to culture as a costume this Halloween. Your indigenous friends will thank you.

15 People Who Plan to Be a Native American This Halloween

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Simon Moya-Smith, Indian Country Today

 

Well, it’s nearly Halloween, which means it’s that time of year again when cultural misappropriation runs amok; when you end up at a party and some one comes clad in faux Native American garb, i.e. a chicken-feathered headdress and multi-colored racing stripes on his face. Invariably, the man’s date comes costumed as a “Pocahottie,” and is completely oblivious to the plague of violence against indigenous women in North America. So, folks, here are 15 people who have publicly expressed their interest in dressing up as a Native American this year. Be warned. Some of these are pretty awful:

1. 

Um, no, you can’t.

2.

Emphasis on “wanna be.”

RELATED: Five More Things You’d Never Catch a Native American Saying

3.

YES!!

4.

Go toothpaste. Please, go toothpaste.

5.

Buddy, that’s A.) Hardly creative, and B.) Really? … just … really?

 

Read more at http://indiancountrytodaymedianetwork.com/2014/10/26/15-people-who-plan-be-native-american-halloween-157530

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.

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

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.

SD group tries to recruit Native American referees

Wayne Carney, executive director of the South Dakota High School Activities Association, was instrumental in starting a program to recruit and train Native American referees. (Photo: Bob Grandpre / For the Argus Leader )
Wayne Carney, executive director of the South Dakota High School Activities Association, was instrumental in starting a program to recruit and train Native American referees.
(Photo: Bob Grandpre / For the Argus Leader )

By Associated Press

SIOUX FALLS, S.D. (AP) – Finding referees for middle school games in communities on Native American reservations can sometimes be impossible in South Dakota.

In some cases, it’s even led to people getting pulled from the stands to call games, the Argus Leader reported Sunday. Emergency volunteers aren’t necessarily certified, which means they are less familiar with protocols when it comes to calling a fair contest, helping players learn a sport properly and handling games.

The South Dakota High School Activities Association in 2008 partnered with the Oglala Lakota College coach and athletic director Mary Tobacco to try to solve the problem. Together, they have developed a program to recruit and train Native American referees.

The program includes middle school basketball – the most popular sport in the area – volleyball and football. It involves 13 schools in two conferences. And this fall, a milestone will be reached when an all-Native American crew of referees participates in varsity football games in the region for the first time.

“We have to educate ourselves on the rules and get physically ready for the demands of fast play,” said Nick Hernandez, lead official in the all-Native American crew. “As a crew, we want to be prepared because the game has a lot of rules. We must be able to facilitate all those rules and provide a fair game.”

Activities Association executive director Wayne Carney said the lack of certified officials on reservations was especially problematic during the state tournament. He said foul numbers were lopsided because what was being called during regular season wasn’t consistent with the rules enforced during the state tourney.

Hernandez, a former high school player at Red Cloud, became certified about six years ago. He has been the coordinator of football officials in subvarsity games for the past three years, making game assignments.

Hernandez also is responsible for recruiting potential referees, and his efforts appear to be paying off: Twenty active men and women are on the basketball officiating list, up from less than five before the program kicked off.

 

Information from: Argus Leader, http://www.argusleader.com

The ‘Sioux Chef’ Is Putting Pre-Colonization Food Back On The Menu

sioux-chef-npr-plated-food-2_wide-37e58756a893bfb6f0bc575558395717f181d81f

 

By: NPR

 

Like most chefs, Sean Sherman practically lives in the kitchen. But in his spare time, this member of the Oglala Lakota tribe has been on a quest to identify the foods his ancestors ate on the Great Plains before European settlers appeared on the scene. After years of researching and experimenting with “pre-colonization” foods, he’s preparing to open a restaurant in the Twin Cities this winter that showcases those foods, reborn for contemporary palates.

Sherman, who calls himself the Sioux Chef, grew up on the Pine Ridge Indian Reservation in South Dakota. It’s where he first started to learn about the traditional foods of the Plains, whether it was hunting animals like pronghorn antelope and grouse,or picking chokecherries for wojapi, a berry soup.

“We were close to the Badlands and its sand hills, which is not the best growing area by far,” says Sherman, who’s now 40. “But we would also spend weeks in the Black Hills, crawling around and learning stuff.”

Sherman’s grandfather was among the first Native American children to go to mission schools on the reservation, and he was one of Sherman’s first teachers. Forced assimilation during the 19th and early 20th century wiped out much of Native American food culture across the country. When his grandfather died when Sherman was 18, he was left with many unanswered questions.

In the meantime, Sherman worked his way up in the restaurant world, eventually becoming an executive chef at Minneapolis’ La Bodega in 2000. Around the same time, he had the idea to write a Lakota cookbook. Although there were some Native American cookbooks already on the market, he says he found that most of them focused on the Southwest or made too many generalizations about food across regions and tribes.

When he tried to learn more about the wild game — and especially the plants — native to the Great Plains, he came up short. He says many Americans don’t have a sense of the Lakota diet beyond bison or frybread. (Frybread is actually a fairly recent addition and has a complicated history.)

“There wasn’t a lot of information out there, so I devised my own [research] plan,” he says. “I spent years studying wild edibles and ethnobotany.”

He learned more from oral histories and also started reading historical first-contact accounts written by Europeans, although they weren’t always helpful.

“A lot of those first-contact reports focused on what the men were doing [hunting], not on what the women were doing — processing all of the food,” he says.

One of his breakthroughs came when he lived in Mexico for a while. He discovered that the traditional methods of drying and grinding food in that region were similar to those his tribe had once used, and indigenous people all across North America were working with ingredients like corn, beans and squash.

Back in Minnesota, he continued to try and piece together a picture of the traditional diet of the local Dakota and Ojibwe tribes. He also spent a lot of time traveling across the state, adding more staples to his growing list, including bison, venison, rabbit, river and lake fish, trout, duck, quail, maple sugar, sage, sumac, plums, timpsula or wild turnip, wild rice, purslane, amaranth, maize, and various wildflowers.

Identifying the ingredients has only been half of the challenge, however. He’s also had to figure out how to preserve everything. He’s relied mostly on a food dehydrator (for efficiency), but he’s also experimented with drying by sun and wood fire.

“I want to figure out how I can use wild flavors in season, because they might be gone in a two-week period,” he says. “The biggest part of the Native American cuisine is just that method of preserving foods. That’s what people were doing during the whole summer season — preparing for the next long winter.”

Sherman started Sioux Chef as a catering business in Minneapolis and hopes to open his restaurant sometime this winter in the Twin Cities. He says the area’s diverse population and vibrant food scene offer the “best platform to showcase what we can do with these foods.”

Some chefs have tried similar concepts in other regions. Nephi Craig brings Apache and Navajo influences to the food he prepares at the Sunrise Park Resort Hotel in Arizona. The Misitam Cafe in the Smithsonian National Museum of the American Indian in Washington, D.C., has won national acclaim.

Sherman says his restaurant will feature a seasonal menu with family-style dishes, like wild rice flatbread, cedar-braised bison, smoked turkey wasna, seared walleye with sumac and maple sugar and balsam fir iced tea. Most of his ingredients will be sourced from local farms. Some farms, like Wozupi, work with local tribes to grow indigenous plants and preserve heirloom seeds.

Sherman says his goal is to bring a sophisticated touch to traditional ingredients, and he hopes it will be a way to share old traditions with new diners. “We need this kind of restaurant all over the place,” he says.

But other groups on reservations are interested in reviving pre-colonization foods to reincorporate them into local diets. The Traditional Western Apache Diet Project and the Crow Creek Fresh Food Initiative are offshoots of a food sovereignty movement that is picking up steam on several reservations around the country. A recent study by the U.S. Department of Agriculture also found that several indigenous foods that aren’t widely consumed anymore are highly nutritious.

If his restaurant is successful, Sherman hopes he can expand the concept and create similar ones across the country, training young Native American chefs in keeping their tribes’ best culinary traditions alive.

And Then There Were 4: Indigenous Names for New State Ferry

Richard Walker, Indian Country Today

 

The Washington State Transportation Commission is considering four indigenous names for its newest 144-car state ferry.

The names proposed, in alphabetical order, are: Chimacum, Cowlitz, Sammamish, and Suquamish. Construction of the ferry is scheduled to begin this fall. The commission will accept public comment on the proposed names in October and is scheduled to announce its selection on November 19.

Semi-finalists that didn’t make the final list: Illahee, the name of an earlier state ferry; Tukwila, a Duwamish place name; Nawt-sa-mat, the name of a new regional coalition of Natives and non-Natives working to protect the environmental health of the Salish Sea; and Taina, the name of the hawk that leads the Seattle Seahawks football team out of the tunnel before its home games.

RELATED: Eight Indigenous Names Proposed for New State Ferry

Chimacum, Cowlitz, Sammamish and Suquamish are First Peoples of the state.

According to the Quileute Tribe, the Chimacum were a remnant of the Quileute. They were signatories to the 1855 Treaty of Point No Point, and many S’Klallam and Skokomish peoples can trace their ancestry to the Chimacum. A town in Jefferson County is named Chimacum.

The Cowlitz Tribe “provided key assistance with pioneer transportation and commercial activities in what some historians refer to as the Cowlitz Corridor, which linked the Columbia River valley with South Puget Sound communities long before Washington Territory was established,” the commission reported. “The Washington Territorial Legislature honored the Tribe by naming one of our earliest counties for them.”

The largest Sammamish village was tlah-WAH-dees at the mouth of the Sammamish River. “In 1855, the United States government signed the Treaty of Point Elliott with the putative leaders of most of the Puget Sound Tribes and they were relocated,” the commission reported. “Descendants of the Sammamish dispersed into other tribes, including the Suquamish, Snoqualmie and Tulalip.”

The Suquamish people have lived in Central Puget Sound for approximately 10,000 years. The major Suquamish winter village was at Old Man House on the shoreline of Agate Passage at d’suq’wub, meaning “clear salt water.” The Suquamish name translates into the “people of the clear salt water” in Lushootseed. Chief Seattle, namesake of the city and first signer of the Point Elliott Treaty, was an ancestral leader of the Suquamish Tribe born in 1786 at the Old Man House Village.

 

Read more at http://indiancountrytodaymedianetwork.com/2014/10/03/and-then-there-were-4-indigenous-names-new-state-ferry-157132

Senate Passes Sens. Moran and Heitkamp Bill to End IRS’ Unfair Treatment of Indian Tribes

Sep 24,2014 – Senate Passes Sens. Moran and Heitkamp Bill to End IRS’ Unfair Treatment of Indian Tribes

WASHINGTON, D.C. – The U.S. Senate has unanimously passed legislation introduced by U.S. Senators Jerry Moran (R-Kan.) and Heidi Heitkamp (D-N.D.), a member of the Committee on Indian Affairs, to end the U.S. Internal Revenue Service’s (IRS) practice of taxing crucial programs and services that aim to support the health and safety of Native families. The Tribal General Welfare Exclusion Act was passed by the U.S. House of Representatives earlier this week and next heads to the President’s desk to be signed into law.

“Tribes are sovereign governments that often provide services to their citizens,” Sen. Moran said. “I am pleased Congress has come together to make certain tribal citizens are not unfairly taxed while respecting tribal sovereignty. By clarifying the definition of general welfare programs, this legislation will enhance economic development and the quality of life in Indian Country.”

“As a former attorney general and as a lawyer, I view these Native American treaty rights and trust responsibilities as a contract between the U.S. and our American Indian tribes. Yet for far too long, that contract has been broken. Our legislation takes an important step to repair it,” said Sen. Heitkamp. “This week, the Senate and House took a huge step forward and came together to pass our bipartisan bill which levels the playing field for Native families. It will enable tribal governments to decide which programs best help their communities thrive, just as local and state governments do. For too long, that hasn’t been the case. I’ve heard stories of the IRS questioning a tribal government’s ability to provide school supplies to elementary school children, or levying a tax on a ramp erected for a tribal elder to access her home. This law shows that we respect tribal sovereignty by making sure tribal citizens get the rights they deserve.”

The Tribal General Welfare Exclusion Act will fully recognize that Indian tribes – as sovereign nations – are responsible for making certain their government programs and services best fit the needs of their citizens, just as other local governments across the country do. For years, Indian tribes have been taxed for providing health care, education, housing, or legal aid to those in need. Local and state governments throughout the United States frequently offer such services to those who need assistance, but the people receiving help are not taxed by the IRS.

Once signed into law, the Tribal General Welfare Exclusion Act will:

• Mandate tribal government programs, services and benefits authorized or administered by tribes for tribal citizens, spouses and dependents are excluded from income as a “general welfare exclusion”;
• Clarify that items of cultural significance (e.g., paying someone to lead sacred Indian ceremonies) or cash honoraria provided by tribal governments shall not represent compensation for services and shall be excluded from taxable income;
• Direct the Secretary of Treasury to require education and training of IRS field agents on federal Indian law