Racism In School (cultural appropriation)

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http://www.indianz.com/News/2013/008141.asp 

Native Sun News: Indian family punished for criticizing school
THURSDAY, JANUARY 10, 2013
Filed Under: Education | National 
More on: californianative sun newsracismstereotypes
      
 
The following story was written and reported by Brandon Ecoffey, Native Sun News Staff Writer. All content © Native Sun News.


The Eagle Bull-Oxendine family challenged the offensive curriculum promoted at their children’s school. As a result they may have lost the scholarships that their children had received based on their Native American heritage.

Mocking Native culture at Maria Montessori School
By Brandon Ecoffey
Native Sun News Staff Writer

SAN DIEGO — In a time when political correctness is the new norm it is not often that a school blatantly institutionalizes racially insensitive practices however, this seems to be the case at the Maria Montessori School in San Diego, CA.

Jeanne Eagle Bull-Oxendine and her husband James Oxendine are both United States Navy Veterans and are both enrolled members of Tribal Nations. Jeanne is an Oglala Lakota born and raised on the Pine Ridge Reservation in South Dakota and James is a member of the Lumbee Nation hailing from Pembroke, NC respectively. They both have travelled the world extensively serving their country and representing Indigenous people in far off lands.

Recently the couple settled with their four kids in San Diego, CA where James works as the Combat Systems ADP Officer on the Littoral Combat Ship and Jeanie is furthering her education. They have struggled to carve out their own version of the American dream and are working hard to instill a sense of belonging and self-awareness of their traditional roots in their four children despite not currently living in a Native American community.

Often the difficulty facing many Native Americans who have left their communities in search of other opportunities is addressing the many stereotypes that still exist in mainstream American culture about indigenous peoples.

The misappropriation of Native American culture is not uncommon with the prevalence of Native American themed mascots in professional sports, the continued development of marketing campaigns that promote inaccurate depictions of Native peoples, and even in the behavior of celebrities who still feel that it is ok to play “Indian”.

So when the Oxendine’s were forced to confront the mockery of their cultural heritage at their children’s school-where they least expected it-needless to say they were caught by surprise.

“My daughter Jada came home and said, ‘Ina (mother) they are trying to make fun of us at school’ and handed me a flier detailing the school's Thanksgiving celebration,” said Jeanie Eagle Bull-Oxendine.

During the week leading up to the Thanksgiving holiday the Maria Montessori School-where the Oxendine’s two youngest children attend school-holds a week long holiday celebration where non-Native teachers, parents and school administrators hold a number of events recognizing the holiday, which according to the school are meant to promote thankfulness and the importance of the first Thanksgiving.

Some of the events could be seen as highly offensive and ignorant. The festivities include the making of Native American Head dresses, the giving out of “authentic” Native American names, the construction of drums, and culminates in a meal where teachers, parents, and students are encouraged to come dressed as either a Pilgrim or the much more coveted Native American.

“I approached the teacher at the school and told her that as Native Americans and as veterans we found these practices extremely offensive,” said Jeanne Eagle Bull-Oxendine. “I asked them to stop the practices and even offered to come in and help educate the parents and other students about Native American culture,” she added.

The teacher however was not responsive to Eagle Bull-Oxendine’s feedback and made it known that the Thanksgiving practices at the school were a thirty year old practice that the school was not looking to abandon.

“I could not believe that in this day and age stuff like this continues to happen in our schools,” said Eagle Bull-Oxendine.

In an attempt to prevent her daughter Jada, and son Jasa from enduring the events and the inevitable confusion that would come along with the experience Jeanne worked her way up the chain of command asking school officials to either discontinue the practices of modify them in a way that would more accurately portray Native people.

The school’s response was not what was expected. Instead of working to help address the concerns of the Oxendine’s and their dissatisfaction with the Thanksgiving holiday events the school suggested that the best course of action would be that they keep their kids out of school while the events took place.

“It is our intent to not exacerbate this situation any farther, and hence our request for your children to remain home for this week,” the school said in a letter.

Shocked at the schools response Jeannie began approaching other parents at the school informing them of the concerns that she had. This however was greeted with an additional letter from the school.

“As a school, we also want to limit your public discussions amongst our parents of your displeasure with our long-standing traditional Thanksgiving observance in our pre-school. Because of your dissatisfaction with the changes we offered to make in the curriculum, some of the activities that cause you so much concern will continue through this week,” the school responded.

After they were informed by the school that they were not to speak publicly about their opposition to the school’s Thanksgiving curriculum the Oxendine’s contacted the American Montessori Association (AMA) who is responsible for the accreditation of Maria Montessori. They were told by the AMA that they could not force the school to do anything but would look in to it.

Frustrated by the lack of concern shown by school administrators the Oxendine’s began looking for other schools where there children would not have to endure the racial insensitive practices that would continue to occur at Maria Montessori School.

While looking however, the family was informed by the school that they would need to reapply for their kids’ scholarships. Tuition to attend the school is over $8,000 a year. Ironically the Oxendine children were awarded their scholarships based on their Native American lineage according to Jeanne Oxendine-Eagle Bull.

“It seems like as soon as we started contacting other organizations about our concerns the scholarships were questioned,” said Eagle Bull-Oxendine. “All we want is the best education possible for our kids in an environment where they can be respected as people and as Native Americans,” she added.

The family feels that had they not questioned the practices of the school their kids would still have their scholarships at Maria Montessori School. The school did not respond to requests by Native Sun News for comment. The Oxendine’s have begun looking for legal advice and the support of other Native American organizations in southern California.

“We feel like we have exhausted all our options with the school and are now reaching out to other Native organizations for help,” said Jeanne. “We are also looking in to possibly exploring legal action against the school hopefully something works out for us,” she added.

(Contact Brandon Ecoffey at staffwriter2@nsweekly.com)

NCAI Education Newsletter


Table of Contents

·         Other News and Commentary
·         Trends, Data, and Reports

State of Indian Nations Address to Be Webcast Live (February 14)

Jefferson Keel, President of the National Congress of American Indians, will deliver the annual State of Indian Nations Address on February 14, 2013, from the Newseum in Washington, DC. As is tradition, the State of Indian Nations address is scheduled just days after the United States President delivers the State of the Union. President Barack Obama is scheduled to address the nation and a joint session of Congress on February 12, 2013.

The live broadcast of the State of Indian Nations address will begin at 10:30 a.m. Eastern from the Newseum's Knight Studio for television broadcast. The event will be broadcast live on www.ncai.org/live.  The address will be followed by a Congressional response and a question & answer session. Questions will be taken from the live studio audience and online viewers watching.

Register a Watch Party for Your School or Youth Group
People all over Indian Country gather to watch the State of Indian Nations every year. Tribal governments, community groups, organizations, businesses, colleges, universities, schools, and others are all encouraged to host a watch party and incorporate a discussion with those attend. We'll even provide a way for you to interact online and ask questions during the question and answer session following the address. If you are not able to view the event live, the State of Indian Nations will be archived immediately online for playback at any time. Click here to register a watch party.

Event Details
When: Thursday February 14, 2013 —10:30am

Where: Newseum, Knight Studio 555 Pennsylvania Ave., N.W., Washington, DC 20001 (6th Street Entrance). It can also be streamed live at www.ncai.org/live 

Event Schedule:
                9:15 a.m    - Media Setup Begins
                9:30 a.m    - Doors Open
                10:15 a.m  - Final Seating
                10:20 a.m  - Invocation
                10:30 a.m. - State of Indian Nations Address broadcast begins
                11:00 a.m. - Congressional Response
                11:15 a.m. - NCAI Question & Answer/Press Availability

Submit a Proposal for NCAI's Tribal Leader/Scholar Forum (Due February 22)

Planning for Change in Native Communities:
Using Research to Understand Economic, Civic, and Cultural Transformation

The call for proposals for the 8th Annual NCAI Policy Research Center's Tribal Leader/Scholar Forum ('the Forum') is now open. Proposals are being accepted until 5pm EST on Friday, February 22, 2013, and should be submitted via email to Beth Bahe at bbahe@ncai.org

The NCAI Policy Research Center Tribal Leader/Scholar Forum will be held on Wednesday, June 26, 2013, in Reno, Nevada, at NCAI's Mid Year Conference.

The Forum provides a space for tribal leaders and citizens, researchers, and policy research organizations to discuss how to strengthen public policy and community-based initiatives based on meaningful data and research. This year's Forum will feature compelling research with significance to Native communities experiencing, planning for, and leading change in a range of areas, including but not limited to:

·         Workforce preparedness for the new economy;
·         Grassroots community movements and new types of civic engagement (e.g., voting reform, youth and elder engagement, intergenerational coordination, men's and women's initiatives)
·         Demographic changes stemming from mobility between rural and urban communities, immigration, and environmental change
·         Measuring how tribes and Native people contribute to rapidly changing regional economies
·         Innovations in technology that may bring both benefits and dangers (e.g., telemedicine, energy advancements, sharing information across distances, and digital means of teaching culture and language).

Presentations should identify how current research can lead to policy priorities that can benefit Native health, education, community, and legal realities. Participants can submit proposals to present using one of the following presentation formats, including: panel proposals, individual paper proposals, research planning roundtable proposals, or poster proposals.

Deadline
Proposals should be submitted via email to Beth Bahe at bbahe@ncai.org by 5pm EST on Friday, February 22, 2013.

More Information

Request for Nominations: Bureau of Indian Education Adequate Yearly Progress Negotiated Rulemaking Committee (Due March 4)

The Bureau of Indian Education (BIE) is requesting nominations for a new Adequate Yearly Progress Negotiated Rulemaking Committee. The Committee will recommend revisions to the existing regulations for Adequate Yearly Progress (AYP). As required by the No Child Left Behind Act of 2001, the Secretary will select representatives of tribes for the Committee from:

·         Among individuals nominated by tribes whose students attend BIE-funded schools operated by either the Bureau; or
·         By the tribe through a contract or grant and who would be affected by a final rule.

The BIE is currently soliciting comments on this proposal to establish the Committee, including comments on additional interests not identified in this notice of intent. It is also inviting tribes to nominate representatives for membership on the Committee.

Background
The No Child Left Behind Act (NCLB) of 2001 required states to use certain academic content standards, assessments, and a specific methodology for calculating the AYP of students to measure academic achievement. The NCLB's amendments to the Elementary and Secondary Education Act (ESEA) required the Bureau of Indian Affairs (BIA) to promulgate regulations through negotiated rulemaking for the accountability system to be used in Bureau-funded schools.

In 2005, the BIA promulgated such regulations. These regulations require BIE to use the accountability system of the state in which a BIE-funded school is located to calculate AYP.

BIE-funded schools are located in 23 different states, and each state has its own accountability system. As a result, each state system produces student achievement data that cannot be directly compared with data from other states. For BIE, comparison is necessary to identify under-performing schools and direct resources effectively.

BIE had previously developed a method for comparing academic achievement across states despite the variances in academic standards. But now that some states have received flexibility waivers from the Department of the Education, BIE will no longer be able to use this method to effectively compare achievement. It is necessary, therefore, to revise the regulation.

Submission Guidelines
Please see the full Federal Register notice for nomination submission guidelines and more information.

National Advisory Council on Indian Education to Meet in Washington DC (February 6-8)

The National Advisory Council on Indian Education (NACIE) will meet next week in Washington DC.

Dates and Times:
·         Wednesday, February 6, 2013: 9:30 a.m. - 5:00 p.m. Eastern
·         Thursday, February 7, 2013: 8:00 a.m. - 1:00 p.m. Eastern
·         Friday, February 8, 2013: 9:00 a.m. - 4:00 p.m. Eastern

Useful Links:
·         View Draft Agenda
·         RSVP for Event
·         Register for Public Comment
·         NACIE Website
·         Federal Register Notice

Apply to Review ED Discretionary Grant Applications (Due February 15)

The Office of Indian Education (in the Department of Education) is soliciting highly qualified individuals to assist in the review process for two discretionary grant competitions: Demonstration Grants for Indian Children and the Professional Development program. Both programs are administered under Title VII of the Elementary and Secondary Education Act. The discretionary grant review information will be posted on the Office of Indian Education website when the scheduled is finalized.

Please submit your resume to Lana Shaughnessy, Discretionary Program Group Leader, at lana.shaughnessy@ed.gov.

Upcoming Webinar: The STAR School's 3-to-3rd Project for Navajo Students (February 13)

Wednesday, February 13, 2013
2:00 p.m. Eastern
Hosted by the Rural School and Community Trust

The STAR School, located in rural northern Arizona, serves students in pre-school through grade 8 who live in the Southwest corner of the Navajo Nation and the surrounding rural area. The STAR Model of Early Math Education is a combination of strategies beginning in preschool that effectively and reliably ensures that low-income Native children enter school at or above grade level, and then continue that success through grade 3.

This webinar will discuss the research behind the STAR 3-to-3rd Project and highlight the training films which show other educators serving rural, low-income students how they can implement this innovative program.

Panelists
·         Dr. Matt Sorensen, Director/Principal, The STAR School
·         Robert Mahaffey, Director of Communications, Rural School and Community Trust
·         Doris Terry Williams, Executive Director, Rural School and Community Trust

Registration
Click here to register. A day prior to the event, you will receive an email with dial-in instructions and a PDF of the presentation.

Other News and Commentary

·         Sequestration Will Rip Apart Higher Education in Indian Country: Mark Trahant writes about the devastating impact that sequestration would have on Native youth and their opportunities for higher education. He specifically mentions how the cuts would affect tribal colleges.

·         Navajo Nation Gains Access to Utah Education Data: A Memorandum of Understanding signed January 10 between the Utah State Board of Education and the Navajo Department of Diné Education will give the Navajo Nation access to assessment data for Navajo students in third through 12th grades.

·         Education Director for Santa Ynez Band of Chumash Indians Appointed to State Board: Nicolasa Sandoval, education director for the Santa Ynez Band of Chumash Indians, has been appointed to the California Board of Education.

·         Teen Hosting Summit for Native Youth: Eight-grader Cierra Fields, a citizen of the Cherokee Nation, created, organized, and develop a summit for local tribal youth to learn more about tribal government and how youth can become leaders in their communities.
·         
·         Mocking Native Culture at Maria Monterssori School: The Eagle Bull-Oxendine family challenged the offensive curriculum promoted at their children’s school. As a result, they may have lost the scholarships that their children had received based on their Native heritage.

·         Exemplary Institute Pushes Indian Education Forward: This conference teaches education professionals how to prepare exemplary Native students. This year, it will held in Albuquerque, New Mexico, on April 25-26, 2013.

Trends, Data, and Reports

·         Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10 (National Center for Education Statistics): This new report presents the Averaged Freshman Graduation Rates and Event Dropout Rates by year, race/ethnicity (including American Indian and Alaska Native), gender, and grade. Rates are for public schools only (no BIE students). For the 2009-10 school year, the Averaged Freshman Graduation Rate increased compared to the prior year for Native students (from 65% in 2008-09 to 69% in 2009-10), for whites (82% in 2008-09 to 83% in 2009-10), and for all students (from 76% in 2008-09 to 78% in 2009-10). Not only did the rate increase for Native students, but the increase was greater than that for whites and for the national average.

·         Repairing a Broken System: Fixing Federal Student Aid (Alliance for Excellent Education): This report outlines a comprehensive approach to revamping the student aid system into one that better supports students and institutions of higher education and focuses on access and completion. The report proposes several policy and administrative changes to the existing federal student aid programs. These recommendations include (1) creating institutional supports and accountability; (2) simplifying the Free Application for Federal Student Aid (FAFSA) and the entire student aid system; (3) focusing student aid on the highest-need students; and (4) providing support for middle-class families.

·         Partnerships for Learning: Community Support for Youth Success (Harvard Family Research Project): This new report focuses on the power of learning partnerships to improve children's development and school success, and on a seamless web of supports designed to ensure positive learning experiences for children and youth. The report draws on the experiences of national organizations and a set of community schools that have built these learning partnerships, and examines seven key elements that are essential in building them.

“RIVER AS HOME” (arts/event)

 

The Native Cultures Fund & the Morris Graves Museum of Art present the “River As Home” Native American art exhibition

 

BAYSIDE, CA (January 7, 2013)­­ ­– For the first time in its history, the Morris Graves Museum of Art in Eureka will feature all local Native American art throughout the entire building.  The grand opening of the exhibit will occur on Saturday, February 2, 2013 during Arts Alive! from 6:00-9:00 p.m.

The “River As Home” show is being curated by Bob Benson, who is of Tsenungwe Native ancestry.  “This exhibit represents the visual pulse of Native artists from the Klamath River and surrounding river systems.  It is a comprehensive look at the spiritual and physical place through the world view of this area’s original peoples,” says Benson, who is Professor Emeritus of Art at College of the Redwoods, where he taught from 1973 to 2007. 

The exhibit runs through March 24, 2013.  Native artists from the Wiyot, Yurok, Hupa, Tsenungwe, Karuk, and Tolowa cultures will be included in this exhibition. The show will feature new art by many prominent artists such as Brian Tripp, George Blake, Deborah McConnell, Karen Noble, Lyn Risling, and Bob Benson.

The Morris Graves Museum of Art, located at 636 F Street, Eureka is open to the public noon-5:00 p.m., Wednesday through Sunday. Museum admission is by donation: $4 for adults, $1 for seniors age 55 and older; HAC Members and children (age 12 and under) are admitted free. Admission is always free for everyone during each First Saturday Arts Alive!, 6:00-9:00 p.m.

The Native Cultures Fund is a program of Humboldt Area Foundation that supports Native American arts and culture throughout most of California. Vera Vietor brought Humboldt Area Foundation to life in 1972. Vera’s charitable spirit and commitment to our community has been echoed by thousands of our neighbors, whose gifts are working to educate, inspire, provide food and shelter, care for animals, protect our environment and provide leadership and problem solving to our region. Humboldt Area Foundation has given nearly $60 million in grants and scholarships and grown to over $78 million in total assets.

For more information about the “River As Home” show, please contact Native Cultures Fund program manager Chag Lowry at (707) 442-2993 or by email at chagl@hafoundation.org.


Endangered Language Fund (grant opportunity)

Request for Proposals 2013
Language Legacies

Endangered Language Fund

The Endangered Language Fund provides grants for language maintenance and linguistic field work. The work most likely to be funded is that which serves both the native community and the field of linguistics. Work which has immediate applicability to one group and more distant application to the other will also be considered. Publishing subventions are a low priority, although they will be considered. Proposals can originate in any country. The language involved must be in danger of disappearing within a generation or two. Endangerment is a continuum, and the location on the continuum is one factor in our funding decisions.

Eligible expenses include consultant fees, tapes, films, travel, etc. Overhead is not allowed. Grants are normally for a one year period, though extensions may be applied for. We expect grants in this round to be less than $4,000 in size, and to average about $2,000.

Access full article below: 

VAWA


 

 
P.O. Box 99 ~ Lame Deer MT ~ 59043 ~ 406-477-3896 ph ~ 855-NIWRC99 Toll-Free
 



Can The Digital Age Save Cherokee (language)

Can the digital age save the Cherokee language? The halls of Facebook, Google and texting

Written by Becky Johnson

Susan Gathers was kicked back in the student union one afternoon, her thumbs poised over her smart phone, simultaneously bantering with friends while texting — sometimes even texting the same person she was talking to.

This impressive skill to seamlessly dialogue in multiple mediums at once is nothing new for “Generation Next-ers” like Gathers. But unlike the typical truncated words and vowel-less abbreviations that permeate normal text-speak, her screen was filled with Cherokee syllables as she pushed send. 

“What is … wait … oh, I get it. Ha-ha-ha-ha,” Venice Mason laughed from across the table after sorting out the Cherokee message Gathers sent her.

A mobile app that makes texting in the Cherokee language possible has become indispensible for Western Carolina University students majoring in Cherokee studies.

“I want to be fluent,” said Gather, a 23-year-old senior. “This is helping me reach that goal.”

Access full article below: 
http://www.smokymountainnews.com/news/item/9653-can-the-digital-age-save-the-cherokee-language?-the-halls-of-facebook-google-and-texting

NICWA Opening (employment)

The National Indian Child Welfare Association in Portland, Oregon, is recruiting for an executive assistant to the executive director. This executive assistant is responsible for 1) completing a wide variety of administrative and secretarial work in an accurate, professional and timely manner and 2) arranging and implementing detailed communications, announcements, publications, proceedings records, personnel, facilities, shipping and other logistical responsibilities in support of the executive director. Prefer at least two years administrative assistant or similar experience. Open until filled.

Attached is the job description, which can also be found on the NICWA website at www.nicwa.org/careers/.

Carmen Farmer
Operations Specialist
National Indian Child Welfare Association
(503) 222-4044  x111

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Maladjusted (information)

Professor N. Bruce Duthu Dartmouth class of 1980, the Samson Occom Professor of Native American Studies and chair of Native American Studies Program, invoked the words of Martin Luther King in remarks at the annual employee breakfast celebration on January 21, 2013. Professor Duthu reminded the audience that King stated the following at Dartmouth in 1962: Society is “in desperate need of maladjusted men and women.” It is the maladjusted of society who reject racism and injustice. Duthu, an enrolled member of the United Houma Nation of Louisiana, recalled the segregated church of his parish as a child and the visiting priest who tore down the rail that separated the Native American parishioners from the white parishioners. This was the act of a maladjusted man, Duthu said.

Professor Duthu’s wonderful speech has just been added to Dartmouth’s YouTube channel,  watch the video.

Native Roots: Past, Present & Future (arts)

 AMERICAN INDIAN EDUCATION PROGRAM
Marysville Joint Unified School District
1919 B Street
Marysville, CA 95901
(530) 749-6196
Date: January 28, 2013
To Title VII Indian Education Programs 
Johnon O’Malley Programs 
State Indian Education Centers
Re: Submitting student writing, drawings or photography
We are sending this as a reminder whether your organization will be submitting student writings, drawings or photography for the 32nd Annual California Conference on American Indian Education Chapbook. 

This year’s Theme is: NATIVE ROOTS: PAST, PRESENT AND FUTURE
Deadline is: FEBRUARY 18, 2013
You can fax it to us at 530-741-7840; email it to us (this is best) at pbennett@mjusd.k12.ca.us; or mail it to American Indian Education, MJUSD, 1919 B Street, Marysville, CA 95901.

We will need: 
student name, 
student’s tribal affiliation, 
student’s age, and 
name + address + phone number of organization submitting the entry, 
Listed on page 8 of the Call to Conference Brochure and printed on the next page.

The 36th Annual California Conference on American Indian Education is approaching quickly and, once again, we wish to showcase the writings of American Indian students from our state in a small booklet (chapbook) available to each participant who attends the conference. We are requesting poetry, short stories, and photography from all K-12 American Indian youth who reside in California. If possible, we would prefer black and white photographs but will accept color.

All submissions should address the conference theme “Native Roots: Past, Present, and Future.” Photographs and writings that demonstrate the power of intergenerational education, whether formal or cultural, are especially welcome.

Please inform your youth about their opportunity to have their work published and encourage them to submit their writings to: American Indian Education Program 1919 B Street, Marysville, CA 95901 Phone: 530-749-6196 • Fax: 530-741-7840

Copyright will remain with the authors. Works submitted for publication will not be returned, therefore, please send copies only. Each youth who is published will receive two free chapbooks from the Conference Planning Committee. All works should be submitted for review by Friday, February 15, 2013. 

Along with each submission, please include the following information:  Student Name • Tribal Affiliation Age of Student • Phone Number Name and address of sponsoring organization (i.e., Title VII, IEC, or school)

We are looking forward to publishing the writings and photographs of our American Indian youth. If you have any questions, please contact Pat Bennett at 530-749-6196.Thank you, The 36th Annual California Conference on American Indian Education Committee
Best way to submit an entry is to email: pbennett@mjusd.k12.ca.us