(This posting is a continuation of the August 11, 2006 post related to the 2nd National Indian education Conference)
The review of the workshop descriptions from the program of the second National Indian Education Conference reveals many of the same issues we still face today and I think given the times they also reveal significantly more energy around issues of Indian control, Indians for Indians in the way organizations general represented issues to the Congress and society at large. Though these ideas remain they have become structured in the way things we do thing, more institutionalized where as in the 1970’s these weren’t a given at all so they were carried more individually within each Indian person as they came together to discuss and work out solutions. In those day it simply hadn't been done before. The entire process was more “Indian” then what we see today in our approaches. The workshop descriptions have a sense of freshness about them which were all just on the verge of accomplishing something brand new.. So here is a somewhat abbreviated listing of the descriptions from that Conference 36 years ago.
Methods of Teaching Indian Youth: Rural and Urban
American Indian students are usually taught by non-Indian faculty who are charged with implementing the curriculum designed by middle-class school systems. These curricula normally create barriers and confusions that Indian students have difficulty processing. We need to re-evaluate present teaching methods, especially as they relate to the struggle of our Indian students. Indian people have many ideas on what teachers should know before attempting to teach Indian children. Preservice and in-service training sessions for teachers of Indian children can be designed by Indian people. This session can provide the needed beginning for such a thrust.
Participants will be asked to contribute ideas on teacher-training sessions, to evaluate these combined ideas, to add or discard and, by the third session, to design a sample teacher-training packet with suggested formats to be recommended and field-tested following the conference.
National Priorities
Indian Americans are vitally interested in managing their own affairs. Delineating priorities is a necessary first step. Recognizing that all tribes have different needs and desires, a list of priorities from each area will be developed and a composite list of common national priorities will be compiled. This is an action oriented workshop whose areas of concern will include zeroing in on a common national problem, drafting legislation requests, writing letters to congressmen, or demanding action from a particular senate subcommittee such as the appropriations committee or the select subcommittee on equal educational opportunity. A particular law may be studied, recommendations drafted, and the consensus of participants telegraphed to the appropriate committee in Congress.
Theories and Ideas on Indian Education
Many interesting, innovative ideas and theories are continuously forthcoming from individuals such as students, parents, teachers, school administrators, state department officials, and federal government personnel. It is appropriate that concerned Indian Americans pool these theories, present as many as possible, make a preliminary evaluation, discard those that are superficial, and begin bringing to fruition those concepts that seem to have merit or are applicable to the Indian education scene.
During the morning sessions a symposium of Indian educators will present prepared papers on the old and the new in Indian educational theory. Two presentations will be heard each morning. A discussion of the concepts generated in different sections of the country by people with diversified points of view and backgrounds should provide breadth of perspective and lay the groundwork for developing an educational philosophy for native Americans by native Americans.
Indian Students Do Their Thing
American Indian college students are members of a unique community. They are forerunners in a movement to define a viable role for Indian youth which permits them to participate in the dominant culture without demanding that they sacrifice their roots in Indian traditions. There is no mode for the actions or solutions that may achieve these ends. This session will give Indian students from colleges across the nation an opportunity to formulate problems, exchange approaches they have found valuable and investigate those areas in which unified action may be feasible. All sessions will be open to student participation but if student interests are divergent, the opportunity for movement in any direction is offered by conference action under the able leadership of
Indian Activists on the Educational Scene
It has been said that the way of the Indian Militant is not the “Indian Way.” It has also been said that a special place in hell is reserved for those who remain neutral. Throughout the country, Indian people are demanding self-determination within their own affairs. The voice being heard is that of the activists. Many descriptive labels have been attached to such people. The terms of activists, militants, vocal, outspoken, and revolutionary have been used for descriptive purposes. Whatever title is recognized, activists permeate the Indian world with concerns for the people. Activists are thoroughly dissatisfied with the status-quo and seek changes to benefit Indian people everywhere.
This workshop will attempt to formulate a basic philosophy of the Indian activist toward Indian education, their role in the education of Indian children and answer the charge that the way of the activist is not the “Indian Way.”
Research on Indian Education/Who, What, When, Where, Why
The Indian for many years has been the misunderstood, and often the suspicious and hostile subject of academic and educational research efforts. The workshop will focus on both the significance and problems of various research methods, will explore the attitudes of participants toward research, and will emphasize the potentially crucial role of the Indian in determining what educational research should be performed. The major focus will be on educational and behavioral research. How may the Indian become more involved in this critical area? What are the kinds of questions that you as a person concerned with Indian education need answered to make wise decisions in your educational programs?
The Role of the White-Indian Expert
A well-known phrase “the poor will always be with us” can be paraphrased by Indian people to “the white-Indian experts will always be with us.”
If this be so, an effort should be made by Indian people to clarify and examine the role of the white-Indian expert. The community of Indians has often been outraged by assertions made about Indians by non-Indian experts. The implications of erroneous data or interpretations on the outcome of legal claims, on the education of Indian youth, on the education of non-Indian people about Indian history and culture, and on the cultural heritage of all Indian people has become increasingly apparent. Recognition of the limitations of the white-Indian expert and problems of their acceptability to Indian people must be brought forcefully to the attention of decision makers. This session will attempt to develop an acceptable concept of “the Indian expert” and confront squarely the issue of the white-Indian expert’s role.
Local Control
“Indians exist today as the most manipulated people on earth ...,“ so says Peter Farb in his recent pamphlet, The American Indian: A Portrait in Limbo. Self-determination has been more theory than fact in the dealings of most agencies, especially the B.I.A., with Indians. The panel will attempt to answer such questions as: What does “listening to the voice of the people” really mean? What are some of the hazards as well as the strengths of local control? How does an Indian community prepare itself to “forge its own destiny?” It appears that the limited examples we have of native American controlled schools and businesses show that there is a relationship between success and local control.
Cultural Programs in Rural Indian Communities
A nation or people must know about and understand their past as well as the present in order to develop a strong personal base for the future. Well designed cultural programs may help to solve problems of identity. Successful programs will be explored to help answer how similar programs may be funded, what features make them successful, and how community involvement has been developed. Similarities and differences in programs from various areas of the country will be examined. Do you need cultural programs in your community? The workshop will attempt to develop an outline for action by specifying the steps which have proven merit in existing programs.
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Indian Studies
Special Indian studies programs have been initiated and developed on college campuses across the country. These programs have as their focus not only the teaching of Indian culture and history to the Indian student interested in learning about his people but, more importantly, to the non-Indian by presenting an accurate historical and contemporary account of the Indian American in our society.
These special programs range in scope from a few courses in Indian history at one institution to a fully developed department with qualified Indian faculty at other institutions. Present programs, prospects for future programs, and innovative notions for developing programs will be described and discussed.
Teacher-Parent Confrontation
In “The Indian Child in the Classroom” by Veda W. Stone, an Indian student is quoted as saying: “I don’t think teachers realize about the poor clothes and how hard it is to study being so crowded and noisy, and nobody seems to know how Indians feel.” This session is for the non-Indian teacher who works with the native American student. Here is an opportunity to ask questions, present ideas, and discuss problems. This period for interaction between the Indian parent and non-Indian teacher will bring about a better understanding and present an opportunity to work together for the benefit of Indian children.
Media Evaluation and Confrontation
The American Indian has long been presented, in all forms of media, as the “noble red-man” or as the savage barrier to white civilization. The major avenue of information regarding first Americans comes from books, magazine articles, movies, and television. As a result of determined efforts by Indians and their friends, these false concepts and stereotyped images presented by such media are being seriously challenged and questioned.
In this session selected books, films and articles will be looked at in depth. The participants will have the opportunity to evaluate these media. The chairman will provide guidelines for evaluating educational media which should provide valuable tools for future use. Group opinion will be forwarded to publishers and film-makers during the conference.
Kitchwinnini
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