This is also something that has been weighing heavy on my mind lately, and I agree with you on so many points - especially as I am supporting indigenous educators and communities in a few different ways right now. It is least likely that K-12 school systems in the U.S. can be decolonized (per the definition, which I appreciate you adeptly sharing). However, communities and allies such as ourselves can help support indigenizing education systems. Even for non-Indian/Native peoples, all of those attributes you listed - community, context, and interconnectedness - are good for every soul in their understanding and learning about themselves and the world around them. I feel like we are at a ripe moment in K-12 educational innovation. The trend in cultivating learners at the "whole-person" - and in a growing number of cases, "whole community" level - continues to gain momentum. Intentionality will help fuel this movement... I'd be up for deeper discussion over coffee or something soon, if you'd like =)
There are many things I could say about this piece that I won't write here. (Maybe over a drink some time?) The one thing I will say is that of all the non-native people they could have picked, they choose the right one. Your knowledge, experience, humility, and willingness to seek help from tribal elders to do what's best for our young native learners is inspiring.
It's easy to see why you are a MT TOY. I'm so impressed by your ability to analyze this problem and your honesty and humility in addressing what the challenges are for you. Make no mistake though, you are the person who can figure this out and then not come off like, "well, you Indians, here's how I'm gonna learn ya"
The goal of Western education turning tribal members into "citizens" after the Civil War emphasized individuality, because if you are an individual, then you don't need your tribe (creating a cycle of justification to snatch you from your homeland in order to send you to boarding school). And if your tribe shrinks because you are now an "American" and “equal” to everyone else, your tribe’s rightful claim over the land is eroded. An emphasis on individualism is indeed an assault on tribal sovereignty. Ned Blackhawk and Brenda Child were recently making this point at the National Constitution Center a few weeks ago.
Great read! My thesis at UM was about how missionaries appropriated the Dakota language so they could "save" it (both preserve it in books but also give the language spiritual salvation through Christianization). The children of these missionaries grew up and ran boarding schools where Dakota was used to teach the Constitution and "Americanize" the students. Revitalizing languages for some tribes means undoing the work of those who preserved it for their own aggrandizement and Westernizing agenda.
I love following your journey as you do this important work!
This is also something that has been weighing heavy on my mind lately, and I agree with you on so many points - especially as I am supporting indigenous educators and communities in a few different ways right now. It is least likely that K-12 school systems in the U.S. can be decolonized (per the definition, which I appreciate you adeptly sharing). However, communities and allies such as ourselves can help support indigenizing education systems. Even for non-Indian/Native peoples, all of those attributes you listed - community, context, and interconnectedness - are good for every soul in their understanding and learning about themselves and the world around them. I feel like we are at a ripe moment in K-12 educational innovation. The trend in cultivating learners at the "whole-person" - and in a growing number of cases, "whole community" level - continues to gain momentum. Intentionality will help fuel this movement... I'd be up for deeper discussion over coffee or something soon, if you'd like =)
Yes, let's!
There are many things I could say about this piece that I won't write here. (Maybe over a drink some time?) The one thing I will say is that of all the non-native people they could have picked, they choose the right one. Your knowledge, experience, humility, and willingness to seek help from tribal elders to do what's best for our young native learners is inspiring.
Thanks for doing what you do.
Thank you, Colleen.
This. You.
It's easy to see why you are a MT TOY. I'm so impressed by your ability to analyze this problem and your honesty and humility in addressing what the challenges are for you. Make no mistake though, you are the person who can figure this out and then not come off like, "well, you Indians, here's how I'm gonna learn ya"
Thanks, Bill. And thank you for always having my back.
The goal of Western education turning tribal members into "citizens" after the Civil War emphasized individuality, because if you are an individual, then you don't need your tribe (creating a cycle of justification to snatch you from your homeland in order to send you to boarding school). And if your tribe shrinks because you are now an "American" and “equal” to everyone else, your tribe’s rightful claim over the land is eroded. An emphasis on individualism is indeed an assault on tribal sovereignty. Ned Blackhawk and Brenda Child were recently making this point at the National Constitution Center a few weeks ago.
Great read! My thesis at UM was about how missionaries appropriated the Dakota language so they could "save" it (both preserve it in books but also give the language spiritual salvation through Christianization). The children of these missionaries grew up and ran boarding schools where Dakota was used to teach the Constitution and "Americanize" the students. Revitalizing languages for some tribes means undoing the work of those who preserved it for their own aggrandizement and Westernizing agenda.
I love following your journey as you do this important work!
I love this.
Wonderful.
Thank you!