Native Village
Youth and Education News
Aug 1, 2006 Issue 169 Volume 2
"
People need to understand who we are today, and the struggles we’ve had to go
through just to remain who we are, just to live our culture. We’re part of
mainstream America but we still have to live in two lives" Chief Steve Adkins,
Chickahominy
Standing by their words
British Columbia: Ditidaht village, a native community of 210 people, can only
be reached from Port Alberni by a 50-kilometer trek along dangerous logging
trails. In spite of the Ditidaht's isolation, outside forces have pushed their
language toward extinction. With only 8 speakers left, the Ditidaht language is
on the verge of vanishing, along with half of the languages now spoken around
the world. "I was about 7 when my mother died, and my father died two years
later,"
said Christine Edgar, a Ditidaht elder who speaks Ditidaht in her head, but
struggles to get the sounds out of her mouth. "All of a sudden I no longer heard
the language. There was just nobody to talk to." Now the Ditidaht are fighting
back. In 2003, the band council approved construction of the $4,200,000 Ditidaht
Community School so K-12 students could learn their language and culture. The
village is amazed by the program's success. "We're doing whatever we can to
document what's left," said Elsie Jeffrey, the language co-coordinator for the
70 students. "We've put out CDs, DVDs; we're working on digitizing the language
on www.FirstVoices.ca." Last year, Selina Atleo became the school's first
high-school graduate. The 19-year-old now speaks more Ditidaht than her mother
and assists in the daycare language-immersion program. Mike Folrtescue, a
linguistics professor, is compiling a 500-page Ditidaht and Wakashan dictionary.
Ditidaht phrases and words:
"Qaatqaat, hiihitakiitl, hi7tap7iq, kakaatqac'ib," (The Ditidaht lyrics to the
song, "Head and Shoulders, Knees and Toes".)
"Baaqiidax7aa7pik" means
"What are you doing?"
"La7uu" means "Again."
Hear and learn more about the Ditidaht language:
http://www.firstvoices.ca/scripts/WebObjects.exe/FirstVoices.woa/3/wa/enterLanguageArchive?archive=f1b84b0c367f9f6e&wosid=AC3tnD2jo13q8Z50Dlb8dM
www.theglobeandmail.com/
Recapturing Their Culture
According to the Indian Nations At-Risk Task Force, most Native American
children need their native languages and the wisdom of older generations to be
successful. Among the comments:
"My Yurok language class is the most important class I have, because our
language is becoming extinct,"
says Joe Marshall, a student on the Hoopa Indian Reservation.
"In other classes, we learn about white history and language. I feel lucky to
have an elder come in and answer questions."
"I
think it's going to make all of our students and their families more aware of
local history,"
said Michelle Mitton about new curriculum designed for Kumeyaay students.
"It's going to be a good self-esteem booster for students from the reservation,
many of whom don't realize how rich and wonderful their culture is. Also, it
will validate their culture and bring them into a position of more respect. In
Native American society, the only way to resolve a conflict is to have the whole
group win, or it's not considered a solution. Everyone must perceive him or
herself to be a winner."
"When teaching history, you need to give all points of view. You need to be
balanced,"
says
Sarah Supahan, Indian education and native languages coordinator, Klamath
Trinity Unified School District.
IndigenousNewsNetwork
Conference aims to unite, empower
Native youth
Nebraska: Patricia Daniels is an A-students who wants to go to college. Recently
she attended the fifth annual Circle of Nations Youth Conference at the
University of Nebraska-Lincoln. Joined by 140 other students from the Omaha,
Santee, Ponca and Winnebago tribes, Patricia s advantage of the conference
opportunities while getting to know Native students like herself. "Ever since
my mom got her degree, I wanted to go to college," said the 12-year-old from
Winnebago. Participants attended workshops and listened to speakers who
encouraged leadership and higher education. "I think it's helping them realize
what's beyond the reservation," said Elizabeth Bayer, youth council sponsor for
the Winnebago. "And it's good for them to create friendships with kids from
neighboring tribes." The three-day conference was co-sponsored by the Nebraska
Children and Families Foundation and UNL.
http://www.journalstar.com/articles/2006/07/12/top_story/extras/doc44b430a114396025114496.txt
Tennis, tutors offered to Cheyenne
youths
Montana: Beginning this fall, the Boys and Girls Club on the Northern Cheyenne
Nation will offer a new program with tennis instruction and academic assistance.
Called Standing Tall Tennis, the program is funded with a $7,000 grant from the
U.S. Tennis Association. The program includes three days of tutoring to improve
study skills, improve computer literacy, and help students complete homework.
The two days of fitness sessions are dedicated to tennis instruction, games and
team tennis. To participate in the tennis program, kids will have to maintain
good grades and attendance in the tutoring program. SST is open to American
Indian youth, ages 5-18, in Lame Deer and Ashland.
http://www.billingsgazette.net/articles/2006/07/21/news/state/70-tutor.txt
American Indian Science Students Win
International Awards
Indiana: American Indian students recently participated in the Intel
International Science & Engineering Fair held in Indianapolis. Sponsored by the
AISES (American Indian Science and Engineering Society), the students competed
with 1,497 other high school students from 48 countries. The winners:
INTEL ISEF GRAND AWARDS:
3rd Place Award/Team Projects - Chemistry $1,000 Cash Award
Aaron Weaver (Choctaw) and Skylar Williams (Cherokee), Grades: 11 &12, Miami
High School, Miami, OK.
Project Title: Return of The Rings: The Investigation Of Multiple Systems Of
Liesegang Rings & Bifurcations, Two Year Study
ISEF SPECIAL AWARDS:
Florida Institute of Technology - $50,000 scholarship /$12,500 per year
for 4 years
Tyler Parisien (Turtle Mountain Chippewa), Grade 11, Turtle Mountain
Community High School, Belcourt, ND.
Project Title: Factors Effecting Hydrogen Production
Oregon State University - $5,000 scholarship for 4 years/Additional $2,000 if
student enrolls in OSU Engineering Program
Natasha Gail (Navajo), Grade 11, Rough Rock Community School, Chinle, AZ.
Project Title: Identification of Conditions That Affect the Resolution of the
Global Positioning System (GPS)
ISEF GOVERNMENT AWARDS:
United States Air Force - $1,500 cash award/ $300 grant awarded to teacher Katie
Nix (Cherokee), Grade 9, Grove High School, Grove, OK.
Project Title: Investigation Of Eye Infections: Bacterial Adherence vs Contact
Polymer Type & The Antibiotic Properties of Contact Solution
AISES website: http://www.aises.org
http://www.aises.org/news/pr_060622.html
UKB student wins Gates Scholarship
Oklahoma: Marissa Hawley, a Jay High School senior and member of the
United Keetoowah Band of Cherokee Indians, was chosen as a 2006-07 Gates
Millennium Scholar. "I feel I have been blessed," Hawley said. "I think I
have been awarded the best scholarship I could ever ask for." Established by
Bill and Melinda Gates, the Gates Millennium Scholarship is a 20-year,
$1,000,000,000 initiative to promote healthy academics and reward deserving
students. A percentage of the scholarships are earmarked solely for American
Indian and Alaska Native students,
http://www.nativetimes.com/index.asp?action=displayarticle&article_id=7974
Report highlights disparities in
Native test scores
The U.S. Education Department reports that, from 2000-2005. American Indian and
Alaska Native students trail their counterparts in national reading and math
tests:
6
At grades 4 and 8, AI/AN students had the lowest average reading and math scores
in the nation;
6
At Grade 4, 52% of AI/AN students failed to score at the basic level, compared
to 36% of all other students;
6At
grade 8, 47% of AI/AN students were below basic math scores, compared to 31% of
other students.
6
The report presents additional data on seven states -- Alaska, Arizona, Montana,
New Mexico, North Dakota, Oklahoma and South Dakota -- where Native Americans
make up a significant portion of the population;
6
7.9% of Oklahoma's population is Native. Oklahoma's AI/AN students scored
better on the reading and math tests than Native students in other states;
6
6.2% of Montana's population is Native. Montana's AI/AN students performed well
on both reading and math tests compared to Native students in other states;
6
The lowest reading scores were found in Alaska, Arizona and New Mexico;
6
The lowest math scores were found in Arizona, New Mexico and South Dakota.
6
Reading levels for AI/AN students have fallen since 2002.
Despite these statistics, math scores for American Indian and Alaska Native
students have improved in recent years.
e
In
math, Native 4th graders gained 15 points;
e
Native 8th graders gained 10 points.
Read the report:
http://nces.ed.gov/NAEP/pdf/studies/2006463.pdf
http://64.62.196.98/News/2006/014129.asp
Math Plus Science Equals Summer Fun
Texas: According to a congressional study, the U.S. faces a shortage of more
than 500,000 engineers, scientists and other technically trained workers by the
year 2010. The study suggests the U.S. must start educating youngsters in the
math and science fields, then engage their interest through college and future
careers. To address this need, ExxonMobil/NASA hosted the Bernard Harris Summer
Science Camp. Sixty Houston students were joined by 25 Native American students
from Oklahoma for daily classes in natural science, engineering, mathematics and
technology. After the camp ends, the students participate in activities and
experiments and take part in the "Follow-Up Program" until graduation from high
school. Participants are chosen by school officials and a selection committee.
Those selected for the program have a high commitment and interest in math and
science; are members of a traditionally underrepresented population; have at
least a "B" average in math and science; passed the state's standardized tests;
and were recommended by math and science teachers. "We had applicants from all
across the country apply to this year's Summer Science Camp," said Bernard
Harris. "There were many qualified candidates, and it was very difficult to
select only 85 students." This year's Summer Science Camp is the largest in its
10-year history.
NASA
Historic Agreement to Improve First
Nations Education
British Columbia: Federal and First Nations leaders have signed a historic
agreement that recognizes First Nations' jurisdiction over First Nations'
education in British Columbia. This agreement begins legislation to implement
this plan. Interested First Nations will work with BC educational leaders to
develop education laws so Community Education Authorities can deliver education
programs and services. "The agreements signed today mark a new relationship with
the governments -- one based on respect that recognizes the jurisdiction of
First Nations peoples over the education of their youth," said Matthew Coon
Come, Chief Negotiator. "The agreement also strengthens the framework for the
provision of high quality, relevant education for First Nations students in BC."
The agreement fulfils a July 2003 commitment among First Nations educators and
Canadian governments in educating First Nations children who attend band
schools.
H-Amindian Listserve
Districts, tribes seek to boost
Indian grad rates
Arizona: Thanks to initiatives between districts and tribes, the state's
American Indian graduation rate rose to 63% between 2000-2004. That's a 13%
improvement. However, it still lags behind the overall state average of 77%.
The Fort McDowell Yavapai Nation's graduation rate nearly doubled after the
tribe began charging families when students miss school.
The Arizona Republic
Intercultural education model on the
rise in Latin America
Peru - Across Latin America, Indian movements are changing the educational
system from a ''Eurocentric'' model to an intercultural model of indigenous
knowledge, language and identity. ''Today the central theme is
decolonization,'' said Felix Patzi, Bolivia's education director. Indigenous
organizations are rewriting PreK-college textbooks in indigenous languages.
Curriculums now focus upon Latin America's Indigenous leaders, Native science
and cosmovision, and cultural histories and movements. Teachers who speak at
least one Native language and understand both ''universal'' and ''indigenous''
knowledge are being hired. One hopeful university program is the Itinerant
Indigenous University, the first international Latin American university to be
run by Native people for Native people. Still in its planning stages, IIU
participants will include at least 12 universities throughout Latin American.
The plan is to hire international and local authorities to travel throughout
indigenous communities and use the Internet to share their knowledge. Luis
Enrique Lopez, a project consultant, expects IIU to become an internationally
recognized ''Native university'' and to ''Indianize'' existing Latin American
universities. He says today's universities in Native territories ''follow the
European model and are disconnected from indigenous reality and knowledge.''
While 18% of Latin America's population is enrolled in higher education, only
1% is Native.
Indian Country Today
NMSU completes $1.2 million program
to increase Native American educational leaders
New Mexico: In June, 12 Native American teachers completed master’s degrees in
educational administration at New Mexico State University. Teachers who
participated in the Model of American Indian School Administration project
represented the Cheyenne River Sioux, the Navajo Nation, the San Ildefonso
Pueblo and the Tesuque Pueblo. “We hope that American Indian teachers and
administrators will validate the culture and use native customs to build
successful schooling opportunities for native students,” said Maria Luisa
Gonzalez, a Regents Professor. Currently, the state has only 19 American Indian
principals among more than 1,000 principals “If we want to see any changes in
American Indian education, we need to fill the schools with American Indian role
models,” Gonzalez said. MAISA was funded with the grant from the U.S.
Department of Education.
IndigenousNewsNetwork Listserve
Native
Village is published with the generous help and support of friends, listserves, and online publications.
Without you, Native Village would not exist. Megwich to you all.
To join our mailing list and receive news update
reminders, send email address to: NativeVillage500@aol.com
To contact Native Village staff, email: NativeVillage500@aol.com
Native Village Linking Policy
Our research, study and resource collections cover a lot of Internet territory! We do our best to screen all links and
select only those we designate "kidsafe" and appropriate. However, Native Village does not control the content
found on third-party sites, so we are not always aware when content changes. If you discover a link that contains
inappropriate information, please contact us immediately. In addition, please be aware that each linked site
maintains its own independent data collection, policies and procedures. If you visit a Web site linked
from Native
Village, you should consult that site's privacy policy before providing it with any personal information.
For more information about keeping kids safe online, please read about the Children's Online Privacy Protection Act
(COPPA).In accordance with Title 17
U.S.C. section 107, this material is distributed without profit or payment for
non-profit research, archival, news, and educational purposes only.
Native Village © Gina Boltz
All rights reserved
