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June 12, 2011

Arizona State University Grad Brings Understanding of Navajo Culture

Filed under: Education,Navajo Nation,News Alerts — Tags: , — ICTMN Staff @ 11:00 am

Tiffiney Yazzie grew up in northern Arizona immersed in traditional Navajo ways, and she has brought that culture to Arizona State University (ASU) through her photography, especially with her exhibition Diné Bikéyah: Familiar Views, Foreign Eyes.

Tiffiney Yazzie, Untitled, 2010, Archival Inkjet Print, 13”x 19”

The exhibit features moments captured when Yazzie and fellow photography majors spent a week with her grandparents in Chinle, Arizona without running water, electricity or indoor plumbing.

“Tiffiney has combined her love of photography with her respect and dedication to her cultural background as a Native American of the Navajo tribe,” wrote Adriene Jenik, Herberger Institute for Design and the Arts School of Art director.

The exhibit was shown in the Herberger Institute’s Step Gallery in September 2010, as well as other ASU locations and the Olney Gallery in Phoenix.

Yazzie graduated in May and her final project showcased her mother, Rosita Yazzie.

“Certainly the pictures are full of love and warmth, but in Tiffiney’s images the toughness and determination to live the traditional way emerge as part of her mother’s extraordinary beauty,” said Bill Jenkins, ASU photography associate professor.

Her mother encouraged her to take college-level classes in high school.

“My mom pushed me in high school, but I’m glad she did because it really does help,” Yazzie said.

Before discovering her passion for art history and photography, Yazzie’s dream was to become a doctor.

“I love the idea of capturing an image and expressing myself through it,” she said.

After graduation Yazzie returned to the reservation where she is spending time with family and working on finishing photo projects.

Read more @ Indian Country Today Media Network.com.

August 10, 2012

Aspiring Dentist Walks in Three Worlds

He originally planned on becoming a medical doctor, but some hands on experience in the form of an internship at the Center for Native Oral Health Research at the Centers for American Indian and Alaska Native Health at the University of Colorado Denver, changed all that.

Now, Joaquin Gallegos wants to help his community strive for better oral health by becoming a dentist. The center’s research program looks at oral disparities among minority populations, something Gallegos feels he can help change.

“There are even fewer Native dentists than there are Native doctors so I feel that I could be of more assistance to my community being a dentist than being a doctor,” Gallegos, Jicarilla Apache/Pueblo of Santa Ana, said in an American Indian College Fund (AICF) video.

He is currently majoring in public health at the University of Colorado Denver, something he says requires walking in other worlds.

“There is the Native world, the Anglo-American world, and then the medical world—and you have to be able to understand and navigate all three if you are going to make a difference,” he told AICF. “I have to be coherent and competent enough to be well-versed in all three to make a difference, but continue to work and be a productive member of my family, tribe and community.”

That balancing act was difficult when during the 2009-2010 school year he had to travel back and forth from Colorado to New Mexico to be with his mother who was hospitalized and endured two brain surgeries. He missed classes and spent a lot of time making up schoolwork.

But succeeding is important to him, no matter what it takes to balance those three worlds.

“Our ancestors became what they had to become in order to survive and help their people transcend through that time period. And so today, Native youth have to find out what they need to become in order to transcend this time period to a successful future,” he said in the release. “With the dedication that has been instilled in me by the generations before me, I am confident this will come to be. By having my academic, cultural, and spiritual actions align with both tradition and future, I trust my education can help Native communities advance in health and well-being.”

Gallegos is the recipient of a number of AICF scholarships that have helped him on his educational journey.

Joaquin Gallegos talks about walking in three worlds:

Click here to view the embedded video.

Read more @ Indian Country Today Media Network.comNASA's 'Mohawk Guy' and 18 Other Famous Hairstyle Appropriators - ICTMN.com.

June 19, 2011

Blackfeet Browning Student is Strengthened and Transformed by the Journey for Her Degree

Filed under: Education,Native Education,News Alerts — Tags: , , — Carol Schmidt, MSU News Service @ 11:00 am

Wasewi Shawl was a champion runner, so she knows that races are won by putting one foot in front of the other.

But when the Browning, Montana native started college, she had no idea that the race for her degree would become a marathon rather than the sprint she once envisioned.

“I think if the me who started here saw the me of today, she’d be surprised,” said Shawl, who received a bachelor’s degree in community health from Montana State University on Saturday, May 7, almost seven years after she began. “I have had some hard times here, but they helped make me who I am. And I like who I am, so I’m glad for them.”

If those thoughts sound mature for a 25-year-old, it is because Shawl, who is slight and soft-spoken, has stood tall against disappointments that might have broken someone else, and she has found redemption on the other side.

Shawl is the current Miss Blackfeet, representing her tribe in pow wows and Native American gatherings across the West. She recently became one of few women selected twice as the ceremonial Head Woman Dancer for the MSU Indian Club Pow Wow. She is mulling over where she will pursue a master’s degree next year, with eventual plans to helping counsel Native athletes as well as someone who will improve health in Indian communities.

Her life is full, yet it is very different from the life she envisioned for herself when she first came to MSU on a running scholarship. And, it could have been easy for her to stop mid-stride.

“I dreamed of one day running in the Olympics,” said Shawl, who was also an excellent high school basketball player.  She had won state in the 1,600 meter as both a sophomore and a junior and track was her passion. Her second passion was becoming a nutritionist, a major offered at MSU and a prime reason for her coming to Bozeman.

When she came to MSU she thought she was in good shape. She had overcome an injury that cost her senior high school season and was happy to make the MSU track team by finishing in an initial qualifying race. However, a clerical mistake involving her transcript and the NCAA meant that she had to sit out her first season. Then, she was plagued with a string of injuries. Soon, she was faced with her kryptonite—chemistry, which was necessary to her major.

“I wanted to do well in school and I wanted to do well at the college level in track,” she recalled. “I felt like I was falling short in everything.”

After a disastrous first two years, Shawl came back for her third year at MSU ready to try out for the team again and was academically ineligible. Shawl recalls that she was heartbroken.

“I felt so defeated—that the rug had been ripped from under my feet,” she said. “I felt like I had failed again.”  She started classes, but after two weeks knew that she didn’t have the heart to continue. It was hard, she said, because she was stubborn, but also because as an athlete, she was trained not to stop in the middle of her race.

“I needed to stop and collect myself,” she said.  She initially thought she’d take off a semester, but that turned into a year. She went to live with family and was able to reconnect and build stronger relationships with them. She also became an evangelical Christian.

“I realized then that I am more than my situation,” she said. “I realized it was time for me to have a new dream.”

After the year off, she loaded all of her clothes on the bus and returned to Bozeman, not even knowing where she would live.

“But I knew then, that everything was going to work out,” she said. “I knew God would see me through.”

She moved into the Chi Alpha Christian Fellowship house. She said the move was great not only because it is located across the street from campus, “but it is refreshing to be in that environment. It has helped me grow as a Christian and as a person.” Her faith, she said, has taught her to be wiser.

She thought about trying to run again when she returned, but decided to concentrate on her studies. And, she had done enough research in her year off to realize that she could still effectively serve Native communities with a degree in community health. She said she wouldn’t call herself a great student, although her grades improved when she came back to MSU the second time.

“I had to teach myself that it’s only taking it day by day that you get where you want to go,” Shawl said.

Shawl plans to begin graduate school at either MSU or the University of Montana in the fall and will eventually return to Browning after receiving the practical experience that will help her community. She also would like to start an organization of Native Americans who could counsel Indian athletes.

Shawl has also been serving her community this year as Miss Blackfeet.

“(Friends) told me that what I had experienced in my life would make me a good representative,” she said. “They said I am a woman who could wear the crown in a good way.”

Jim Burns, MSU Native American student adviser, concurs that Shawl is a great example to fellow Native American students because of her persistence and courage as well as her ability to gracefully represent her heritage in doing so.

“Wasewi is an amazing young lady who has been able to achieve her goals, in spite of so many trials and obstacles,” Burns said. “I believe Wasewi is representative of so many students who face adversity, such as academic and personal struggles, but never give up and persevere.”

Shawl said if she were to offer advice to other students who are struggling, it would be to see the challenges as learning opportunities.

“Sometimes, you have to go through hard times and make mistakes to learn from them,” she said. “It’s a matter of being able to understand what those mistakes have taught you.”

Read more @ Indian Country Today Media Network.com.

July 14, 2011

Cherokee Nation Graduate Student Reviving the Cherokee Language

Filed under: Education,Language Preservation,News Alerts — Tags: , — ICTMN Staff @ 6:12 pm

Cherokee Nation member Julie Reed, a fifth-year history doctoral student at the University of North Carolina at Chapel Hill (UNC-Chapel Hill) and a current Sequoyah fellow, is learning the Cherokee language and syllabary developed by the fellowship’s namesake.

She and Trey Adcock, a third-year doctoral student in the Education School’s Culture, Curriculum and Change program, took a Cherokee language course three summers ago and are now helping to teach undergraduates at UNC-Chapel Hill.

The 10-day immersion class teaches conversational Cherokee. “It combines physical actions with the language itself, so that your body is actually associating language with the movement,” Reed said in the Spring 2011 issue of The Fountain, an annual publication by the Graduate School of the University of Chapel Hill.

The language class has affected her dissertation on social services in the Cherokee Nation positively. “It forced me to ask different kinds of questions in my research. I write about the Cherokee Nation’s development of social services, specifically an orphanage, a prison and a mental health institution,” Reed said in The Fountain. “Cherokee speakers may not conceptualize ideas the same way that English speakers do, which signals that there could be something radically different about how these institutions may be adopted, accepted or used in the community.”

And the Sequoyah Fellowship, part of the Royster Society of Fellows in the Graduate School at UNC-Chapel Hill, has enabled Reed to devote herself fully to her dissertation by providing a stipend, tuition and fees, health insurance and travel funding.

Her work has garnered a career opportunity months before completing her degree. She will teach Native American history at the University of Tennessee at Knoxville next fall.

But her heart lies with her Cherokee roots. “I would love to be in an area close to a Cherokee community and be able to work with Cherokee students,” she said in The Fountain.

Read the full story and see more pictures in The Fountain.

Read more @ Indian Country Today Media Network.comPrime Minister Stephen Harper, Blood Tribe Honorary Chief - Indian Country Today Media Network.com.

June 1, 2011

Cherokee Nation Students Chosen for Honor Band

Filed under: Education,News Alerts — Tags: , — ICTMN Staff @ 6:00 pm

Fourteen members of the Sequoyah Schools band tried out for the Eastern District Band Director’s Association of Oklahoma Honor Band—three were selected.

“I am very proud of our students for even trying out, but especially proud of the three that made the band,” said Sam Morris, who teaches band at Sequoyah Schools, in a press release.

Zane Kee, a 16-year-old from Stillwell, plays the tuba, keyboard and guitar. He is Cherokee and Navajo, a sophomore and the son of Michelle and Norman Kee.

Trevor Livingston, a 13-year-old in the eighth grade, is from Tahlequah and plays the baritone. He is a Cherokee Nation citizen and the son of Gerald Jr. and Kim Livingston. Livingston is also a student council representative.

Dalton Moore, a 14-year-old from Cookson, plays the trumpet. He is also Cherokee and in the eighth grade. He is the son of Dawn and Ron Summerlin and Jim Moore.

“More than 15 schools were represented by the students that were trying out,” Morris said. “I am so proud of these boys.” The date of the Eastern District Band Director’s Association’s Honor Band Concert hasn’t been announced.

Read more @ Indian Country Today Media Network.com.

August 30, 2011

Crow Student Puts Education Dreams First

Little Big Horn College (LBHC) student Heather Amyotte is juggling family, school and extra-curricular activities, but focusing on her education is what’s most important to her right now.

“I’ve always had other dreams that I still believe can come true, but I’m focusing on my education right now so I can provide for my family,” she told LBHC.

She is majoring in pre-med and chose a tribal college “because I have a lot more support here with my studies.”

She says balancing her schoolwork and extracurricular activities is “exhausting, but somehow I make it work. No matter what my son comes first,” she told LBHC.

Her extracurricular activities include the American Indian Science and Engineering Society (AISES), Indian Club, Leadership Seminar and community service.

She has a leader’s attitude when it comes to classes too. She says she sits in the front row “because I want to get the most out of my education, and no leader sits in the back.”

Her future education plans include attending the University of Montana so she can graduate from pharmacy school and return to the reservation to help her community.

She advises other Native American students to “know your culture and language. It’s who you are.”

Read more @ Indian Country Today Media Network.comThe Betrayal of Sergeant Crazy Horse - Indian Country Today Media Network.com.

August 22, 2012

Education Is Anishinaabe Student’s Top Priority

She’s been dreaming of studying law since the age of 7 and devouring books since second grade, Taylor Payer has always loved learning.

“My biggest problem in school was wanting more out of my education. Going to school on the reservation there were limited resources and opportunity for higher-level learning,” she says of life on the Turtle Mountain Reservation. “In high school I felt alienated from my peers. For them it was Jersey Shore and prom, for me it was books and arguing with my teachers about politics and Shakespeare. I wanted a challenge, that’s what made me most excited about the idea of going to college, being challenged and intellectually-stimulated in the classroom.”

Now the Anishinaabe sophomore is double majoring in Native American studies and women and gender studies at Dartmouth College, in Hanover, New Hampshire.

But she couldn’t have gotten where she is today without the help of scholarships.

“At the beginning of my junior year in high school I began searching for scholarships for hours at a time. I would Google until my fingers hurt. I knew the only way I was going to be able to go to school was with a full scholarship,” she told Indian Country Today Media Network. But she mostly found smaller scholarships for $1,000 or $2,000, which wouldn’t have put much of a dent in the price tag on the schools she was interested in, many in the $60,000 a year range.

Then she found and applied for the QuestBridge College Prep Scholarship, which was a summer program that teaches low-income high school juniors how to compete for admission to top colleges.

Eventually, through QuestBridge she was accepted to Dartmouth on a full scholarship. She even spent this past summer interning at the QuestBridge office in Palo Alto, California. She worked to increase Native American recruitment in the program.

“This is something I am completely committed to and passionate about because I want low-income Native students to have the same opportunities I have been fortunate to have,” she told ICTMN. “College and education is essential to the well-being of Indian country.”

Payer is scheduled to graduate in 2015 and plans on serving in the Peace Corps or Teach For America for two years before studying Indian law.

“I want to work somewhere in Indian country and focus on cases of sexual assault committed against Natives. One in three Native American women will be sexually assaulted in their lifetime; the statistics are haunting,” she told ICTMN. “After years of thinking I was pre-med and being super indecisive I have found something I want to commit my life to, fighting against the oppression and violence many Native Americans face.”

And the fight is one she struggled with herself.

“As a survivor of sexual assault, I am personally familiar with the injustice and problematic ‘grey areas’ between tribal sovereignty/jurisdiction and federal jurisdiction, especially in the case of non-Native assault against a Native.”

Law school isn’t the only thing on her agenda though. She also wants to earn a Ph.D. from the University of California, Berkeley in ethnic studies.

“I would love to be a scholar of Indian law and queer indigenous studies,” she told ICTMN.

She advises other Native students to “fall in love with hard work,” the same advice her father always gave her.

She spoke highly of her father, who is an ambulance driver and janitor for the Indian Health Service.

“He has the greatest work ethic and encourages me to work and do my very best at every aspect of my life—now that’s some great advice. Give everything you have to your education, your relationships, your personal well-being, and loved ones. People will doubt you and try to hold you back, keep going. Opportunities don’t always come knocking on the door for Native students. Find them. Make things happen.”

Read more @ Indian Country Today Media Network.comSecond Circuit Court Denies Motion for Rehearing on Status of Oneida Reservation - ICTMN.com.

March 21, 2012

Essay Winner Tackles Alcoholism and Represents his Tribe in Washington

Trevin Cole was one of eight Native American students to win the 2011 Young Native Writers Essay Contest, and the only Choctaw Nation student to do so.

His essay, titled “When the Bottle Will Be Behind Us,” about alcoholism plaguing his people.

“Alcoholism has marred the strength, the beauty, the dignity, and the great pride of Native America; it has ruined us in our own eyes, but even more so in the eyes of world where they have labeled us with a harsh broad stereotype,” he wrote in his essay.

Cole offers a number of solutions to the prevalent problem of alcoholism including bringing programs about alcohol in to schools and better funding rehab centers. He says “while children and teens are taught to not continue the tradition, the parents are helped to stop the problem with themselves.”

Cole represented his nation during a recent trip to Washington, D.C., which he won as part of the contest. While there he spoke at the Smithsonian Institute in front of a number of various political figures including members of Congress.

Cole also won a $2,500 scholarship that will go toward his education. He is currently studying for his bachelor’s degree at East Central University and plans on attending Harvard Law in the future.

According to a nation press release, Cole’s parents are Travis and Katherine Cole, his grandparents are Johnny D. and Debbie Ward and Shirley Cole, and his great-grandparents are the late Nell Prince and J.C. Ward, Doc and Pat Ingram.

Are you a Native American student? Do you want to write an essay about a problem your tribe faces? Find out more about the Young Native Writers Essay Contest sponsored by Holland & Knight Charitable Foundation here. The deadline for submissions is April 30, 2012. Visit the contest website for rules and instructions.

To read all the essays from the 2011 winners, visit the Holland & Knight Charitable Foundation website.

Trevin Cole Choctaw Winner Web e1332360690119 Essay Winner Tackles Alcoholism and Represents his Tribe in Washington

Chief Gregory E. Pyle, Assistant Chief Gary Batton and Tribal Councilmen James Frazier and Anthony Dillard congratulate Trevin Cole on his award-winning essay.

Read more @ Indian Country Today Media Network.comMissing Women Commission Gets Two New Lawyers for Aboriginal Interests - ICTMN.com.

January 16, 2012

Filmmaker Melissa Santoro Greyeyes-Brant Talks About ‘Kinamagawin: Aboriginal Issues in the Classroom’

Post-secondary institutions are supposed to be places of learning and critical thought. But what happens when a class begins discussing aboriginal issues? According to Melissa Santoro Greyeyes-Brant, a graduate student at Carleton University in the Canadian Studies department, a classroom can become “emotionally charged.”

Greyeyes-Brant is the director of Kinamagawin: Aboriginal Issues in the Classroom, a 45-minute film premiering January 19 that takes a hard look at some of the challenges confronting aboriginal students, non-aboriginal students, faculty and staff when it comes to broaching aboriginal topics in a classroom setting.

This film provides the space for stories to be shared and creates greater awareness of the difficulties and challenges a university may face when dealing with aboriginal issues. It also symbolizes the strength and resiliency of a university’s aboriginal community during a time that is meant for growth. The young filmmaker, of Italian descent with extended family in Six Nations, Mohawk Territory, made the work with filmmaker/Carleton alumnus Howard Alder.

Indian Country Today Media Network caught up with Greyeyes-Brant to find out more.

Why did you see a need for Kinamagawin: Aboriginal Issues in the Classroom?

From my personal experience and because my major is focused on indigenous content, with almost every course I took these sorts of problems would come up, with people making problematic and offensive comments and discussion not necessarily being well facilitated within the classroom. What I’ve heard from other friends is that it has become a real big barrier in achieving higher education.

What can you tell us about the participants in the film?

There were 23 participants. They ranged from students, to faculty, contract instructors and one staff member. They were aboriginal and non-aboriginal, from first-year undergraduate to doctoral students, and they came from various disciplines. So we had people from anthropology, journalism and human rights, to public affairs policy management. Just as with the instructors that we interviewed, they ranged across the board too.

What are some of the themes that came up?

A lot of indigenous students talked about the discomfort of being tokenized within the classroom—that was a major theme. Another theme was identity. For instance, students who do identify as aboriginal but don’t necessarily visibly appear to be aboriginal or really conform to the stereotypes that are held of what an aboriginal person should look like. Oftentimes in the classroom setting, people would be challenged on their identity and their authority to speak to aboriginal issues—and this was coming from both aboriginal and non-Aboriginal students.

Many of the non-native students reported fear. Fear in asking questions, fear in wanting to learn more because they did not want to offend people, or having this fear of looking racist.

Instructors had several themes: One was a real predominant theme since Carleton only has two self-identified [aboriginal] faculty members. Many non-aboriginal faculty felt insecure and unsure about having to teach these issues, being non-native.

What are some of the recommendations that came out of Kinamagawin?

We had very concrete recommendations, and they are very specific to Carleton. The one that was most cited was the need to recruit more indigenous faculty across various disciplines and not necessarily just to teach about issues of their identity. Another recommendation was to have a centralized space on campus that could make a huge improvement such as providing a counseling service for indigenous students because currently there is no one for them to call on if there is a problem.

What is next for you?

My next plan is to develop a series of workshops to accompany the film to have something in terms of a teaching and training tool.  The next phase is distribution. We received so much interest in having copies in the film, so that is next on the agenda.

Below, a trailer for the film, which premieres at the Kailash Mital Theatre in Ottawa.

Click here to view the embedded video.

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November 28, 2011

First Nations Student Reintroducing Wildflowers in Michigan

A Native American student’s inspiration to change a one-acre plot on the north side of Lake Superior State University’s (LSSU) Sault Ste. Marie, Michigan campus into a living, breathing laboratory came from a course in human environments taught by LSSU biology professor Dennis Merkel.

Carla Marcellus, a senior from Ontario’s Mississauga First Nation, is launching a pilot project to reintroduce wildflowers common to the area before invasive plants took over.

“Most of the species in urban areas are a hodgepodge of plants—weeds—from all over the world,” Marcellus said in an LSSU release. “Over time, they have edged out native species like prairie grass. My goal is to reintroduce a biodiversity that supports the region’s original ecosystems.”

Other than prairie grass this includes a variety of native wildflowers, flowering bushes and trees, all of which provide habitat for a number of insects and animals from butterflies to migrating songbirds.

Marcellus’s project builds on a four-year-old initiative started by grounds director Steve Gregory, who saved LSSU thousands of dollars by letting a hill overlooking the International Bridge go feral. She will take the feral approach and refine it.

“I’ve researched what native plant species prefer an open, hilly slope, such as what we have on this section of campus, and settled on a mix of grass, trees, and shrubs that will grow relatively fast, provide for something that’s pleasing to the eye, and still fit within LSSU’s goal for low-cost sustainability,” she said in the release.

She’ll start her project by pulling out invasive species and replacing them with indigenous plants like honeysuckle, milkweed (a Monarch butterfly favorite), and Brown-Eyed Susans.

Marcellus became a certified forestry and fish and wildlife technician through Sault College in Sault Ste. Marie, Ontario, Canada, and has brought her Canadian credits to Michigan to be used toward a bachelor’s degree in ecological advocacy.

Marcellus is getting help spreading the word from LSSU biology professor Gregory Zimmerman, and will go over a comprehensive plan for 2012 at a public meeting being held November 30 at 7 p.m. in the Cisler Center.

Contact her by e-mailing cmarcellus@lssu.edu.

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