Rethinking Education: The
impact of the policies and treatment of the First Nation people in the US
Posting by Erna Bruwer
La Vonne Cornell-Swanson
Director of OPID
University of Wisconsin.
Presentation 20 July 2016
The University of
Johannesburg is fast moving into the waves of decolonisation of education;
“making our knowledge our own”… rethinking education in regards to change
within a social just mind. This
presentation on the history of First Nation People (US) with regards to
policies and treatment was one not to be missed. Thinking of First Nation
People (Cherokee tribe) the first thing that one visualises is the “dream
catcher” or the logo of a famous restaurant chain. One tends to forget that the
medicine wheel and the eagle feather war bonnet have a deep spiritual and
cultural meaning for the Indian tribes. Inspired
by a deep knowledge of the scholarship of teaching and learning as well
ancestry roots within the Cherokee tribe La Vonne Cornell-Swanson takes us through
a passionate journey. The presentation grand finale is the success of the University
of Wisconsin strategy (tribal collages) involving partnerships with tribal
communities including indigenous language and pedagogue within a holistic framework
(figure 1).
Professors work with
tribal leaders in sharing and learning. Education created to serve the students
in perceived language, culture and has national/international effect. The
collective pedagogy ensures the tribes involvement in different ways of
knowing. The students can acknowledge their identity and are able to move
between two worlds (cultural and western). The Powwow trail is a social
gathering celebrating the traditions and passing it on (Cornell-Swanson, 2016).
The University programme
has intuitional responsibility in breaking the legacy of colonization related
to the systemic issues of social class, poverty and access to education. Institutions recognize a moral and ethical
obligation to indigenous people. The relationship between the university and
indigenous people is important. Authentic allies can use their position of
power or influence within the institutional culture to effect change. This is not just an “American Indian” issue
but rather it is a community issues. It is important to give back the knowledge
shared (reciprocity). Relevance refers to how the university through services
and research relates to the lived experience of indigenous people. Reciprocity occurs
in three areas: financial resources, recruitment and retention and words into
action. Words into action includes
presence in the mission statement and goals.
Respect for indigenous knowledge/ valued, respected: elders in
residence. Creating opportunities for voice, to be heard, requires active
listening (Cornell-Swanson, 2016).
Figure 1. Indigenous Holistic Framework. (Pidgeon, 2009)
The history of the
policies and the impact on the First Nation People begins in 1830 with the
invasion of cultural land by of the Europeans (Table 1).
Table 1. The historical
timeline shows the devastated impact of the invasion of Europeans of America on
the Cherokee nation. (Cornell-Swanson, 2016)
Date
|
Policies
towards First nation people in Us
|
Impact
|
1830
|
Indian boarding School
Movement/The trail of tears.
|
Indian children removed
and placed boarding schools.
|
1940-mid-1960
|
The Indian Termination
Policy.
|
Individuals (not one
ethnic group) must assimilate into mainstream Western civilization.
Ended tribe sovereignty
and freedom.
Trusteeship of the
reservations.
Exclusion of Indians
from state laws.
|
1975
|
The Indian Self-Determination
and Education Assistance Act of 1975. (ISDEAA)
|
Self-determination
the focus of government action.
Government
agencies to enter into contracts with, and make grants directly to, federally
recognized Indian tribes.
Independent
collective nation (Indian) and individual nation.
Own
kinship system into families with a clan. The family is intact. The tribe
make the decisions.
Authority
to administered the funds
Greater
control over their welfare.
Designing
own school language.
Teachers
are Native people
|
1978
|
Indian Child Welfare Act (ICWA)
|
Keep
American Indian children with American Indian families.
"Protect
the best interests of Indian children and to promote the stability and
security of Indian tribes and families.
Sovereignty
was symbolised by Turtle Island.
|
1990
|
The Path to Act 31
|
Cultural practice of “spear fishing” leads to
protest over fear of overfishing by Indians
This lead to treaty restoring the right of people including the
history of Native nations and the indigenous knowledge.
|
2015
|
First Nation Studies
|
Pre service teacher preparation
Act 31 Website for Professors, Pre-service and Certified
Teachers
Native American and First Nation Studies Programs
Indigenous Language Collaboration with tribal communities
Curriculum
Tribal Colleges
Native American and First Nation Studies Programs
Indigenous language courses
UW Green Bay First Nations Fusion Program
http://www.uwgb.edu/fns/
Connective Pedagogy- Indigenous wholistic framework
Elders in residence
Act 31 Fusion
|
This presentation brings home a feeling of similarity and the idea that rethinking education is necessary like a spinal column in order to keep the body upward. The insight on the impact of policies and the treatment of the First nation People in the US leaves one with a feeling of hope, courage and a positive energy. The audience was engaged and enthusiastic about the presentation. The importance of knowledge of the different cultures within the university is again emphasised. Even though UJ has a cultural day every year a more active role can be played. Traditional leaders can engage as partners in future projects relevant to indigenous knowledge.
References.
Cornell-Swanson, L. (2016). Rethinking Education: The impact of the policies and treatment of the First Nation people in the US. Presentation 20 July at University of Johannesburg.
Pidgeon, M. 2009.