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Indigenous Educational Models for Contemporary Practice
In Our Mother's Voice, Volume II
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eBook - ePub
Indigenous Educational Models for Contemporary Practice
In Our Mother's Voice, Volume II
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About This Book
The book challenges teachers, researchers, educational leaders, and community stakeholders to build dynamic learning environments through which indigenous learners can be "Boldly Indigenous in a Global World!" Three days of focused dialogue at the 2005 World Indigenous Peoples Conference on Education (WIPCE) led to the charge to create Volume II of Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice. Building on the first volume, Volume II examines these topics:
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- Regenerating and transforming language and culture pedagogy that reminds us that what is "Contemporary is Native"
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- Living indigenous leadership that engages and ensures the presence, readiness, and civic work of our next generation of leaders
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- Indigenizing assessment and accountability that makes certain that native values and strengths lead this important work
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- Highlighting the power of partnerships that begin with the child-elder, which is then nurtured in community and institutions to cross boundaries of cultural difference, physical geography, native and non-native institutions and communities
Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice, Volume II honors the wisdom of our ancestors, highlights the diversity of our indigenous stories, and illuminates the passion of forward-looking scholars.
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Yes, you can access Indigenous Educational Models for Contemporary Practice by Maenette Kape'ahiokalani Padeken Ah Nee- Benham in PDF and/or ePUB format, as well as other popular books in Education & Education General. We have over one million books available in our catalogue for you to explore.
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PART I
NEW HORIZONS FOR
LANGUAGE AND CULTURE
Basket as Metaphor:
The Base of the Basket
Before we start to weave a basket, we call upon our relative spirits to walk with us, to guide us. They lead us to the materials we will use to weave our basket. For the In Our Motherâs Voice basket, I began with the willow. Many people bring willows into the house or plant them right next to the house because of their medicinal value; for example, the outer layer of the branch is used for aspirin, and the inside is ground down and applied to sores and can extract the poison from bee stings. The leaves of the willow are used for tea. And the willow tree itself keeps the bugs away!
Before we take the willows from Mother Earth, we pray. Then we separate the branches of the willows and select the strongest ones for the base of our basket. Next we lay the branches to create our base, moving from north to west to south to east.
From the North, Yellow Cornmaiden brought corn in her basket;
With a loving heart this was her gift for the people.
From the West, Blue Cornmaiden brought animals in her basket;
With an open heart she set it out for the people.
From the South, Red Cornmaiden brought plants, vines, and watermelons in her basket;
With a caring heart she fed the people.
From the East, White Cornmaiden brought cotton in her basket;
With a tender heart she provided clothes for the people.
These are the gifts and directions of elders.
This, our history, language, and culture, are the foundation of whom we are as indigenous people.
The base represents all creation; the gifts for people.
We lay two branches on the floor in each of those directions, interweaving them to create a sturdy web.
Ganönyö:k
In the Haudenosaunee (Iroquois) tradition, each gathering of individuals commences with the recitation of a thanksgiving address. The following address is a âshortâ version that contains stanzas that are considered to be the essential elements for which we as Ăgweâöweh (Real People) are instructed to give thanks.
Da:h onĂ«h dih, nigĂ«:johgwi:yo:h ögwayaâdayei:oh. Neâhoh nĂ€h ganö:kshĂ€â. DĂ«dwadĂ«:nö:nyöâ gagwe:göh sgĂ«noâ heh swĂ«nö:hdonyöh. Da:h neâho niyoâdĂ«h nĂ€h ögwaânigöëâ. | And now, then, we have gathered as a group of good people. We have gathered in love. We will give thanks for the good health and good-mindedness of us all. Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh yoĂ«ja:deâ. | And now, we will give thanks to the Creator who provided us with the earth. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh haâdeyogeoâdza:ge:h. | And now, we will give thanks to the Creator who provided us with the grasses of all sorts. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh oneganos. | And now, we will give thanks to the Creator who provided us with the water. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh gĂ«:jöh shöâöh. | And now, we will give thanks to the Creator who provided us with the fish. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh onöhgwaâshĂ€â shöâöh. | And now, we will give thanks to the Creator who provided us with the medicines. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh shesah ojisdödaâshĂ€â. | And now, we will give thanks to the Creator who provided us with the wild strawberry. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh haâdeyoji:yage:h. | And now, we will give thanks to the Creator who provided us with the berries. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh gĂ€i:daâshöâ. | And now, we will give thanks to the Creator who provided us with the trees. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh wahdaâ. | And now, we will give thanks to the Creator who provided us with the maple tree. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh ganyoâshöâöh taâjoâdĂ«â. | And now, we will give thanks to the Creator who provided us with wild animals of all kinds. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh jiâdĂ«âöh shöâöh taâjoâdĂ«â. | And now, we will give thanks to the Creator who provided us with birds of all kinds. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh Jöhehgöh. | And now, we will give thanks to the Creator who provided us with the Three Sisters. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh deyĂ«:wĂ«nye:h. | And now, we will give thanks to the Creator who provided us with the winds. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh hadiwĂ«:nodajeâs. | And now, we will give thanks to the Creator who provided us with the thunder beings. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh Ă«dekaâgĂ€hgwaâ. | And now, we will give thanks to the Creator who provided us with the sun. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh hotgaâwĂ«h neh soĂ«kaâgĂ€hgwaâ. | And now, we will give thanks to the Creator who provided us with the moon. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh öikiohwih onĂ«h Ganyödaiyoâ. | And now, we will give thanks to the Creator for the Prophet Handsome Lake told us. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«dwadĂ«:nö:nyöâ HojĂ«:nokdaâöh öikiohwih onĂ«h Ge:ih hadiöyaâgeö:nöâ. | And now, we will give thanks to the Creator for the Four Messengers told us. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigoĂ«â. | Now our minds will be together. |
Da:h onĂ«h, dĂ«shedwanö:nyö:â ha:hoâ HojĂ«:nokdaâöh hehjoheâ. Do:ges hotgaâwĂ«h yoĂ«jaâgeh oiwagwe:göh deyögwa:dawĂ«:nye:h. | And now, we will give thanks to he himself, the Creator. It is true that he provided everything on the earth for us. |
Da:h neâho niyoâdĂ«h nĂ€h ögwaânigöëâ. | Now our minds will be together. |
Da:h neâho. | That is all. |
Chapter 1
Go to the Source: The Contemporary is Native
Ke hoâi aâe la ka âĆpua i Awalau.
The rain clouds are returning to Awalau.
This âĆlelo noâeau presents an important lesson; that is, it literally means âa return to the source.â For those of us who work to ensure that our language and culture guide the learning and teaching of our children and youths, the lesson is about intention. That is, because all of our actions reveal intention, we must ensure that that intention comes from a good source, because if it is good, then it will lead to hoâolĆkahi (bring to unity), poâokela (excellence), and aloha (love and care).
In our first volume (2000) we introduced the Go to the Source model (see p. 10) as a vision that placed the sun, our learners, at the core of a ring of fire that illuminated the passion, power, and partnership of everyone in our community. This model is grounded on four principles:
1. Native spiritual wisdom that is guided by the heart-stories, the blood-stories of our grandmothers and grandfathers.
2. Critical development of the intellect that intersects Native ways of seeing and doing with contemporary ways of seeing and doing.
3. Promotion of a healthy body and healthy environment.
4. Preservation and revitalization of Native languages, arts, and traditions.
These four principles presented in the model (see model below) function collectively to bridge the individual, the institution(s), and the community in such a manner that creates opportunity for the regeneration of ritual (knowledge and ceremony), responsibility (position and role in time/history), and reciprocity (the indigenous education movement in action that creates sustainability and legacy).
To further deepen our understanding of this model, we have come to believe that âintentionâ to do good work requires an understanding of the premise that the Contemporary is Native! We would like you to consider that to do good work that weaves na pua, na lei, na mamo (past-present-future), we must reawaken to the origins of our place (physical place, metaphysical place, spiritual place) and learn to live-into this truth. Tarajean Yazzie addresses this regeneration in âCreating Culture in the Here and Now,â laying an ontological pathway, and both Teresa Magnuson and Jeremy Garcia present honest accounts of their personal and professional challenges to live-into this truth. In the end, what we know is that if there is a core group of individuals who are able to educate and motivate and create a critical movement that opens a gracious space to live-into the Contemporary is Native truth, then the work of indigenous educational models for contemporary practice will generate a sustainable legacy. The work to actualize this is presented by the team of Silva, Kawaiâaeâa, Alencastre, and Housman in âGenerating a Sustainable Legacy: Teaching Founded Upon the Kumu Honua Mauli Ola.â Keiki Kawai'ae'a concludes this section with a call to action, âHoâi hou i ke kumu!â that reawakens our soul to the work ahead.
Chapter 2
Creating Culture in the Here and Now: Regenerating Rituals in Purposeful Epistemologies
Of origins I have full knowledge âŠ
Of Earthâs origin I have full knowledge.
Of plant origins I have full knowledge.
Of various fabricsâ origins I have full knowledge.
Now of long lifeâs, now of happinessâs origin I have full knowledge.
Of Mountain Womanâs origin I have full knowledge.
Of Rain Mountainâs origin I have full knowledge.
Of vari...
Table of contents
- Cover
- Half Title
- Title Page
- Copyright Page
- Dedication
- Table of Contents
- Series Editor Foreword
- Preface
- Acknowledgements
- Part I: New Horizons for Language and Culture
- Part II: Leadership is Living Indigenous in a New Way
- Part III: Indigenizing Accountability and Assessment
- Part IV: The Promise and Joy of Partnerships
- Part V: Challenge to all Indigenous Scholarpractitioners
- About the Editor and Contributing Authors
- Name Index
- Subject Index