indigenous resistance and renewal
TRANSCRIPT
![Page 1: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/1.jpg)
INDIGENOUS RESISTANCE
AND RENEWAL
EDCS 311 ReportCarthy Joy T. Aguillon
by Donna Deyhle, Karen Swisher, Tracy Stevens, Ruth Trinidad Galvan
![Page 2: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/2.jpg)
Focus of the Study: RESISTANCE
Continued attempts by policy makers, teachers, and administrators to eradicate Indigenous lifestyles, religions and languages, and Indigenous peoples’ effort to resist .
![Page 3: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/3.jpg)
Focus of the Study: RENEWAL
How Indigenous sovereign human rights are used to strengthen and enhance the future of Indigenous children.
![Page 4: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/4.jpg)
Assimilation Practice: America
• Basis: Sovereignty and Trust Responsibilities
• Action: Americanize the Indian
through education(to solve Indian Problem)
• Result: Tribal peoples seek control of the education of their youth so that culture will not be lost.
![Page 5: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/5.jpg)
Assimilation Practice: Latin America
• Motive: Create a unified nation as a symbol of progress and heightened
civilization
• Action: Education
• Result: deskilling of cultural knowledge and ways
of life (culture, language, and tradition)
![Page 6: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/6.jpg)
Assimilation Practice: Mexico
• Motive: Pluralism = Mestizo
• Action: Programs to preserve divisive categories of Indian and non-Indian
while simultaneously assimilating Indigenous communities into society.
• Result: Colorblind view of society; no clear roots for people
![Page 7: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/7.jpg)
Assimilation Practice: Ecuador
• Motive: Modernize citizens that can surpass “uncivilized” and “deprived” circumstances
• Action: Education
• Result: De-skilling (de-skill people
of their forest knowledge in favor of the pro-agriculture advocacy)
![Page 8: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/8.jpg)
Assimilation: Religion and Residential Schools
• Repeated History
• Marriage of organized religion and schooling has been an insidious means by which to systematically eradicate Indigenous culture.
![Page 9: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/9.jpg)
Religion and Education: First Nation’s Experience
– Terrible legacy of physical and emotional abuse
– Racism was rampant among staff
– Speaking of Aboriginal language was banned
![Page 10: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/10.jpg)
Religion and Education: First Nation’s Experience
– Children (especially siblings) were isolated from each other to prohibit any form of cultural transmission
– Children lived “lonely desperate lives in an alien and sometimes brutal environment”
![Page 11: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/11.jpg)
Religion and Education: The Indian Experience
– Punishment
– Use of native languages by children was forbidden under threats of corporal
– Semi-skilled vocational training was encouraged for Indians
![Page 12: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/12.jpg)
Religion and Education: The Indian Experience
– Students were placed among White families’ homes during vacation time
– Native religions were suppressed
– Family visits are at best annual visits
![Page 13: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/13.jpg)
Religion and Education: The Twist
– In many ways, Indian identity in Canada and the US is as strong as it was 100 years ago.
– Resistance to assimilation practices helped create Indianness.
– Retained strong ethnic identity– Either returned reservations or
asserted themselves in lives outside reservations.
![Page 14: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/14.jpg)
RESISTANCE: Cold War
• Cold War against those who want to “shape and stamp them [students] into becoming dutiful citizens, responsible employees, or good dutiful Christians.”
• Silent Indian: a political and resistant strategy, not a self-esteem or cultural deportment problem (Foley, 1996).
![Page 15: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/15.jpg)
RESISTANCE: School Withdrawal
Initial reaction was one of hopelessness, but then that hopelessness spurred them on to action. The action that they chose was that of dropping out of or abandoning school for a time. To them, staying in school would have been an unwise choice. Their adaptive strategies required withdrawal because the setting was impossible. They chose psychological survival. (Wilson, 1991, p. 138).
![Page 16: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/16.jpg)
RESISTANCE: Humor
As seen critical skits, presentations, plays, poetry readings.
• Performances challenged teacher school’s efforts to banish their Indianness.
![Page 17: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/17.jpg)
RESISTANCE: Appropriation
• Taking something symbolic of something for personal use
• Use of school uniform to equalize men, women, children, in or outside the school
• Use of school knowledge in defining and driving collective ethnic projects
• Use of school knowledge to assert rights and self-determination
![Page 18: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/18.jpg)
RENEWAL
• As you’re growing up here [pueblo community in New Mexico] you will hear things, see things, and be involved in activities where the white man’s tongue has no place. They can never be explained in English because that language does not have the capacity to explain these things.
--Suina, 2004, p.289
![Page 19: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/19.jpg)
The Language Issue
• Through our mother tongues, we come to know, represent, name, and act upon the world. Knowledge is embedded in the terms, subtle understandings, ways of talking, and histories inherent in language. Something is irretrievably lost when language is not expressed in and through Native culture.
![Page 20: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/20.jpg)
The Language Issue
• Language loss and revitalization are human right issues.
• The death of a language essentially means the real loss of culture, traditions, and religion. This the reason to revitalize it!
![Page 21: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/21.jpg)
BILINGUAL & IMMERSION LANGUAGE REVITALIZATION PROGRAMS
• Aotearoa Program (New Zealand): Started as bilingual program that used transitional approach and after 12 years became full immersion program initially ran by parents. 5 years later, Maori became a co-official language.
![Page 22: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/22.jpg)
BILINGUAL & IMMERSION LANGUAGE REVITALIZATION PROGRAMS
• Punana Leo (Hawaii): Total immersion pre-school that was expanded to K-12. Imagine a language being silenced for 2 decades being revitalized, learned by increasing number of people, and making its way to other domains of communication.
![Page 23: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/23.jpg)
BILINGUAL & IMMERSION LANGUAGE REVITALIZATION PROGRAMS
• Hualapai (USA): Bilingual program that had the following features: thematic curriculum content organized around local language and social environment, affirmed students’ identities, capitalized on students prior knowledge (bilingualism) as a means of enhancing their school experience, increased number of Native teachers in school.
![Page 24: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/24.jpg)
BILINGUAL & IMMERSION LANGUAGE REVITALIZATION PROGRAMS
• Navajo Reservation Project (USA): K-12 instruction in Navajo to reinforce cultural and linguistic resources for lowest-achieving students in the Navajo Nation; Authentic use of language in the home and school—where students use the language in letters, journals, lists, and notes to express themselves.
![Page 25: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/25.jpg)
THE COMMUNITY AND LANGUAGE REVITALIZATION
• Use of community resources
• Use of the Indigenous Language in Different Domains
• Elders as Mentors, Instructors, and Cultural Keepers of Knowledge
![Page 26: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/26.jpg)
OBSTACLES AND CHALLENGES IN (RE)CLAIMING LANGUAGE
• Disagreement on the role of native language, its place in schools, method of transmission (oral or written)
• Malpractices such as isolation of language programs and treatment of students as second-class citizens
![Page 27: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/27.jpg)
OBSTACLES AND CHALLENGES IN (RE)CLAIMING LANGUAGE
• Non-speakers often appropriate and misdirect goals of language programs in an attempt to control resources associated with them. (Only native speakers should teach the language).
• Curriculum not sensitive to the broader community of hegemonic race relations.
![Page 28: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/28.jpg)
OBSTACLES AND CHALLENGES IN (RE)CLAIMING LANGUAGE
• Lack of authentic materials, trained teachers, resources, or texts and TIME to create them.
![Page 29: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/29.jpg)
LOOKING AHEAD
The Western and Eastern knowledge clash in terms of science, philosophy, and even epistemology. And Indigenous people will continue to have to struggle to authenticate, reclaim, and protect Indigenous knowledge and cultural traditions.
![Page 30: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/30.jpg)
LOOKING AHEAD
• However, as by linking Western research to the Native knowledge base already established in local communities and organizing core principles that incorporate both world views, “Indigenous communities are more likely to find value in what emerges and to put new insights into practice as meaningful exercise in self determination.” (Barnhart & Kawagley, 2000, p. 21)
![Page 31: Indigenous resistance and renewal](https://reader033.vdocument.in/reader033/viewer/2022042614/55a2357a1a28aba11a8b47c9/html5/thumbnails/31.jpg)
If to help us is your wish then stand
behind us.
Not to the side.
And not to the front…