Working in tribal Communities; through the lens of cultural humility. Patti Larsen

Transcription

1 Working in tribal Communities; through the lens of cultural humility Patti Larsen

2 How Many Tribes are there? Lets think about this for a minute! Just how many tribes can you name as a group given the knowledge you have right now? Go!

3 Treaties Starting in 1778, Indian nations continued to make treaties until After that, Indian tribes made agreements with the United States with the last one being with the Mountain Ute Indians in In all, 389 treaties, ratified by Congress, were made between the tribes and U.S.

4 Citizenship On June 2 nd, 1924 President Calvin Coolidge signed the Indian Citizenship Act into law This solved the question of whether or not Indians could be citizens of their own tribes and citizens of the U.S. Legally, Indians became citizens, but full rights were denied due to the trust status held on their properties- a safe guard of Indian rights. Indian rights were determined by the white man s interpretation of his law for Indians, which courts have had to explain.

5 Impact of Western Expansion Act Indian Removal Act Indian appropriations Amendments 1871, 1885, 1889 Dawes Act Indian Reorganization Act Federal Indian Commission Claims Act Impact Trail of Tears/Navajo Walk Reservations; from hunting to farming, treaties broken Communal to individual Reservation land shrunken Strengthened tribal sovereignty Allowed Indians to file claims against the U.S. for lands illegally taken over the years.

6 New Deal In 1943, Congress passed the Wheeler-Howard bill soon known as the Indian Reorganization Act (IRA), resulting in one of the most important Indian policies in the century. IRA called for the restoration of tribal communities to form new governments modeled after the U.S. government, while preserving the production of authentic Indian arts and crafts. The act also provided for federal programs to provide a loan fund for the tribes to restart their economies.

7 Boarding School Era Kill the Indian; Save the Man

8 Boarding School Era

9 Mission Schools On-reservation Ran by missionaries- Christian/Catholic Children stayed with parents Influence of Culture and Ceremonies Was still speaking language Missing school for traditional lifestyle Wasn t adapting to the Christian lifestyle Little to no success with assimilation

10 Boarding School Government Boarding Schools or Residential Schools Forced removal Death Illnesses and diseases Homesickness Abuse- physical and sexual Sanatoriums Homesickness- runaways Eliminate culture, language, and customs to assimilate Indians into Western society Overcrowding and poor food Underpaid staff provided irregular medical care

11 Merriam Report In 1926, the Department of the Interior (DOI) commissioned the Brookings Institution to conduct a survey of the overall conditions of the American Indians and to assess federal programs and policies. The Meriam Report, officially titled The Problem of Indian Administration, was submitted February 21, 1928 to the Secretary of the Interior Hubert Work. Related to education of Native American children, it recommended: abolition of "The Uniform Course of Study", which taught only European-American cultural values; education of younger children at community schools near home, while providing for older children to be able to attend non-reservation schools for higher grade work; and provision by the Indian Service (now Bureau of Indian Affairs) to Native Americans of the education and skills to adapt both in their own communities and United States society

12 Reports to Congress Merriam Report The question may well be raised whether much of the work of Indian children in boarding schools would not be prohibited in many states by the child labor laws, notably the work in the machine laundries The Problem of Indian Administration Report to Congress 1926 Quiet Crisis In Indian Country The magnitude of need for services in Indian Country clearly indicates that the federal government has failed (its) responsibility. Tribes fulfilled their promises when they ceded their lands, but the federal government has yet to fulfill its promises. U.S. Commission on Civil Rights 2003

13 Self Determination The first major legislative victory for this policy was the passage of the Indian Education Act, Title IV. Provided funds for supplement programs in public schools on and off reservations. It was a remedy to correct problems with Indian education. Schools with ten or more Indian students were eligible to receive funding.

14 Self Determination If funded culturally relevant and bilingual curriculum materials. Schools were required to involve parents and communities in designing these programs. It established the Office of Indian Education and the National Advisory Council. The council was to report annually to congress the state of Indian education. A key feature was its recognition of the special needs of the Indian students who did not live on Indian reservations.

15 Dominant Culture Perspectives vs. Tribal Principles of Relationship Dominant Culture European & Patriarchy Customs & ceremonies outlawed Divided tribal lands Boarding School Era Stripped of name, clothing, family, kinship, traditions, practice, language, and other characteristics of culture Native Woman Matriarchal Coming of age Female & Tribal Women s Societies Loss of kinship ties Servitude vs. leadership Destruction of cultural identity and loss of tribal values; family, education, relatives, spirituality, value

16 Major Crimes Act-1885 The Major Crimes Act was passed in 1885 due to the high amount of serious crimes being committed in Indian Country. 7 major crimes committed by a NA against another NA on Indian land: Murder Manslaughter Rape Assault with intent to kill Arson Burglary Larceny

17 Major Crimes Act cont. Federal Bureau of Investigation and Prosecuted by U.S. Attorney's Low priority both with FBI and most federal prosecutors Serious crimes have been poorly investigated or prosecution declined. Tribal courts can only sentence a max of one year Two major cases: Ex Parte Crow Dog and United States v. Kagama

18 One Path to Justice Re-Authorization of VAWA & Title 9 in 2013 Tribal Authority to prosecute non-native offenders Special Conditions Effective in 2015 (Pilot Tulalip, Pascua Yaqui, Umatilla)

19 Public Law 280 Transferred jurisdiction from federal to state for criminal offenses involving Indians in Indian Country to some states. Some reservations have experienced jurisdictional confusion, tribal discontent, and litigation compounded by the lack of data collected on crime rate and law enforcement response. Tribes involved: California Minnesota (Red Lake) Nebraska Oregon (Warm Springs) Wisconsin Alaska (Metlakatia)

20 Cultural Revitalization Storytelling- oral accounts of past history Language Being taught in schools- Immersion Schools Language tables curriculum Ceremonies Coming of age ceremonies Naming Ceremonies Music Organization of the NAMMY Awards Arts Movies Leading roles in Smoke Signals, Powwow Highway, and TV Leadership Maple sugaring camp/harvesting wild rice

21 Resources Books History of the Ojibway people William W. Warren Native Americans in the Twentieth Century Donald Fixico The Chippewas of Lake Superior Edmund Jefferson Danziger, Jr American Indian Education Jon Reyhner & Jeanne Eder Websites Takini s Historical Trauma Boarding School Healing Project roject.com The.Indian.At.Indian.School Linda LeGarde Grover

22 Religious Life Traditional way of Healing: Medicine man/woman Sweat lodges Mide wiwin Society Sun Dance Visions and Vision Quests Native American Church (NAC) Medicinal Plants vs western medicine

23 In My Culture Listen to the questions, and keep track of how many answers apply to you and your cultural perspective.

24 What is Culture If we ask Mr. Webster culture is the values, norms, and traditions that affect how individuals of a particular group perceive, think, interact, behave and make judgments about their world.

25 Why is Culture Important? Culture is important because: It explains the way a person interacts with the world around them. It provides people with a host of resources that provides strength and can assist in healing. Don t be color blind. It connects a person to a community and a support system.

26 Cultural Humility vs. Cultural Competence We can never be competent in a culture outside our own Life-long process of learning Self reflection of our own perspectives Incorporates into learning understanding power imbalances Does not assume an expertise but is a willing studentbe a good guest.

27 Cultural Competence vs. Cultural Humility Training to be cultural competent Narrow approach to understanding richness of diversity Tendency to be misinterpreted and labeled as expert (s) Examples:

28 Cultural Humility Hook, Davis, Owen, Worthington, and Utsey define cultural humility as the ability to maintain a interpersonal stance that is other-oriented (or open to the other) in relation to aspects of cultural identity that are most important to the person.

29 Cultural Humility Evolved out of the medical field as a new way to frame multicultural understanding for new physicians. Introduced as an alternative to Cultural Competence which had negative connotations. It has been associated with cultural sensitivity, which encourages persons to be thoughtful when considering culture.

30 Three Components Life long commitment to self-evaluation and selfcritique Fix power imbalances Develop partnerships with people/groups whon advocate for others

31 How this fits with Tribal Communities Professionals need to realize their own power, privilege, and prejudices and recognize that education and credentials alone does not address social inequality.

32 Clients Worldview As a result of the oppression and discrimination Native Americans have experienced throughout the generations, their worldview looks much different than Non-Natives, however those who practice cultural humility are able to view their clients as capable participants.

33 Building on Clients Strengths Our people are the experts of their own lives. Their strengths will come in many forms. Be prepared to build upon them.

34 One size does not fit all What you know about one Native American is not true about all Native Americans. There are unique qualities to each person s tribe and family.

35 Be Respectful In the Native American culture teaching is important. Be unique and find a way to teach with the people your working with rather than at them.