Implications on Educators
Eleven different Indian communities from the Chippewa (Ojibwe) and Sioux (Dakota/Lakota) tribes have roots in Minnesota (1). Yet, they are not taken into consideration by the education system in Minnesota, which helps explain why it is not working effectively for this group of students. Educators need to know and take tribal government, history, language and culture of American Indians into account in order to be able to educate all students. Each aspect of American Indian life is important for teachers know because it will help educators improve in educating all.
Tribal and American governments are distinct in their features. Tribal governments vary from tribe to tribe. One example is the Mille Lacs Ojibwe government, which consists of three branches; legislative (enacts laws), executive (implements laws & administers programs/services), and judicial (upholds laws & ensures justice is served) (2). It does not seem that different from the American government, except that it is comprised only of 19 people, a far cry from even the numbers in the US Senate. The Fond du Lac tribal government is a five member elected council (every four years) with a revised constitution and bylaws for Minnesota Chippewa tribes (3). Some tribes have up to twelve council members. Each tribe exercises its own governing, to some extent, in a way that they see fit.
Educators need to recognize these differences in governing systems in order to better govern their classrooms. They cannot assume that children have an understanding of how the US government works, or that children have picked it up from their parents through socialization. Educators cannot approach teaching about government in a way that assumes children have this knowledge because not all children do. Some have been living under a tribal government. Also, the school system is ran in a way that reflects the US governmental structure. This may be new to American Indian students. Teachers need to take this into consideration or they risk not educating all.
The history of education for American Indians in the US has been devastating. From 1776-1926 American Indians were assimilated through boarding schools that required uniforms, hair cuts, new names, new food, a new language, and a new religion all based on white culture.4 During the 1920s, John Collier lead a reform to end assimilation education, and by the 1930s American Indian schools allowed for a less strict approach that tried to bring Indian and American history together.4 Through the 1940s, progress was lost.4 Through the 1960s, progress was made again including, but not limited to, the formation of the National Advisory Council on Indian Education and the National Council on Indian Opportunity.4 Through the 1980s and 1990s, the improvements in education made through the 1960s have suffered financially (4).
For educators, this pendulum of some support, but much more lack of support for an education that values American Indian heritage can explain why some American Indians suffer in the educational system. Elders may have very few positive experiences with education. Education used to mean, and some would argue it still does in some ways, abandonment of American Indian heritage. Nobody wants to become educated if when it means abandoning one’s heritage. Educators need to take this into consideration when choosing curriculum, planning lessons, and implementing teaching strategies. When a family’s history does not match what has been written in textbooks, problems in education will rise. Educators need to value and build on American Indian heritage, rather that to teach around it if they hope to educate all.
Throughout history, there have been movements to make English the only official language in the US, at times even forbidding American Indians from using their own language (5). For example, President Grant’s commission concluded that English should be the only language and American Indian languages should not be spoken. Books were printed in English, chosen for students, and were reflective of a middle-class white culture. American Indian students were expected to speak English, read English, write English, and learn facts from textbooks about white history that had no connection to their culture.
For educators, this very brief history of the language repression that American Indians endured can help explain why some American Indian students may not excel in English. Their elders may not have had a single positive experience in learning it and, no doubt, convey that to the youth. It is going to take more than reading books written by upper class white men to increase success in literacy for American Indians. Educators need to supply literature that is culturally diverse and relevant to American Indians in order to ensure the education of all.
Like any group, American Indians have cultural ways specific to their tribe. The Ojibwe Clan System is culturally important in meeting the needs of a nation. It is represented by a seven point star with one animal that represents each clan on each point of the star (6). Each group has a function essential to the happiness of their people. The Cranes and Loons are chieftainship, or leaders, responsible for a balanced governing. The Fish are teachers. The Bears are police and guardians. The Hooves are caretakers. The Martins are hunters, gatherers, and warriors. The Birds are spiritual leaders. The clan works together toward goals, lost without the other clans.
For educators, this aspect of Ojibwe life gives ideas about how Ojibwe students are likely to work well. For example, cooperative group work has been effective in increasing American Indian participation. Competition has not been an effective way to motivate American Indian students, but seems to work for other groups. It is important for teachers to be aware of cultural differences between groups that can be used to ensure a better education for all.
In reviewing the government, history, language, and culture of American Indians, it becomes obvious why the current education system is failing to educate all. The education system needs to consider the heritage American Indians when designing curriculum if it going to be effective. Now, the education system is reflective of the majority and has failed in its promise to educate all, which is evident in the rates that American Indians fail to graduate. For educators, a deep knowledge of American Indian heritage including tribal governments, history, language, and culture is necessary. It will help ensure that education is for all.
Notes
1 “Minnesota Senate Research Report-American Indian Communities in Minnesota,” 21 Nov. 2003 .
2 “Mille Lacs Band of Ojibwe Governmental Structure,” Mille Lacs Band of Ojibwe 21 Nov. 2003
3 Minnesota State Government Online, “Tribal Government,” Minnesota North Star 21 Nov. 2003
4 “History of Indian Education in the United States” American Indian Education Foundation, 21 Nov. 2003
5 Jon Reyhner, “American Indian Language Policy and School Success,” The Journal of Educational Issues of Language Minority Students, Volume 12, Special Issue III, Summer 1993, pp. 35-59, 22 Nov. 2003
6 Tara Prindle, “Ojibwe Clan System,” NativeTech: Native American Technology & Art
©1994-2000, 23 Nov. 2003