Indigenous Education around the World. Workshop Papers from the World Indigenous People's ...

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DOCUMENT RESUME
RC 023 640
ED 467 395
Barnhardt, Ray, Comp.
AUTHOR
Indigenous Education around the World. Workshop Papers from
TITLE
the World Indigenous People's Conference: Education
(Albuquerque, New Mexico, June 15-22, 1996).
Alaska Univ., Fairbanks. Center for Cross-Cultural Studies.
INSTITUTION
1999-07-00
PUB DATE
640p.; For selected individual papers, see RC 023 641-661.
NOTE
Proceedings (021)
Collected Works
PUB TYPE
EDRS Price MF03/PC26 Plus Postage.
EDRS PRICE
Aboriginal Australians; Alaska Natives; American Indian
DESCRIPTORS
Education; American Indians; Canada Natives; *College
Programs; Cultural Maintenance; *Culturally Relevant
Education; Educational Research; Elementary Secondary
Education; Foreign Countries; Health Education; Higher
Education; *Indigenous Populations; *Language Maintenance;
Maori (People); Native Language Instruction; School Community
Relationship; *Self Determination; *Teacher Education;
Tribally Controlled Education
ABSTRACT
This proceedings contains 35 reports, presentations, and
workshop summaries from the fourth triennial World Indigenous People's
Conference: Education, held in June 1996. The papers are organized around six
broad headings: research papers and reports, tertiary program descriptions,
teacher education, community initiatives, language, and health education. Two
additional sections contain the Coolangata Statement--the conference's
"declaration of indigenous people's education rights--and a complete set of
workshop abstracts and presenter information. The presentations deal with a
wide range of indigenous educational issues in the United States, Canada,
Australia, and New Zealand. They demonstrate that indigenous definition and
control of the educational agenda has progressed on several fronts in all of
the nations represented at the conference. A tidal wave of initiatives is
under way, aimed at placing indigenous beliefs, values, knowledge systems,
and ways of knowing into the educational arena at all levels. (Author/SV)
Reproductions supplied by EDRS are the best that can be made
from the original document.
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
PERMISSION TO REPRODUCE AND
CENTER (ERIC)
DISSEMINATE THIS MATERIAL HAS
1:13This document has been reproduced as
BEEN GRANTED BY
received from the person or organization
originating it.
Ray Barnhardt
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
TO THE EDUCATIONAL RESOURCES
official OERI position or policy.
INFORMATION CENTER (ERIC)
INDIGENOUS EDUCATION AROUND THE WORLD
WORKSHOP PAPERS FROM THE
1996 WORLD INDIGENOUS PEOPLE'S CONFERENCE: EDUCATION
New Mexico
Albuquerque,
June 15-22, 1996
Compiled by
Ray Barnhardt
1996 WIPC:E Academic Program Chair
Published by
Center for Cross-Cultural Studies
University of Alaska Fairbanks
Fairbanks, Alaska
99775
July, 1999
BEST COPY AVAILABLE
INDIGENOUS EDUCATION AROUND THE WORLD
1996 WIPC:E Workshop Papers
Contents
Preface
Ray Barnhardt
The Beginning and the End
Jack Dalton
Research Papers and Reports
Section 1.
Reconciling the Past: Looking Back, Moving
Forward
Trevor Ah Hang and Keith McConnochie
Collaborative Storytelling: Meeting Indigenous Peoples'
Desires for Self-Determination in Research
Russell Bishop
Androgogy and Aboriginal Australian Learning
Styles
Kathleen Clapham, Angela Dawson, Patricia King and Leslie Bursill
The Role of Research and Cultural Documentation in
Reconstructing Cultural Identity
.....Eileen Mata Duff
A Bicultural Research Journey: The Poutama Pounamu
Education Research Centre
Wai Harawira, R. Walker,
.
T.U. Mc Garvey, K. Atvars, M. Berryman, T. Glynn and T. Dufful
Transforming the Culture of Schooling: Teacher Education
in Southwest Alaska
Jerry Lipka and Ciulestet Yup'ik Teachers
Research: Documenting an Urban/Rural Aboriginal Center
Margaret Weir
Tertiary Program Descriptions
Section 2.
Tertiary Success for The Aboriginal Student: The Numerous
Factors Impacting on the Dream
Waddah Eltchelebi
Planning Academic Programs for American Indian Success
Learning Strategies Workshop
Linda Goin
External Delivery Models for Pre-Tertiary and Tertiary Courses
to Indigenous Australian Students
Graeme Gower and Bernard O'Hara
Te Timatanga Hou - The New Beginning
Hapai Park
Aboriginal Education with the DETAFE System in South Australia..Jennifer Johncock
Canadian Policy -First Nation Involvement in the Funding and the
Politics of Post-Secondary Education: How Much is Enough?.....Darlene Lance ley
Teacher Education Programs
Section 3.
NORTEP: Northern Teacher Education Program 1976-1996
Twenty Years Success in Teacher Education
Keith Goulet
Indigenous Teacher Education in Neo-Liberal Settler Societies
.Rick Hesch
Respect Vs. Discipline: A Native Perspective
David Rattray
Monitoring A Maori Teacher Training Programme
Whare Te Moana and Rachael Selby
in Aotearoa/New Zealand
Section 4.
Community Initiatives
Aboriginal Cultural Awareness Program Donna Ah Chee, D. Maidment,
M. Hayes-Hampton
Forging a Civic Relationship Between Native Youth and their
Indigenous Nation: A Tribally-Specific, Tribally Formed
Social Studies Curriculum
Rosemary Ann Blanchard
Pathways Home: Te Hoe Nuku Roa (The Long Journey)
Arohia Durie
3
Section 4.
Community Initiatives (continued)
Community Consultation and Self-Determination in
Education and Training
Linda Burney, D. French, DJ Ah Kee & C. Davison
One Vision, Two Windows: Educational Self-Determination for
Indigenous Peoples of Central Australia
.Geoff Iversen and Priscilla Thomas
Enduring Native Narrative and Community Perceptions of
Higher Education
Michael Marker
The Evolution of Maori Education in a Predominantly Non-Maori
School
Mihi Roberts
Creating Culturally Safe Curriculum
Dianne Roberts and Kathy Watson
The Strelley Community School Nyangumarta Language and
Cultural Maintenance Program
Richard Routh
Successful Projects in Developing Partnerships Between
Public Schools and the Community's Indigenous People
Susanne Shreeve
Nyungar Education in a Southwest Australian Location:
A Perspective
Terry Wooltorton
Section 5.
Language
Teaching and Preserving an Aboriginal Language
Gail Kiernan
Mother Tongue Literacy and Language Renewal: The Case
of Navajo
and Galena Sells Dick
Teresa McCarty
Maintaining and Developing Indigenous Languages
.Jon Reyhner
The Navajo Language Program
Slate and Anita Pfieffer
Clay
Section 6.
Health Education
Story Telling: Australian Indigenous Women's Means of
Health Promotion
.Kaye Brock, F. Acklin, J. Newman, V. Arbon,
A. Trinbdal, M. Bermingham, C. Thompson and Koori Elders
The Art of Wellness: Use of Traditional Methods to Disseminate
Health Messages to New Mexico Native American Women.
.Gayle Campbell,
M. Whalawitsa and C. Chaca
Cultural Competence and Intercultural Communication:
Essential Components of Effective Health Care to American
Indians
Jackie Two Feathers
Section 7.
Coolangata Statement
Section 8.
Workshop Abstracts and Presenter Information
PREFACE
The following collection is a compilation of the written documents that were submitted
to me following the workshops that were presented at the fourth tri-annual World
Indigenous People's Conference: Education, held in Albuquerque, New Mexico in
June, 1996. Although the papers included here reflect only a small portion of the
workshops put on by over 250 presenters, they do provide a good sampling of the
range of cultural and educational initiatives represented at the conference. The papers
have been organized around seven broad headings (each separated by a colored insert
page): research papers and reports; tertiary program descriptions; teacher education;
community initiatives; language; health education; and the Coolangata Statement. A
complete set of workshop abstracts and presenter contact information is also included at
the end.
In reviewing the issues that were discussed in the workshops, it is clear that indigenous
definition and control of the educational agenda has progressed on several fronts in all
of the nations represented at the conference. While much work remains to be done, a
tidal wave of initiatives is underway aimed at placing indigenous beliefs, values,
knowledge systems and ways of knowing into the educational arena at all levels. The
indigenous paradigms reflected in the workshops are at the heart of the cultural and
educational renewal efforts that are emerging in indigenous communities throughout the
world, and the tide will continue to build until education is reintegrated into the lives
and worldview of the people it serves.
Most of the compiled workshop papers are included here in the original form in which
they were submitted by the authors, without the benefit of formal editing for format
consistency. In the interest of making as much information available as possible, I
included most of the articles that were submitted, even though some are little more than
an outline of the original presentation. I apologize for the lack of editorial refinements,
but we were short on both time and resources to do much more than pull the articles
together in one place. Still, I think you will find much useful and unique information in
this document.
This collection of papers addressing contemporary indigenous education issues is
dedicated to the memory of Whare Te Moana, who was a strong supporter of the goals
of the WIPC:E and contributed a workshop/paper (along with his wife Rachel Selby) to
the conference and to this volume. His spirit flourishes in the good work that is
underway in Aotearoa, as well as in other indigenous settings around the world.
I would like to thank Jean Graves, Jeannie O'Malley-Keyes and Darlene Wright for
their assistance in preparing this document. Without their help, it would not have seen
the light of day. Finally, I would like to express my appreciation to the 1996 World
Indigenous People's Conference: Education organizing committee and to all of the
presenters, speakers and performers for breathing life into the WIPC:E program in
Albuquerque. The information that was exchanged, including that represented in the
following papers, was of great value to everyone who participated, and it will continue
to have a widespread impact on educational developments in the indigenous world for
years to come. Through your efforts, one of the primary functions of the WIPC:E has
once again been fulfilled.
Ray Barnhardt
University of Alaska Fairbanks
1996 WIPC:E Academic Program Chair
5
THE BEGINNING AND THE END
by Jack Dalton, Yup'ik
In the beginning, there was one world, the first world, the original worldand there
were one people, the human beingsand there was a way to do things, the way.
Everyone lived in this waythe people, the animals, the plants, the oceans, the rivers
and the sky.
In the beginning there was one world. And everything was okay.
Then some time ago, a group of people began to grow. They became civilized. They ate
up their homes and had to move, to get bigger. They went to many places and told the
people there, "you must become educated, you must become civilized, you must become
modern." If you did not do what they said, you were killed.
Now, there are many worldsthe first world, the original world has broken into many
pieces.
What the new people call education it is not educating, it is forgetting. It is forgetting the
first way, the original way. It is forgetting the way things are supposed to be.
Many things have been learned by the new people, many good things. But without
knowing the way, these good things do no good.
Now, among these many worlds are a people. These are the first people, the original
people, the indigenous people. These are people who have not forgotten the way. They
have not been educated.
You are the people who have not forgotten. You have not let the new people educate you.
Now thanks to the new things, the good new things the new people have made, you have come
together.
Now you will talk about many things. You will talk about saving your people.
But there is one thing you cannot forget. Many generations ago there were one people, the first
people, the indigenous people.
Do not forget, at one time, everyone was an indigenous people.
So, when you talk about saving indigenous people, remember, you talk about saving all
people.
With them, are our brothers and sisters, the animals, the plants, the oceans, the rivers, and the
sky.
Yes, you are beginning to see the greatness of your task. You are going to save the whole
world.
There are many, many things that need to be done. Don't try to talk about all these things at the
same time.
6
First, there are the first people. Don't let any more first people forget the way. Like this one
here, speaking to you now, he has forgotten many things. Help him remember. There are
many like him here, help them remember.
Then, there are the new people, the many who have forgotten. Help them remember. And
don't let them educate any more. Help them remember the way.
Here, there is nothing to be told in the story. This part of the story has not happened yet. You
will create this part of the story.
But since all of us are children in spirit, since all of us are curious, we will tell you the end of
the story. It is told like this:
In the end, there was one world, the first world,the original world the indigenous
.
. .
world.
In the end, there was one world. And everything was OK.
A Story From the Spirits, through Jack Dalton
World Conference of Indigenous Peoples: Education
Albuquerque, New Mexico
June 16, 1996
Research Papers and Reports
Section 1.
Reconciling the Past: Looking Back, Moving
Trevor Ah Hang and Keith McConnochie
Forward
Collaborative Storytelling: Meeting Indigenous Peoples'
Russell Bishop
Desires for Self-Determination in Research
Androgogy and Aboriginal Australian Learning
Kathleen Clapham, Angela Dawson, Patricia King and Leslie Bursill
Styles
The Role of Research and Cultural Documentation in
.Eileen Mata Duff
Reconstructing Cultural Identity
A Bicultural Research Journey: The Poutama Pounamu
Wai Harawira, R. Walker,
Education Research Centre
T.U. Mc Garvey, K. Atvars, M. Berryman, T. Glynn and T. Dufful
Transforming the Culture of Schooling: Teacher Education
Jerry Lipka and Ciulestet Yup'ik Teachers
in Southwest Alaska
Margaret Weir
Research: Documenting an Urban/Rural Aboriginal Center
RECONCILING THE PAST:
(LOOKING BACK, MOVING FORWARD)
Trevor Ah Hang
Submitted By:
Keith McConnochie
Aboriginal and Islander Studies
University of South Australia
Abstract
"Our intention is to look at Indigenous Communities being able to access the
nature of Archaeological Research and the information generated from it. We are
endeavouring to establish the use of a Virtual Archaeological Site, that is
Aboriginal Cultural Sites that have been the subject of Arch. Investigations with
the existing materials being presented in an interactive manner, enabling
communities to examine their Cultural Identity via Ethnographic Mapping in a
manner preferable to them. The production of an Internet site through Indiginet
(the Indigenous Network in Australia) and the subsequent development of
supporting Audio/Visual (AJV) materials will allow Australian Aboriginals and
other interested peoples, including educational institutions, to have insight into
culturally viable materials to develop an understanding of Australian Indigenous
Peoples."
The proposed presentation includes A/V presentations, photographic, video and
audio support with a web site available to participants to view and review
throughout the conference.
About the Authors
Trevor Ah Hang is a Chinese/Aboriginal from the Nauo nation of the Lower Eyre Peninsula of
the Possum Totem, a Story-teller from a group that has had it's language and cultural identity
lost after events such as the Elliston massacre, intervention by Europeans and removal of the
people to missions.
Working as a labourer, a tool-maker and a computer tech he had a chance to
go through
University under special entry becoming the first Aboriginal graduate in Computing &
.10