Tag Archives: #nativeyouth

50 Years Ago, Native Education Leaders Gathered. What Now? A Q&A with the National Indian Education Association.

Fifty years ago, a group of Native educators and activists organized the first national conference on Indian education in Minneapolis, MN. Over 900 parents, community leaders, and educators came together to exchange information, share their experiences, and discuss efforts to change federal education policy. That group became the National Indian Education Association (NIEA).

Diana Cournoyer, Executive Director, National Indian Education Association

Today, NIEA is a powerhouse, not only when it comes to education for Native children, but also their civil rights efforts to change education outcomes for all students. We spoke with Executive Director Diana Cournoyer to learn more about the organization’s founding, the importance of partnering with allies, and how NIEA’s resources can be useful to educators working with students from marginalized communities.

NIEA is a client of Bellwether. The conversation below has been edited for length and clarity.

NIEA just turned fifty. What were some of the social and cultural forces that led to NIEA’s founding?

Diana Cournoyer: The founding of NIEA in 1969 was initially driven by a need for education advocacy at a federal level. There had been several federally commissioned reports, like the Miriam Report in 1928 and the Kennedy Report in 1969. Again and again, these reports indicated that conditions in government funded boarding schools and public schools were harmful for Native students, but the government failed to act on that knowledge. This was also a time during which a large portion of Native populations were moving to cities to find work, and it was clear that urban public schools were dismissing the needs of Native students.

In response to an educational system lacking cultural relevance, Native language, or community inclusion, Indian education advocates held an American Indian Scholars Convocation. In 1969, these educators discussed concerns, shared best practices, and learned what was important to Indian people in the United States. Many convocation attendees desired an opportunity to continue the discourse and share ways to improve the education of Indian children. 

Founding members, educators, and tribal leadership stressed the need to create an opportunity for professionals in Indian communities to discuss common interests, talk about the education of Indian students, and explore ways to be more effective teachers, better school administrators, and discover practical experiences that might provide a path for improving schools serving Indian students.

With the passage of the Every Student Succeeds Act in 2015, NIEA shifted some of its focus from federal-level work to state-based work. Can you tell us more about that?

Diana: NIEA’s founders cultivated allies at the federal level, but because of the transition to state oversight of education, we’ve been increasingly focused on cultivating relationships with state education agencies. Part of the reason for this is so that we can ensure that ESSA is implemented in the manner that it was written. It’s NIEA’s mission to hold states accountable to the promises they’ve made to Native students. Continue reading

Media: “Culture-based education — a path to healing for Native youth?” in The Hechinger Report

Today, I have an op-ed at The Hechinger Report about the benefits of culture-based education, for Native youth and all students. The piece was inspired by work our evaluation team did with The National Indian Education Association at Riverside Indian School, the nation’s oldest federally operated American Indian Boarding School.

An excerpt from my op-ed:

Culture-based education provides a path to healing and responsible citizenship for all of us. It helps students become aware of and comfortable with other belief and value systems. It furthers the goals of democracy and leads students of all ethnicities and races to think more deeply about their own cultural identities while also broadening their understanding of the experiences and perspectives of others.

Finally, the fruits of culture-based education can help us understand this country’s moral debts and how to pay them. Native Americans have for too long lived in a country controlled by men who, for nearly 300 years, have consistently “elevated armed robbery to a governing principle.” Through forced removal, boarding schools and relocation, our government stole and erased Native Americans’ languages and cultural knowledge. An investment in recovering, restoring and revitalizing lost and stolen indigenous cultural knowledge could guide us in understanding this country’s bloody history and place us on a path toward reconciliation and equity.

Read the rest of my piece at The Hechinger Report, and read more of my writing about Native education here.

The Power of Asset-Based Thinking for Native Students

This post was written by a past Bellwether intern. Read more about our internship program here.

During a phone call with our partners at the National Indian Education Association (NIEA), I used the word “impoverished” to describe some Native communities. I was politely corrected by Jacob Tsotigh, a citizen of the Kiowa Tribe and tribal education specialist at NIEA. Jacob explained that the word “impoverished” suggests Native communities are devoid of resources, and that using this word paints an untrue and incomplete picture of the complexity and value of Native culture.

He explained that while there is some level of poverty that exists for Native students broadly, characterizing Native students as simply impoverished misses the mark and diminishes Native cultural strengths. In a later conversation, Jacob told me:

Our Native people are not consumers, we’re not middle class, we don’t aspire to the American dream necessarily. We have a different set of values that permeate within our community. The essential value is that we are a collective. We believe that what we do as Tribal Nations reflects on the wellbeing of our families and communities — so if we don’t have the things that you do, we don’t feel ourselves as less than or deprived of. It’s not who we are.

2018 NIEA convention attendees via NIEA’s Flickr account

Jacob’s comment made me think more about why deeply understanding and respecting communities matters. In this situation, characterizing Native people only by their economic situation ignored the value that Native students bring to the classroom. This focus on deficits rather than strengths, a practice sometimes referred to as deficits-based thinking, is a common pitfall in many schools. This mindset leads educators see Native identity as a marker for failure, which puts students at an extreme disadvantage by making them less likely to garner high expectations from teachers. Additionally, given the fact that Native students encompass only 1% of the total population of public school-aged children, a focus on deficits can further isolate a group of students already dealing with invisibility.

Valuing Native students and their contributions requires a shift towards assets-based thinking, which encourages educators to understand and enrich the strengths of Native students to support their educational journeys. This requires getting to know Native students, and then working to share and amplify individual and cultural values, experiences, and perspectives — work that can improve cognitive processing in students.

Simultaneously, this approach creates an environment of mutual respect and reciprocal learning, where educators learn from the Native communities they serve and use this information to improve their classrooms for all students. For example, research has long supported the idea that Native students benefit from holistic and collaborative learning — a practice present in many Native cultures. This whole-child approach to education — one that holds health and wellbeing at the same level it does academics — is now taking off in schools around the country, proving we all have much to learn from our Native peers.

To be clear, educators shouldn’t ignore the challenges Native people face. NIEA education specialist Kurrinn Abrams, member of the Seneca Nation of Indians, explains that it is necessary to find a balance between addressing challenges and celebrating strengths: “Acknowledge the shared history and pain of Native people, but don’t use it to identify them.”

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