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Transcript of Ojibwe Education
Chesborough, S., & Campbell, P. (n.d.). Do Ojibwe Tribal Community College Students Learn Uniquely? . Center for Applications of Psychological Type. Retrieved November 1, 2013, from http://www.capt.org/research/article/JPT_Vol70_0910.pdf
Dwyer, Helen, Adare, Sierra. (2013). Ojibwe History an Culture. New York, NY: Gareth Stevens Publishing.
Gollnick, Donna M., Chinn, Philip C. (2013). Multicultural Education in a Pluralistic Society. Saddle River, New Jersey: Pearson Education, Inc.
Poupart, John, Red Horse, J., Martinex, C., Scharnberg, D. (2001). To Build a Bridge: Working with American Indian Communities. St. Paul, MN: American Indian Policy Center
Treuer, A. (2010). Ojibwe in Minnesota. St. Paul, MN: Minnesota Historical Society Press.
"Dakota & Ojibwe Language Programs." Dakota & Ojibwe Language Programs : Department of American Indian Studies : University of Minnesota. N.p., n.d. Web. 10 Dec. 2013. <http://amin.umn.edu/languageprog/>.
"Ojibwe Language." Bemidji State University. N.p., n.d. Web. 10 Dec. 2013. <https://www.bemidjistate.edu/airc/resources/ojibwe/>.
Regan, Sheila. "Anishinabe Academy in Minneapolis: Can culturally-specific education affect massive attendance, achievement gaps?." Twin Cities Daily Planet. N.p., n.d. Web. 10 Dec. 2013. <http://www.tcdailyplanet.net/news/2012/10/16/anishinabe-academy-minneapolis-can-culturally-specific-education-affect-massive-atte>.
Robertson, Tom. "Immersion program provides new hope for preserving Ojibwe language." Minnesota Public Radio News. N.p., n.d. Web. 10 Dec. 2013. <http://www.mprnews.org/story/2008/04/08/teachingojibway>.
Warring, Douglas F. (2012). Understanding and Applying Human Relations and Multicultural Education: Teaching~Learning in a Global Society. Scotsdale, Arizona: Leadership, Inc.
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(n.d.). In Dancing to eagle spirit society. Retrieved December 12, 2013, from http://dancingtoeaglespiritsociety.org/
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(n.d.). In Minnesota Chippewa Tribe. Retrieved December 12, 2013, from http://www.mnchippewatribe.org/
Learning through stories
Realistic and rational approaches
Minnesota Based Examples
Minnesota has the largest population of Ojibwe Indians in the United States
Ojibwe language programs
Cultural programs in schools
American Indian OIC
Fond du Lac Community College
Largest group of Native Americans North of Mexico
Settled in Minnesota around 1500
Government Boarding Schools
Minnesota Chippewa Tribe, Founded 1938
About 16,200 American Indians attend public schools in Minnesota.
Current Tribal Reservations
Holistic and interdisciplinary approach to learning traditionally a part of American Indian culture
Learn about many subjects through oral tradition
A single story might include values, traditions, and social expectations and norms
Separation of topics and subjects within schools may be difficult
Incorporate more aspects of a topic within a lesson
Different perspectives based on geography
local based geography - St. Paul/Minneapolis or traditional based geography
May determine to the extent that an individual has acculturated
Each student has a different geography and a different perspective that may affect learning style and background knowledge
- medicine society
Three fires - sacred knowledge, sacred ceremonies, sacred songs
Brave dance, dream dance, Sun dance, Peyote
- the good life, revolves
around community and relation to nature.
Spiritual director/ Medicine man
Tobacco smoke is sacred, represents prayer and cleansing
Women have a central role
Men hunt and build structures
Women do more detailed work
Compared to other Native American traditions, women are more liberated
Legally Race is linked to the specific tribe.
Almost half of Native Americans are mixed
Less than half are bilingual
Native American tribal populations are growing
5.2 million American Indians and Alaska Natives living in the U.S.
1.7% of total U.S Population.
What would you do as a teacher to confront discriminating words with your class? Consider how the textbook is looked to as a truth-based piece of writing.
How will you discover the backgrounds of your students considering as more children are multi-ethnic and it may not be obvious which culture(s) they identify with?
Would you consider taking further action outside of your classroom?
How will your students know that they can approach you when situations like this arise again?
You are a high school history teacher and a parent of one of your students has just confronted you. It has been brought to your attention that within the class textbook, there is a derogatory word being used to refer to American Indians. A student in your class was very hurt and troubled by this, as she is American Indian despite having blonde hair and blue eyes. You were unaware of her ethnic identity, as well as the meanings associated with the term in the textbook. Her mother explains to you that the student was too shy and hurt to bring it up in class.
Sense of family extends to include the community
Youth primarily learn about their culture through their family, especially through elders
Elders are highly respected
Are a resource for the whole community, not just the youth
Listening as an important means of learning
Holistic approach to subjects