youth education

Rebuilding Nations: The Next Generation

Producer
Produced in partnership with TPT-Twin Cities PBS and producer/director Missy Whiteman
Year

Turtle Mountain Ojibwe youth from North Dakota tell the story of their Tribe’s history and the importance of cultural revitalization today. Produced in partnership with Twin Cities PBS and producer/director Missy Whiteman. Special thanks to Dr. Twyla Baker, Alexis Davis, Colten Birkland, and Eddie Falcon.

Resource Type
Topics
Citation

Native Governance Center. 2018. "Rebuilding Nations: The Next Generation." Produced in partnership with TPT-Twin Cities PBS and producer/director Missy Whiteman. St. Paul, Minnesota. Video. (https://www.youtube.com/watch?v=aVtkPI_aOMQ, accessed November 14, 2018)

Theresa Arevgaq John: Alaska indigenous governance through traditions and cultural values

Year

Theresa Arevgaq John is a well known Y’upik cultural advocate and Associate Professor in Indigenous Studies and the Department of Cross-Cultural Studies at the University of Alaska Fairbanks and has intimate knowledge about cultural practices within Indigenous governance.  She advocates for balance between the various forms of governing structures, maintaining strong ties to Native languages, and linking traditional Native practices to community well-being and governance roles.

 

 

Native Nations
Resource Type
Citation

Native Nations Institute. "Theresa Arevgaq John: Alaska indigenous governance through traditions and cultural values."  Leading Native Nations, Native Nations Institute, University of Arizona, Tucson, AZ, November 15, 2016

For a complete transcript, please email us: nni@email.arizona.edu

Shannon Douma and Richard Luarkie: How Do We Choose Our Leaders and Maintain Quality Leadership? (Q&A)

Producer
Native Nations Institute
Year

Shannon Douma and Richard Luarkie (Pueblo of Laguna) field questions from seminar participants about how the Pueblo and also the Santa Fe Indian School's Summer Policy Academy groom Pueblo youth to take over the reins of leadership of their nations.

Native Nations
Resource Type
Citation

Douma, Shannon. "How Do We Choose Our Leaders and Maintain Quality Leadership? (Q&A)." Tribal Constitutions seminar. Native Nations Institute for Leadership, Management and Policy, University of Arizona. Tucson, Arizona. April 3, 2014. Q&A session.

Luarkie, Richard. "How Do We Choose Our Leaders and Maintain Quality Leadership? (Q&A)." Tribal Constitutions seminar. Native Nations Institute for Leadership, Management and Policy, University of Arizona. Tucson, Arizona. April 3, 2014. Q&A session.

Casey Douma:

"If you think about it in the context of that analogy of farming, you have to clear the land and plow the field and get it ready for irrigation. Get intentional rather than just take some seeds and throwing out there and hoping something grows, and from that crop becomes the people you select for leadership. We're very intentional in providing the environment for our children so that when they grow with the proper care and attention, that as they grow and the care is given to them, that when it comes time to select the leaders, that we have individuals like Governor [Richard] Luarkie who have been instilled with those types of values, and that when it comes time for harvest, the individuals possess the values and attributes of leadership that we hope for. And we know that that doesn't just happen on its own, it's very intentional in the communities.

So emphasizing the work with youth is so critical because we have to keep thinking of the next generation of leaders: who will be our caretakers, who will sustain us into the future? So in the efforts to think about leadership and leadership development, when it comes time to elections, when it comes time to get leadership in place, you think about who are our choices of people, what types of attributes do they have? And if they lack in those attributes, how do we instill that so that in the future we're not going to just let up, take the best of the worst and just take the whoevers? So as a part of growing leadership to...because so much of the stuff that we talked about for the past two days it comes back to how do we make this happen, how do we get things moving or how do we have a constructive conversation regarding constitutions, about governance, about laws and about our judicial systems? It takes a mindset of critical thinkers, of people who are eager to contribute to their communities. And that doesn't happen naturally. We have to be intentional in our approach.

So I'd like to just add that...commend both Shannon [Douma] and Governor Luarkie of our people for providing that respect. That as youth develop, it is so important because we were blessed by the...we were blessed with...we have leadership like Governor Luarkie, others who are products of the community, that are able to effectively govern and lead."

Miriam Jorgensen:

"Are there other comments or questions? Thank you very much, Casey."

Terry Janis:

"As far as your leadership strategies that you're engaging in in the youth program, speak a little bit more about how you're thinking about the critical nature of service and core values in particular. I ask you for a couple reasons. One is I'm constantly impressed by the Pueblos in the role of service in so many parts of governance and community and everything else. And I was wondering if you could speak more about that kind of balance between service and core values in your curriculum, your pedagogy, and how you think about them."

Shannon Douma:

"I just wanted to touch upon that. I think with the Summer Policy Academy we recognize that we have to establish a strong foundation for our people, for our young people, to instill and reinforce the core values of our people. Our students come in with an understanding...our students come in from a variety of places. They come in with a lot of knowledge about their communities. They've been involved in their communities, they've been raised to know what those values are. And then we have students that have lived outside of the communities that are Pueblo communities... they're Pueblo students, they've lived in places like Colorado Springs or in Albuquerque that maybe don't have as much exposure to their communities, and so we understand that our students come in with a variety of experiences.

So going back to talking about being intentional, we have to be intentional about how we work with our students because they're not learning it in the schools. We know that. They're not learning our history, our knowledge, and our experiences in the school settings. So how do we instill these values with our students to understand service, to understand reciprocity? We want our students to come back home and help our communities and that's something that I think...with all of us...I think for myself, being able to go away and experience college outside of my community and to know that there was always an opportunity to come home and serve my community and in what capacity, but to understand that we serve our communities in many different capacities. Some of us are in direct positions, some of us are working from afar, but to understand that it looks different for all of us and to recognize that.

And I think one of the things that I wanted to mention is that the core values advocate to achieve a higher standard for ourselves and families and our leaders. I think once the expectations are established we begin to reinforce those in our communities, with our families, with our leaders and we start holding each other accountable and so that's what we notice in our students is they start an understanding of how we're supposed to function, how we're supposed to live in terms of through this experience of understanding the history, the culture of our people. There's a real intention that students have in like, 'What can I do to give back? I've learned how my people have gone through this policy with boarding schools.' We've also learned about self-determination. 'How can I now give back to my community?' and it happens in many different ways. It happens through individual service, in groups, it happens within the schools that they go to school at. We have students that, in our school, we have some students from Laguna Pueblo that came to our program this past year and there was three students, they said, 'I didn't learn about this. I'm not learning about this in my school at all. How can I bring back the language and culture to our communities?' And so through that is a process of how we provide them with the tools, but also how we support them along the way.

So I think one of the things that we learn is that our students have the need to give back and they support one another and they help one another and I think they're eager to stay involved. And how we keep them involved is devoting our time to them, real intention of how we support them throughout the process. We don't just say, 'Come to our conference, hang out for a little bit and then go home.' We want them to understand that we're all a network now, we're a community now. So how do we support one another to serve our community because we're all representing those communities of the Pueblo people. Was that helpful?"

Miriam Jorgensen:

"We have one more question and then it's going to be our last question because I want to make sure we have a chance for a brief break and then we also have time for a very exciting pre-lunch panel as well. So sir, you've got the mic for the last question."

Esequiel (Zeke) Garcia:

"I've got a question for both panelists. The Institute, does it incorporate anything like an internship where the youth is paired up with a council member and actually gets hands on experience? And then the question for the Governor, for incoming tribal council members is there any type of...in y'all's setting in your Pueblo...any type of like orientation or how they...any type of orientation to make them aware of what their role is and how they should go about practicing their position as a leader?"

Shannon Douma:

"I think in terms of like an internship with the governor's office or in...I think that's possible. We haven't had a student that was interested in that particular internship. So that's an idea that I think it's something that we can explore. Our internships span across many different areas and we rely a lot on our faculty. Like for instance, the UNM [University of New Mexico] Law School, we have Professor Christine Zuni Cruz who has interns work with her, understanding how it all works with the law school programs, services provided. And so basically students have a certain interest area that they'll pursue and they'll ask us if they can have an internship there, but we haven't had anybody right now that has had an interest in being in the governor's office. I'm sure that would be a great experience for our students, but...so I think that's an idea that we'll explore when it comes to our internships for the coming years. But thank you."

Richard Luarkie:

"Thank you for the question, sir. As far as incoming council members, those officials, we don't...we have a process as I explained earlier where you're kind of groomed from the town crier to the mayordomo to the council. So that's kind of the longer version of our orientation preparing them for those offices. When an individual is then eventually put into office on January 1st when we have our installation ceremony, it's the opportunity for the people to encourage and remind the officials of what their role is. So it's the people that provide that first level of orientation. 'Here's what your responsibility is. Here's your reminders. Here's what the priorities are that we set forward, continue with this.'

When we get into the council environment, when we convene as a council at the beginning of the year, we normally have...we go through what we call our council policy, just our conduct, how we conduct ourselves, our responsibilities. As an example, council members...in council members with the exception of the staff officials, the cane-bearing officers, the only time our council members have authority is when a council meeting is convened. When the council meeting ends, they're regular Joe Blow. They can't go out in the community and say, 'Council said this or I have the authority.' They don't have that authority unless we delegate them. So those kind of things are done to orientate.

Now as far as an internship in the governor's office or the treasurer or the secretary's office, I don't see that those are impossible because we have the Government Affairs Office that's a part of the governor's office. But again, back to our teachings, we're taught, 'Don't chase these positions,' [Pueblo language]. They remind, 'Don't put your hand where you're not ready yet.' So they're very reminding that you don't chase them. When the people think they're ready, then they'll start putting you into these positions and that's kind of your flag that they're probably -- as Casey mentioned -- they're intentional about beginning you down that process. So that's probably a reason from the traditional side we've not necessarily had internships in those offices, but that doesn't mean that the other functions we can't create it now. Even I think in this modern day and age, I don't think that that's something that's unattainable. As a matter of fact, I think it'll be a really cool project that we can develop something like that to help our students, help our students with."

Cheyenne River Youth Project's Garden Evolving Into Micro Farm

Year

When the Cheyenne River Youth Project started its organic garden in 1999, staff at the 26-year-old nonprofit would never have guessed where the little garden would take them.

The two-acre Winyan Toka Win–or “Leading Lady”–garden is the heart of the youth project, and is becoming a micro farm. Sustainable agriculture at the youth project in Eagle Butte, South Dakota supports nutritious meals and snacks at the main youth center for 4 to 12 year olds and at the Cokata Wiconi Teen Center. The garden also provides fresh ingredients for the farm-to-table Keya Café, merchandise for the Keya Gift Shop, and seasonal Leading Lady Farmers Market. To continue with the garden’s success, CRYP has invested in a new irrigation system, a garden redesign, and a composting system...

Resource Type
Citation

ICT Staff. "Cheyenne River Youth Project’s Garden Evolving Into Micro Farm." Indian Country Today. July 6, 2015. Article. (https://ictnews.org/archive/cheyenne-river-youth-projects-garden-evolving-into-micro-farm, accessed March 22, 2023)

Indigenous Youth Help USFWS Restore Fish Passage on Cochiti Pueblo

Producer
Indian Country Today
Year

Ask a group of teenagers their idea of fun and you might get answers like hanging out with friends, dodging opponents during a game of laser tag or playing their favorite video games. But for a group of Native American youth from several of New Mexico’s pueblos, fun meant working outside on a warm, sunny day hauling tons of rock with other tribal youth, community volunteers and staff from the U.S. Fish and Wildlife Service in an effort to restore fish passages along the lower Santa Fe River on Cochiti Pueblo...

Native Nations
Resource Type
Citation

Dabovich, Melanie. "Indigenous Youth Help USFWS Restore Fish Passage on Cochiti Pueblo." Indian Country Today. December 26, 2014. Article. (https://ictnews.org/archive/indigenous-youth-help-usfws-restore-fish-passage-on-cochiti-pueblo, accessed July 25, 2023)

Cheyenne River Youth Project Turns 25, Launches Endowment and Keya Cafe Featuring Homegrown Food

Year

Twenty-five years ago, Julie Garreau (Cheyenne River Lakota) developed the Cheyenne River Youth Project (CRYP) from a converted bar on Main Street in the tribe's capital Eagle Butte, South Dakota. For 12 years she volunteered her time to get an after-school program off the ground...

Resource Type
Citation

ICT Staff. "Cheyenne River Youth Project Turns 25, Launches Endowment and Keya Cafe Featuring Homegrown Food." Indian Country Today. January 28, 2014. Article. (https://ictnews.org/archive/cheyenne-river-youth-project-turns-25-launches-endowment-and-keya-cafe-featuring-homegrown-food, accessed March 22, 2023)

A Solution: Sowing the future for tribal youth

Author
Year

For aspiring farmer, Vernal Sam, 24, the physical labor came easily. Like many Tohono O'odham, he'd helped out on his uncle's cattle ranch as a kid, bringing in cash when his family needed it, and he'd helped his grandfather bury traditional tepary beans and squash seeds in the brown clay soil. What felt different about his new farm apprentice job was the sense of possibility within the bounds of the reservation...

Native Nations
Resource Type
Citation

Bregel,Emily. "A Solution: Sowing the future for tribal youth." Arizona Daily Star. August 08, 2013. Article. (http://tucson.com/news/local/sowing-the-future-for-tribal-youth/article..., accessed February 24, 2023)

The Jamestown S'Klallam Tribe

Producer
Jamestown S'Klallam Tribe
Year

For ten thousand years, a Nation of people lived and prospered on the lands now known as the Olympic Peninsula in the State of Washington. These strong people of the S'Klallam Tribes had a system of governance, engaged in commerce, managed natural and human resources, and exercised power over their homelands. The S'Klallams created a rich culture of art, song, spirituality, traditional knowledge and social structure. The S'Klallam culture promoted leadership, self-sufficiency, self reliance, and a code of conduct within their community that served as a basis for strength, pride and survival. This was a Nation, a government and a community...independent and interdependent. It still is. In this video, longtime tribal chairman W. Ron Allen provides an overview of the history of the Jamestown S'Klallam Tribe and how it has become the strong Native nation it is today.

Native Nations
Citation

Jamestown S'Klallam Tribe. "The Jamestown S'Klallam Tribe." Sequim, Washington. 2010. Video Presentation. (http://www.jamestowntribe.org/facts/facts_video1/facts_video.htm, accessed November 13, 2012).

NCFNG: Youth and First Nation Governance

Producer
National Centre for First Nations Governance
Year

Satsan (Herb George), President of the National Centre for First Nation Governance, talks about the importance of involving youth in Nation Rebuilding.

Native Nations
Resource Type
Topics
Citation

George, Herb. "NCFNG: Youth and First Nation Governance." National Centre for First Nations Governance. Canada. 2010. Film. (https://www.youtube.com/watch?v=Ak8hoHKUVqI&feature=plcp, accessed September 18, 2012).

Project Falvmmichi 60

Producer
Choctaw Cinema
Year

This one-minute video provides an overview of the Choctaw Nation of Oklahoma's Project Falvmmichi, which won an Honoring Nations award from the Harvard Project on American Indian Economic Development in 2008.

Citation

"Project Falvmmichi 60." Choctaw Cinema. Choctaw Nation of Oklahoma. Durant, Oklahoma. 2012. Video. (http://www.choctawcinema.com/?p=775 , accessed July 2, 2012).