When we share stories with one another we become bound together in powerful ways. Stories provide hope: they have the potential to shine a light into the darkness and challenge us to change our thinking. Stories matter. Stories are powerful. Each month, the Department of Curriculum and Instruction partners with the RPS equity specialists and American Indian Liaison to share the stories of those in our own backyard who are often silenced.
Cante' waste' nape ciyuzapi ksto! (I greet you with a warm heart and handshake).
Recently, I had a conversation with a student who was feeling lonely. He wanted to go back to the school he attended last year, which is out of state. He missed his friends, he missed being part of a community, and he missed a sense of belonging. He said, "I don't really talk to anybody but my dog."
I knew this student was seeking an authentic connection. I told him, "I talk to my dog too, in fact, I dress her up. Would you like to see her in a Wonder Woman costume?" I then showed him a picture of my dog in her costume.
His eyes sparkled and the corners of his mouth turned upward into a smile. He looked directly at me. We connected.
October 8th marks Indigenous Peoples’ Day, recognized by Rochester Public Schools, the City of Rochester, and several other school districts and cities across the United States. So, Why is this day important?
This simple act of acknowledgment of the Indigenous Peoples of this land and the contributions they have made can and will be the catalyst for Indigenous Peoples’ sense of belonging, existence, and self-worth. This is imperative; otherwise, it can be easy for American Indian students to feel like they don't belong. Others often question our identity and existence (I say ‘our’ because I am an Indigenous person) because many history books refer to us as being figures of the past: a people who did not exist before 1492. Acknowledging Indigenous Peoples’ Day will begin to dispel the myths of American Indians being nothing but relics of the past.
The Indigenous Peoples’ history, culture, and way of life were targeted for assimilation through the boarding schools and foster care system before the passing of the Indian Child Welfare Act in 1978 and the American Indian Religious Freedom Act in 1978. Very few American Indian families have not been directly impacted by the forced boarding school and adoption era.
My Mother was sent to St. Francis Boarding School and eventually ended up aging out of the foster care system. She was separated from her three older brothers, one older sister, and one younger sister. While in foster care, she repeatedly asked about her younger sister. A few days after her 18th birthday, she was contacted by the state of South Dakota and notified that her sister was living in a town 45 minutes away and she had been there for 13 years.
Most of us have an inherent human desire to belong and to be part of a community. Our ancestors existed so we can exist. Our existence is current. Our existence is our future.
If one does not understand the past and is told things about history that are inaccurate, one begins to internalize all of that information: one may begin to believe inaccuracies about one’s self. We must recognize how the past affects us today, how it will affect us tomorrow, and how it will affect our future generations.
Our American Indian students are the epitome of strength and resilience.
Let us put our minds together and see what life we can make for our children. (Sitting Bull)
If you have a question about resources available for students or staff, or if you wish to discuss any of these ideas further, please consider reaching out to me.
Pilamaya. (Thank you.)
This post brought to you by Dawn Bjoraker, American Indian Liaison for the Rochester Public Schools
Feel free to contact Bjoraker at 507.328.4236 or to connect with her via email
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