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Indian Education Newsletter (Vol. 3, No. 1 / 2) Indian Education Resources Center 1972

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Indian Education NewsletterIndian Education Resources CenterUniversity of British ColumbiaVancouver 8, B.C.SEPT. 1972OCT. 1972VOLUME #3 - #1& #2t..7#11 r7"rr"c7.A^,FORT^ST,^JOHN^VISITATIONBYGEORGE N. WILSONCURRICULUM CONSULTANT ON INDIAN EDUCATIONPARLIAMENT ELDGS, - VICTORIAThe purpose of the visitation to the Fort St. John SchoolDistrict was for the Curriculum Consultant to fathom the needs of theSchool District when educating Indian children. This to be followedup by•a report of the findings and recommendations for improving theeducational opportunities of the Indian people of the Fort St. Johnarea.Mr. A. McKay, Director of the Indian Education ResourcesCenter at the University of British Columbia accompanied Mr. Wilsonmainly to expand his services and contact in this area. Yrs. Dubeau,the co-ordinetor of Special Services and Mrs. M. Poplar, the IndianCounsellor- for the area met the gentlemen and planned their itinerary.The itinerary for the three days included a meeting, withschool principals and district teachers, visitations of schools andspecial services personnel of within the district.Attached to this report is a genera]. report on IndianEducation of the Fort St. John and District^From what I've seen thecondition is as reported.From what I've seen, read and discussed regarding the educa-tion of Indians of the district the following is what I have to re-commend:1) Bolster the orjentatien program^Upper PineEleMentary School, Provision for a full timeorientation. class is needed in this school.2) There are specific types of materials neededfor this orientation class to use to over-come cultural learniUF prcls which thechildren have, The principal of Upper Fin eElemuitaxy school has the :se needs outlindand will forward• ^tnese La me at his earliestcom,enienoc.2 —3) It would be to the advantage of both the Indianchildren and teachers of Upper Pine if theKindergarten class for the Indian children wasphysically part of the school. This kinder-garten class is currently situated at the DoigRiver Reserve which is away from the Upper .Pine School.4) Upper Pine School will be relocated to moremodern facilities. If and when the new schoolis built that there be attached to the schoolhealth facilities for both Indian childrenand parents the children's physical needswould be met. The Indian children at presentreauire medical attention whether dental orclearing up the impetigo which infects them.At present the health nurse whips into thereserve and out again just as quickly.5) An on the job training of a teacher aide isneeded. for the school district. This teacheraide would in addition to fulfilling her roleas such would be a resource person for theschool in the subject of Indians.There needs to be an all out crash p'od ^onlanguage arts for the Indian children of theschool district. Approaches en teachingEnglish as a second language must sought and aschool as Upper Pine could be used on a pilotprogram of this nature. If there is one greatstumbling block in the academic world for Indiansit has to be the mastery of the English language.Different approaches^that developed by South-western Co-operative Educational Leboratorr, theSullivan program and others must Le better under-stood and trammed to see if the;  mould beapplicable in Fort St. John.7) The School District Pl,SOLITCC Center certainl:vcan expound its scsourceG on boos fils andfilmstrips on tie, shject of TnianCanHo and cestainiiy on 'f,rft -Ish8) An^hoe-achool co -ar^'tor is neeche,.dfor thJ, v ca.^Tr_ tcr:72 of -Ls1-::b‘:::~ per'nap:.crannn be^certalui,y^of shegcoy tn±s c;n7 nertainly be Agre,Yc.^travolLthe In Sian^pc^cert.ain tn•t thn- 3^8) whole area is covered. With an additional home-school co-ordinator travelling can be reducedand certainly more homes can be reached; there-fore, more parents and students can be counselled.There may be other problems and needs not mentioned in thisshort report; however, since I have visited the area and am more awarein terms of a frame of reference I can be consulted on these matterswhen they come up.* * **********************^***** ** ******** ******FORT^ST,^JOHN^TRIPALVIN A. MCKAYDIRECTOR - INDIAN EDUCATION RESOURCES CENTERSeptember 20 to 22nd was a trip to a new territory - FortSt. John. The purpose of this trip was to see first hand wat the"integrated" schools and respective communities were like. Due to- teacher workshop meetings, inservice committee meetings:, attemptsto visit surrounding Indian villages, and six inches of fresh snow,for the 21/2 day visit, only 1 reserve was visited.It appears that the total scene lacks a great deal - perhaps,due to the following:a) The majority of local Tidian people are semi-illiterate.b) The integrated set-up is only a few years old.c) A total lack of communication amongst theIndian reserve peoples exists.d) A total lack of constructive programing, bythe Dept. of. Indian Affairs, or the localschool board, and this is controlled by atotal.^of communication between thcetwo r encies.e) A pronounced negative attitude by the localnon-Indian people against Indian people -^ e) again a total lack of communication or under-standing.f) The Church plays a very small part (on oncea month visits to the various reserves).All services offered to the Indian people are based on theassumption that these people are communicative enough to plan, criticizeor supplement these efforts. Due to the relatively low general schoolachievement level of these people, no outstanding Indian person is in aposition to be able to guide the non-Indian educators and Dept. of Indian.Affairs officials then at the same time be a leader to his people.In view of the aforementioned 5 lacking areas of communication- it would appear that a massive program of adult education is needed, ie:1) Indian people -_an attempt to up-grade thethinking of these people - in tune with thepreSsing needs of their children in theschools - leadership/community involvementtraining on the reserves.2) Non-Indian people -- a massive program to orient or familarize-these people with local or District IndianCultural Historical or. Contemporary Way ofLife of Indians.- an attempt to close the wide gap ofcommunication between Dept. of. IndianAffairs Agencies and the localeducators.3) Churches -- a program to involve the church in a day today basis regarding the lives of these Indianpeople - in terms of a continued enphasisof the on-going educational scene.It was felt that there are enough non-Indian and Indian people,who are that interested in the welfare of the "integrated" situation -.to embark on some similar program as suggested in this report.* * *J.* * ** * ****** * *-'***** *** * *** e* e** **^C * * * * *^* * a a *** ; :.*****^*****7',-. 5  -KAMLOOPS SCHOOL DISTRICT - INDIAN EDUCATIONJOE A. MICHELCONSULTANT FOR INDIAN STUDENTSIt was a .big change to move from an all-native Indian. schoolsetting into a public school system. The total family unit and thewhole Indian community was and is, being affected in re-acting tothis change. A great deal of the favourable expectations of schoolintegration has been realized. And where there were obvious weaknessareas, Indian people and educational planners demanded supportiveservices.I believe it is necessary that we maintain and up-grade ourefforts to reinforce the favourable aspects of the provincial educa-tional programs. Indian people have made positive gains in gettingsome much needed supportive services. There are indications now thatIndian people want an active in- put in setting priorities and inevaluating the programs. A sample of some of the positive supportiveservices that I think have served very real needs are:1) BONITA'S program to help teacherL; gain a heLtterunderstanding of Indian people through newsletters,conferences, workshops, bibliographies, and directcommunication.2) BCNITA'S program in drawing upon the experienceof Indian people involved in Fducation of Indians.3) BCNITA'S program of focussing attention and actionon weakness areas.4) BCNITA'S program to work for co-operative and teameffort in improving opportunities for the nativeIndian students.5) The enploynent, training, and inter-nommunicationof home-school co-ordinators.6) Home-scool co-ordnators workirg closely withindisu education cornittees on renerves to focuson crisis on recurrir7 proble -,11 situations,7) The sttempt to encourageIndian people to takeadvantage of educational cad vocational opportun-Itie.68) The attempt, to up-grade Indian Studies under-taken in each classroom.9) The attempt to improve attendance, removenegative biases, and remove obstacles forgood achievement.10) Extending educational opportunities forpre-schoolers and young adults.11) Encouraging Indian Education Committees invarious situations -A/ Indian community13/ SchoolC/ School DistrictD/ District council of chiefsE/ Indian Student ResidencesThe initial "modest" concerns of Indian people for improvements ineducation are:- poor attendance, poor achievement, drop-outs- expansion into a more comprehensive look atcommunity life. Readiness classes nursery'school and kindergarten are well acceptedneeds. In two communities in my district,great concern. is being focussed on the highemployment rate of the young adults and thcirlack of motivation to take advantage oftraining opportunities. One Indian communitycombined the education and economic develop-ment committees for form one committee withthe purpose of utilizing as much of theresources available to help the adult popula-tion. The five month study resulted in arecommendation for an on-reserve trainingoppoi-tunities in basic up-grading and in acommunications improvement course fashionedafter a life skills course designed bySaskatchewan i2-.',ewstart, Prince Albert.the outset, local field officers .Jeredirectly involved in the discussions.- Nanpower Cariboo Collere, Indian I,,ffairs andbaud council members. There was mu ,ch gainedfrom the woeklv dj::cussica durirT July andAuguti.CcmunicLLLion.^Indjanco=rhnity lead er_ arid the hi.cency personnel-7 --involved is now greatly improved. I am veryoptimistic that the comprehensive committeewill be an action committee. I think that acomprehensive committee is suited to anIndian community with a small population.The Adams Lake and Niskainlith bands have not taken goodadvantage of government incentive programs before the formation of theaction committee. Now that needs can be pin-pointed and preparationrequirements recognized, the CULTURAL, EDUCATIONAL, MANPOWER, COLLEGE.ECONOMIC, RECREATIONAL FIRST CITIZEN'S programs will be more meaningful.Community education can move forward with an action committee whichwill work toward utilizing as many of the personnel and resourcesdirectly concerned. At present there is high optimism among thecommittee members. Now comes the harder task of motivating theordinary band members to share this enthusiasm.The home-school co-ordinator program is recognized as avaluable service. Small Indian communities have some difficulty injustifying employing a full time home-school co-ordinator. In thesecases, there should be some formula devised to employ a communityworker who will function as a homc--school co-ordinator; health, youthworker, recreation director or some other combination.Another area for educational exploitation is the use ofabandoned Indian school buildings for short term and long termactivities. Some possibilities that come to mind are:1/ Library - books, multi-media2/ study centers for interest courses• and credit courses3/ hobby centers4/ meeting place for recreation andstructured groups5/ testing out curriculum proposals6/ information center for the bandmembers7/ place for planning proposals8/ place for streamlining communications.I believe that we should. make a concerted effort to helpIndian people make functional use of government educational, culturaland economic development programs. I believe that we need a moreconcerned role in helping native Indian students develop theirexpressed interests in art, music, and recreation. Identification-8--and encouragement in the development of these areas goes a long wayin helping the students. Some Indian communities have overcome theobstacles by having excellent music, art or recreation encouragementprograms. Ways need to be found to facilitate students' participationin cultural and extra-curricular programs of the school. On the otherhand, Indian communities have developed worthwhile activities thatcould be extended into the school day. It is in the Indian communitiesthat I believe we must encourage development of the "interest" activities.In my observation of Indian communities where there is a lowemployment rate, the activities of those communities tends to fall intoset patterns, negatively or positively. An intervening force can attimes help individuals and the community broaden life activities andexperience. Some way, I am sure, can be found to help people realizethe people and resource potential an Indian community has. The summercamps, travel exchange, field trip, programs have had good positiveeffect on individuals and at times on the whole community. However, itis in the day by day activities that Indian communities need encourage-ment. I am convinced that we need community workers on each reserve tospearhead planning, to encourage, to gather positive ideas to facilitatethe plans of the Indian community, to co-ordinate effort on behalf ofthe young. There are a number of possibilities that already exist -management programs, home-school co-ordinators, health aide welfareaide, recreation. director. These cormunity workers are probably doingmuch of this work of co-ordinating and facilitating youth activities.however, we need to make a pitch that co-oreinating and facilitatingyouth activities be a high priority consideration. If the communityworkers already employed do not have time for the youth, there shouldbe some means found to help a band employ a youth co-ordinator.In summary, I have attempted to express my thoughts on theseitems:1/ Continue and up-grade our efforts to reinforceexisting provincial and federal educationalprograms.2/ Expand our efforts to improve education ofIndians to include the whole Indian community.3/ Demand this necessary personnel be employedand that facilitating of resources be stream-lined.4/ Work for a co-operative team approach to im-prove communication.5/ Work for active involvement of parentn andcommunity leaders in planning and evaluationprocedures.96/ Work toward employing a community worker thatwill have a direct responsibility for theyouth. And encourage these community workers,through training and communication, of the"art of the possible".We have convinced enough teachers now that Indian childrendo not enter the public school classroom with a Zero experience rating.There has not been any extensive work done in identifying the ex-tensive work done in identifying the experience areas that could bevaluable for the Indian student in a classroom situation. Some workcan be done in helping students classify and organize their experiencesin a presentable fashion. One simple example is a student who grewup on a ranch with three breeds on cattle. When asked to name them,he referred to the colour rather than the breed, yet he knew hew tofeed and care for them. Once classification is established, I amcertain that development in understanding will take place. Inaddition, the recognition that the student's experience is a worth-while life experience will help the selfworth of the child. Thenursery schools and kindergartens have community awareness as animportant component of the pre-school program. We can extend thecommunity understanding a few more years. Again consultant help canbe found but it is the parent and the community worker who can tacklethe community awareness program.* *** ** * *** * *** * *** * ************ ******** * *** *** *** * *********** * *** * *******************BCNITA^-^FALL^CONFERENCE^1972POP, T^A L P E P N I^-^B. C.The Fifth Semi-Annual Conference of BCNITA was held inPort Alberni, B. C. - on October, 19, 20, & 21st. Dense fog conditionsin the province grounded and stranded many members - to the extentthat only 44 members attended.Thursday October 19/72 . - was spent visiting an open areaschool - Wickaninnish Elementary, Tofino, B. C. Due to delayedarrival of delegates - we did not arrive at Tofino until 12:00 noon.A luncheon was had at the ..:racuinna Hotel Ltd., - with teachers of theschool in attendance. The. afternoon was spent with 13CNITA cin^inthe pony open-area classes. The latter part of the aternoon wasgroup discussion sessions (BCNITA Ymbers and teachars). tang ideas,- •10 -. suggestions etc., were exchanged, and it was felt that such anafternoon was of benefit to BCNITA Members as well as to theteachers of the Wickaninnish School.By 4:30 p.m. of this same day we arrived at ChristieResidence. BCNITA Members had a grand tour of the elaborate sur-roundings in this modern residence. This tour was unique in thatstudents of the residence took small groups of our members throughthe whole residence. The atmosphere of this residence was a veryhealthy happy one. The students and staff hosted our members to themost delicious roast dinner we have ever tasted!After lunch on October 20/72 - the BCNITA Members movedfrom the Port Alberni Indian Cultural Center Hall, to the BedfordSchool in Port Alberni; A panel of BCNITA Members - the Chairmanand four other members dealt with the main problem areas that Indianstudents were facing. Exchange of views, enrichment of understand-ing amongst BCNITA and teachers was the focal point of this workshop.Home-School Co-ordinators met at this time, for an in-formative exchange of ideas. Special projects were delved into,and all agreed to inform and to encourage new members regarding pit-falls of duties, anr1 ways and means of successes.Subject of extended course, aside from the summer orienta-tion, be pursued, so that Rome-School Co-ordinators can receive adiploma.A climax of this day, was an elaborate banquet, hosted bythe Port Alberni Band Council and youth group, in the Port AlberniCultural. Center. This beautiful hall has to be seen, to appreciateits aesthetic as well as its practical value. Dr. George Clutesi,was formally declared a lifetime member of BCNITA and Center Council.In response Dr. Clutesi encouraged the members for their initial efforts,and then emphasized the need to be courageous to move on to the fore-front, and pursue improvements wherever needed in the education field.The final day - elections!^Mr. Bert McKay,^(another found-member of BCNITA, Principal of New Aiyansh Elementary, hors River,B. C. , was elected President of BCIEFTA. The following members werevoted in as Center Council Members:1. George Wilson - Pe-elected by Nei;: Center Councilas Chairman.***-!:*****1;2. Mrs.^Shirley Ad ems 3. Joe Al-: 4. Mrs. Flora Baker 5. Alvin U iron6. Roy 7. Bradly Hunt^(student tea8, Shirley JosLph 9. Joe^!'.'ichel.30. T'ercy Roberts 11. Gordon Robinson12. ._!0;:m 13. :h7F;. 14 . ,,rer16.11 -It is interesting to note that out of the 16 Center CouncilMembers, 8 are certified teachers, 1 a student teacher, 4 are home -school co-ordinators, 2 guidance counsellors and 1 band manager.Friday, October 20/72 was the first part of the businessmeeting.- BCNITA financial position was reviewed. A 1972/73 schoolyear) Operational Budget for BCNITA is in the offering. Finances forthis conference is a part of this budget.- In depth discussion, analysis, criticism of future, over-all major development for BCNITA was entered into. Such matters asincentives for post high school students, teacher training and otherprofessions; development of material and people resources to enrichor to supplement the existing school set-ups; ways & means of Indianparent or Indian involvement.in the educational field. BCNITA movedto support all planning of the President, Chairman, Consultan andDirector, in conjunction with Center Council.- Mr. Joe Michel - one of the founding members of BCNITAMovement, was appointed as BCNITA Historian. His primary terms ofoffice are to prepare a history of the total BCNITA Movement, and toalso study in detail the constitution of BCNITA.- Dr. George Clutesi, also a founding member of BCNITAMovement, was given a vote of thanks and confidence, and appointed asa permanent member of BCNITA, and be a lifetime member of Center Council.- Nominations for the position of president were received(4 names agreed upon); nominations for the Center Council were alsoreceived (19 names agreed upon).A delightful lunch was served by Port Alberni StudentResidence.^* * * *^•* ** * * *'**********...*******"CENTER^COUNCIL^3 0 / 7 2Center Council (3 card of Governors) for the BONITA 1 ,7r.^called tcTether for a Eaet -ins, on Scrot.^This wns thameetThg since nay /72. Many It.s of il-,Tortallca were oscussed sucha.s:- 12 -1/ Date of General BCNITA Fall Conference -October 19 - 21st - Port Alberni.- Content of Fall Conference was decidedupon, (election of Center Council:future of BCNITA etc.)2/ Year III Budget of I.E.R.C. -- Operation of Year III is to be based onYear II Allocation.- I.E.R.C. - now has to look for Year IV Funding.Outline of proposed Joint Projects for BCNITA& I.E.R.C. All of it is dependent on sourcesof funding. Top secret plans were outlined.4/ Bursaries for Indian students -- Bill & Elsie More Memorial Bursary.- First Citizen Fund Incentive Bursaries.Decision was that applicants must documentapplications (statement of marks etc.)5/ Other Indian organizations - desire toapproach and discuss, compare overallobjectives of educational growth regarding6/ Membership of BCNITA - ten names were submittedfor new members - four were approved as CertifiedIndian Teachers, and four'were approved as Indian,School Counsellors. Two are to be investigatedfurther.INDIAN^STUDIES^COURSECOLUMNEETZA SENIOR SECONDARY SCHOOLSCHOOL DISTRICT j 27, WILLIAMS LAKEA large. Indian student population feeding into this schoolprompted this idea. of enrichment. The "integration" that nov existsis a one sided fusion, in that Inddans are expected to subtract fromtheir lives, and only .1(Tic3 on the accepted non-Indian way of life.This idea is then an attempt to enrich the school proram so thatboth Indian and non-Indian^the school system benefit from it.The Indian stud e -s scLonl rire.from rnual Indian. Reserves. Uhatevor trninin or ,_Len :atory levels they ha-ve onined is 2wL -2 -ice;1 up^.11teto adjust to a foreign arimn^forr::ed^apoc.t13 —leaves the Indian students with a feeling of non-identity and a. feeling of a lack of confidence in themselves. A sense of belonging,is a hoped for objective, which should lead to enabling students tolearn things that are of immediate significance, and also offer tothem an opportunity for success.The scope of the intended course will deal with the culturesof the Shuswap, Chilcotin and Carrier people - emphasizing pre-historyor archaeology; recent history; present day situation and immediatefuture.Initial planning of the course has been done in consultationwith Indian students and Irvine Harry, the Shuswap Home-School Co-ordinator. Other resources consulted were various Chiefs of theChilcotin, Carrier, and interested staff of the school.-^• *******^*************^*************** ***** •************************************COMPARISON: INDIAN - NON-INDIAN - SOCIAL SCALE -DEAIsiNA STERLINGWe combined witn the Education 479 class and Deanna gavea talk on differences between Indians and white people. She statedthat, "not all Indians fit into the extreme tribal and not all whitepeople fit into the extreme urban society".Tribal^Feudal^InduStrial^Bureaucratichunting agrariangathering^peasantnomadic R. C.^80% World Population^ industrytertiary activitiesProtestant^20% World PopulationpragmaticplanningFOLK URBANCultureSmall communities or GroutsIsolated - far from societyfar from each other.Little or no outsidecommunication.Large communitieslive close togetherMuch communication.- 14-FOLK ^ URBANNon-Literate: No written language.History, Teaching done byword of mouth. Developedgood memory.Homogeneous: All people same, treatedequally do same things (hunt,fish gather). No real leadersoften a good fighter becamewar Chief, good talker becamepolitician but nobody chosehim & nobody obligated tofollow.Group Solidarity: Work together foreach other; motivated towardthe group.BEHAVIOURTraditional: Everything done accord-ing to tradition. Littledesire to change.Spontaneous: No planning. Do whatthey want when they want.Pack up and move, go hunting,drop work, authing -Literate: written language.History Education,Communication bywriting.Heterogeneous: People differ:Not treated equally.Status: All do differentkinds of work. Divisionof labour. Leaderschosen & given status.Must follow chosenleader.Individual: People work forselves rather than forgroup.Changing World: Constantsearch for change andimprovement.-Structured: Everything mustbe planned. No suddeninspirations- Musthave reason for action.Uncritical: Non-interference. Whatever^Critical: Very critical toanyone else does is his own actions of others.business. Acceptance of actions^Very vocal to thingsof things around him.^ they don't like,understand, or tolerate.Personal: In small familial groupseveryone knows everyone elseinside cut. No role playingif a person like you he hasno reservations to being orworking with you. If hedoesn't like you he willavoid you & won't have any-thing to do with you.Impersonal: Not much interestin others. Much roleplaying. Surfaceappearances. Can workwith anyone - likehim or not.-.15-Non-legislative: No real , laws. No^Legislative: Constitution &experimentation.^ Laws foundation ofsociety.EXPERIENCE Kinship very important. Allrelatives were known,and accepted, andincluded in activities.Family very important.ACTIONFamilial group - things were donetogether by whole familyor tribe. Group camefirst. Men were hunters& fighters. Women ex-pected to do all otherwork.Sacred: Extremely spiritual andreligious. Superstitiousand believed supremelyin spirit world. Manyceremonies and prayersto many apirits.Economy: Non-market. Sharingeliminated need for trade.Some outside trading butnot on market basis.There were no rich orpoor, all some. Littlestatus given tomaterial wealth,Time: Circular Time - Indian timewinter; summer, fall,spring, night, day,moon, "during the yearof big flood at huckle-bury time around mid-day" rather than Sept.16/72 at 1:30 p.m.Time very Casual and Un-important. Eat whenhungry, sleep when sleepy.Nuclear Family: Mother,father, 2-7 children.Usually isolatedfrom other relatives.Individual - look after self;individual comes first.Men look at selvesas breadwinner.Usually place womenon pedestal, don'texpect them to work.Secular: Not Religious.Heavy Market Economy: Statusdetermined on incomegroup and accumulationof material goods. In-dividual enterpriseand responsibility.Linear Time: Very important,century, decade, year,month, week, day, hour,minute, second. - pre-cise timing. At thecorrect time you mustrise, eat, work, goto school vote, getmarried, get drunk,have coffee or retire.- 16 -Silent: Culture based on silenceand deep thought. Silencedue to presence of enemiesor danger. (When an Indianhas nothing to say, he saysnothing).Being: Born a whole person. As anindividual from birth.Born a member of hisgroup.Verbal: Highly vervalCulture; based onconversation.Becoming: From-birth to thetime he becomes a manhe is nothing. Veryoften he is nothinguntil he begins tomake progress on thesocial scale.**^It would not be fair to say that Indians are all on theleft column and white people on the right. There are some very goodthings about both extremes-that could serve to make society adesirable place, but there are also disadvantages of each extreme.**^For Minority Group Transition to the Dominant Societyseveral phases are usually experienced.1/ Awareness of difference.2/ Fink out (sell. out): Identity withdominant group. Join dominant andavoid own minority group.3/ Hate dominant group: after joiningit and finding it out to be lessthan perfect a person returns tohis own group and hates the dominant.4/ Marginal: reconcile to both groups.*******^*^***********************INDIAN STUDENT RESIDENCE - ADMNISTRATION TRAINEE:One of our BCNITA Members, Joe. Alex, has officially beguntraining at St. Mary's Indian Student Residence on November 1/72.This program, a first in B. C., is in response to requests from Indianpeople to have Indian. Student Residences administered by Indians.Joe begins intensive training in administration that willlead him to the qualifications to handle all the details of runningan Indian Student Residence. He has just returned from a one week-17 -Administrators Workshop in Victoria, looking at overall administration.techniques. He will spend three or four weeks in the RegionalOffices of Indian Affairs, three or four weeks in District Offices,an intensive training session at BCIT, and will also be working inclose connection with the Public Service Commission in Nova Scotiaand in Ottawa. His training will be evaluated every 3 or 4 monthsto see how he is making out. He will also spend a couple of monthsat St. Mary's as a Child Care Worker to learn, first hand, therudiments of the program.This pilot project, the first of its kind will be watchedvery closely by many concerned parties as to its success, whichcould start a trend.In our opinion, no better man could be found for this pro-ject. A Home-School Co-ordinator for the last two years, Joe wasthe first person to graduate from St. Mary's, went to Normal Schooland taught at St. Mary's for eleven years, spending in all 26 yearsof his life there. I am very certain that Father Dunlop, the presentAdministrator, is in full agreement as to Joe's great potential.Joe is a valuable member of BCNITA and was recently chosento become a Center Council Member. On behalf of BCNITA, we extendbest wishes and good luck.^ Robert W. Sterling -Assistant Director - I.E.R.C.******^***^****** *** ****** *** ***********************************************RETURN ADDRESS: INDIAN EDUCATION RESOURCES CENTER:ROOM 106 - BROCK HALLUNIVERSITY OF BRITISH COLUMBIAVANCOUVER 8, B. C.

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