UBC Community, Partners, and Alumni Publications

Indian Education Newsletter (Vol. 4, No. 2/3) Indian Education Resources Center 1973-10-31

You don't seem to have a PDF reader installed, try download the pdf

Item Metadata


ien_1973_10-11.pdf [ 1.49MB ]
JSON: 1.0103194.json
JSON-LD: 1.0103194+ld.json
RDF/XML (Pretty): 1.0103194.xml
RDF/JSON: 1.0103194+rdf.json
Turtle: 1.0103194+rdf-turtle.txt
N-Triples: 1.0103194+rdf-ntriples.txt
Original Record: 1.0103194 +original-record.json
Full Text

Full Text

Indian Education NewsletterVolume 4 #2 & 3OCT, - 1973NOV, -	 1973IUndian Education Resources CentreRoom 706 - Brock HaU, U .B .C.Vano.oave4 8, E . C .BRITISH COLUMBIA NATIVE INDIAN TEACHERS' ASSOCIATIONFALL CONFERENCE 1973ALERT BAY"I represent my Band here, and I know we'd like to getEducation going on the Reserve, but I'm confused. Who should Iturn to? So many people are taking a part in Indian Education,one does not know who handles the programs. Should we turn toIndian Affairs, and their staff? Should we turn to the Union ofBritish Columbia Indian Chiefs '? Should we turn to the BritishColumbia Native Indian Teachers' Association, and their IndianEducation Resources Center? Should we go to the Provincial Depart-ment of Education? If I am to be a British Columbia Native IndianTeacher Association Member I want to know what were supposed tobe doing?""How can I be a contributing member of B .C.N.I.T.A. IfI don't know what they're doing? They do not circulate enoughinformation.""Why should I sit here listening to Department of IndianAffairs read off a list of suggestions when those very suggestionsare supposed to come from me . Local Control of Education by Indianswill never take place if Indian Affairs insists on opening up agreat opportunity for Indians only to take those opportunities,restrict them by bureaucratic red-tape, and turn them intotoken gestures."I was very impressed with the speaking ability of Indians"."I learn as much at these conferences from other B . C.Native Indian Teachers' Association Members as I would learn in auniversity course."We live today in a technological society whose schoolsystem has been institutionalized, and programed to perpetuatethis technological society, and anyone who does not conform tothis attitude is labelled "failure". Intelligence has nothingto do with it . Indians are making certain demands upon theteacher, that, if the teacher meets, he will surely be sanctionedby his own peers."Indian people seem to want to know what it takes tofit into society. Some of us who are part of this society don 'tlike what we see, and we envy the Indian who still values people.However, if we try to tell Indians that our society is not thatgood, they seem to get more stirred up to find out for themselves ."What does a teacher do when the Indian student will notspeak up?These, and other comments represented a random samplingof the thinking that generated when some 75 people came togetherto talk, listen, and ponder over todays picture in Indian Education.Alert Bay bustled with activity, and local ladies groupswent all out to ensure the comfort, and atmosphere of exchange forthe'British Columbia Native Indian Teachers ' Association Members ' ,and guests .October 24, 25, & 26th marked the days of the Annual FallConference for the British Columbia Native Indian Teachers' Associa -tion where the theme "Local Control of Schools" provided the basisfor the thought provoking, and informative exchange.The concept of "Local Control" generated from a bookletproduced by the National Indian Brotherhood in Ottawa called"Indian Control of Indian Education " , which later was accepted bythe Department of Indian Affairs as policy . Two of the majorrecommendations in the policy emphasized : -a) that Education in schools be made morerelevant for Indians by placing withinvarious curriculae programs in Indian Studies.b) direct Indian involvement in Education bythe actual administration of any or allphases of Education for Indians . (copiesof the booklet are available from theIndian Education Resources Center, andUnion of British Columbia Indian Chiefs ' )The Finance Department of the Federal Government acceptedthe concept of Indian Control with Treasury Board minutes numberedTB715958 and TB710314 which gave Indian Bands the opportunity toassume administrative control over all or part of what is calledby the Department of Indian Affairs, the in-school program, andpost-school program.Many Indian Bands are today seriously considering thepossible take-over of these programs . Other Bands have alreadytaken over various aspects of these programs . However, it waswas felt that since little is known at present of the implicationsand particulars of such a move, and that the British ColumbiaNative Indian Teachers ' Association has been asked by many Bandsto give advice or aid in these matters, that a workshop be devotedto gathering information, and opinions on "Take-Over" .- 3-Included in the various programs of "take-over" aresuch important areas student tuition, transportation, books, andsupplies, counselling, pre-school education, teacher-aides etc.Main speakers at the conference were George Clutesi, andMr. Don Simpson of the Department of Indian Affairs in Ottawa.Dr. Clutesi who received his honorary doctorate from U .B .C. in1971 gave an inspirational presentation which reflected the in-credible perseverenceof Indians in their struggle for relevanteducation, and the great achievements which a united body of IndianEducators is capable of. George Clutesi is a well renowned, wellrespected author, artist, teacher, philosopher and Indian who hasplayed a major part in establishing Indians as potential leadersin society, and his speeches are received with thunderous applauseeverywhere. Mr. Don Simpson, Associate Director of the EducationBranch of the Department of Indian Affairs in Ottawa provided areflection of the aims of Indian Affairs to provide opportunitiesfor Indians to become more involved in Education . His outlineof the policies, and working mechanism of Indian Affairs providedthe food for thought, and the foo D for controversy which servedto emphasize many of the potential advantages, and disadvantagesof "Indian Control of Indian Education " . The very tone of theconference itself evolved from the outcome of the presentationsmade by these speeches.Other speakers included Mr . Dixon Taylor, Ms . MarjorieMitchell, and Mr. Ray Hall . These speakers dealt with topics notrelated directly to "Local Control of Schools" but with areasof practical, and philosophical importance as to provide foodfor thought, and background material for many individuals whoare already indirectly involved with "Local Control".Dixon Taylor, Chairman of the Native Indian Programat Camosun College outlined the program of Indian Studies atCamosun, and specified the details of handling the program. Hisoutline of the administrative complication gave good informationon the working details of such a program, and also a picture tothe audience of the amount of detail, and effort that goes intosuch work. Dixon is an Indian from Alert Bay.Marjorie Mitchell, a non-Indian, who was hired by theUnion of British Columbia Indian Chiefs . to evaluate the NativeIndian Program, and was later hired to work with the program atCamosun aimed her talk at the subtle consequences of the teacherattitude where many cultural traits of Indians are labelled asproblems in the classroom. Her inspiring talk opened the eyes,and hearts of the whole conference by saying what Indians havefelt for some time, and what non-Indians are afraid to say . Manymembers of the audience requested copies of her speech, and shegraciously consented to make them available .4Mr. Ray Hall of the Vancouver office of Indian Affairshas spent much of the past year making a survey of the Home-SchoolCo-ordinator Program in British Columbia . This survey, andthe recommendations that came from it were judged to have atremendous possible effect on the future of Home-School Co-ordinators.The working draft he presented opened-up a response of mixed feelingsranging from agreeable acceptance on some recommendations to highlycharged and controversial disagreement on others . The draft sparkedsome instant response and many individuals in the group are planningto prepare a set of counter-proposals to it . However the tone ofMr. Halls presentation assured all concerned that the life of theHome-School Co-ordinator program was not in jeopardy but that manyof the terms of reference, and implications of the program needchange . The Home-School Co-ordinators' feel that many of theproposed changes would restrict the Home-School Co-ordinatorsactivites, and thereby limit his/her effectiveness in the field.Mr. Hall ended his talk by reminding everyone that his draft wasopen to changes, and that the changes must be made in the form ofcounter-recommendations from Home-School Co-ordinators ' and others.Part of the conference was devoted to evening activities,which included a lively, and philosophical exchange of informationwith Alert Bay teachers, a treat in the form of traditional cdtiut1Indian dances perforted by James Serid, and his group in the beautifullonghouse at Alert Bay overlooked by what the Indian people thereproudly describe as "The World's Tallest Totem Pole" . The finalevening of the conference was commemorated by a banquet followedby speeches from some of the famous Indian speakers of BritishColumbia. A dance followed which impressed upon us all thewonderful hospitality of the Alert Bay People.Much thanks must qo to Flora Baker, and the ladies groupsat Alert Bay for their efforts in making the conference therea well-run, and successful operation . The sharp criticism, thearticulation of the speakers, and the positive transfer ofrelevant, and useful information made this conference a success.Proceedings of the conference are being transcribedand will be sent out to the B.C.N.I.T.A. Membership upon completion.Various displays, and charts which also appeared at Alert Baywill be sent .****** ****n**** ******* HOC**	*** . .	..*By their generous consent the speeches by George Clutesiand Marjorie Mitchell are available for listeners . If you wisha copy, simply forward us a blank tape, and we will forward youa copy.INDIAN EDUCATION-_._RESOURcE.S--,ENTER	UNIVERSITY OF VICTORIARESOURCES CO-ORDINATOR JANET POTH BOSTONThe British Columbia Native Indian Teachers' Associationhas recently appointed me to the position of Resources Co-ordinatorfor the Indian Education Resources Center at UVIC . This branchCenter. intends to serve primarily the needs, and interests ofVancouver Island people.A major part of my responsibilities include lookinginto, and helping out with, the personal and academic needs ofNative students at the university.I shall also be establishing liaison with Home-SchoolCo-ordinators in the Vancouver Island district in order to workwith them in whatever capacity they require.I hope that, the I .E.R.C. -UVIC will soon be able toprovide direct assistance to requests received . At the moment,resources are being collected and contacts are being established.Meanwhile, I would appreciate hearing requests, and ideas youmay have.Write, phone, or visit : 554 MacLauren BuildingUniversity of Victoria477-6911 extension 864** **	** *************** **** *** * ***************************NATALIE BROWN -age 10: -Naatie won a zLevet medal in the Tyke G,ita Shot putat the B ti/sh Cotumb.La F1emen j Tn.a.eh 8 F.Letd ChaMption6h-ipsherd at Richmond in June o.6 th.io yea. This rnanfz the i4-i.'i tmedaY won by an Indian 4-tudent in 'th.i. 4chaa.e at the Bnc. shCa.2wnb.ia Meet z ince Mickey Tweedie (2 goad meda)s) and VeM.Schooners (1 bnanze medal.) eompteted in the 6it)s,t Champ.ioi4lupin 1968. ***** * ******************	******	********	****	*-6-INDIAN EDUCATION : A -COMMUNITY - CENTERED APPROACHCHIEF DON . MOSES .&PROFESSOR JOHN.i..::.During the month of July, Simon Fraser University andthe Lytton Indian Community offered an innovative course on IndianEdunation. This four-week. course was specifically designed tohelp teachers, teacher aides, adult educators, and other interestedpersons. A unique feature of ;this course was they Lytton IndianCommunity served as a resource for content dealing with topicsrelated to Indian culture; nd=problemsaffecting' teachers, parents,and others: involved in:Indian Education ) The course was dividedinto two segments - two weeks at Simon Fraser University, and twoweeks-it the Lytton Indian Community. A'final-i`o days of classes,back at'S.FU.,'focused onevaluation.of this experience.In addition to students enrolled in the course, all membersof the Lytton Community mere-i0vited-to attend it during the latterphase. A large number of people accepted this invitation.Guest lecturers included Dr . George Clutesi, who spenttwo days in Lytton sharing his vast knowledge with the class, andpresenting a formal paper to the community at an evening meeting.Walter Williams made a presentation on RAVEN during the Lyttonsegment of the course. Other resource persons at Lytton includedChief Forrest Walkem, who spoke on the role of the school trustee,and Dr. David and Dr . June Wyatt, who showed slides in an eveningmeeting to the community on early life among the Thompson Indians.Back at Simon Fraser University, the following guestlecturers shared their views with class : Chief William Scow, Mr.Alvin Mcrtay, Mr. George Wilson, Professor Mary Ashwdrth, and Dr.Sheila O'Connell.A report on this course including the principles govern-ing the organization, evaluation of its effectiveness and certainfollow-up developments in the Lytton Community is being preparedby the instructors, Dr . John Niemi and Chief Don Moses.*** ********** *********** *** ********************** ******	*	******-	******	******	******. . ."ARCTURUS "	IS A . NEWSLETTER PUBLISHED BY THE PROGRAMDEVELOPMENT DIVISION OF'THE DEPARTMENT OFEDUCATION, GOVERNMENT OF THE NORTH WESTTERRITORIES'." "THE NWT ' HAS APPROACHED—THEIREDUCATION PROGRAM WITH A. VIEW OF OFFERINGRELEVANT EDUCATION'FOR ALL INHABITANTSOF THE NWT INCLUDI[G THE NATIVE POPULATIONMANY 'MATERIALS HAVE BEEN PRODUCED BY 'THEMAND THEIR NEWSLETTER-WA FINE SOURCE .OFINFORMATION ADDRESS ALL CORRESPONDENCETO, EDITOR .OF PUBLICATIONS, DEPARTMENTOF EDUCATION .` GOVERNMENT' OF THE NWT ..YELLOWKNIFE, NWT.********#*******#***#****#*****	#******##*4******#****####******#*********CAMOSUN COLLEGE - NATIVE INDIAN , PROGRAMJANET POTN BOSTONThe Native Indian Program offers a unique educationalexperience to native Indian people.Dixon Taylor, who is Kwakiutl from the Nimpkish Bandat Alert Bay, has been Chairman of the Native Indian Program atCamosun College since June 1972. He spent the first three monthspreparing for the Fall Semester which is now in full swing!Currently, he and his staff are formulating a five year projectionof the Native Indian Program, and Dixon is already preparing forthe Spring Semester. He also carries a full-load of counsellingresponsibilities.Plans for the Program include first a re-evaluation,and secondly, exploring the possibility of having more culturalelectives in the Program at the College Preparatory and Collegelevels .The Native Studies Program offere a variety ofcourses designed to help native people meet the needs, and demandsof their own society, and of non-Indian society . They offer a- 8-Basic Education program which takes its students to the levelwhere they can enter Vocational courses_ om continuePreparatory. This year, at last count, 46 native Indian peoplewere enrolled in Basic Education, 15 in Vocational courses, and60 in College Preparatory (High School Completion).Another course offered at Camosun under the NativeStudies Program is Small Business Management . Its objectiveis to help Native Indian people develop those skills necessaryto operate their own business, or to assume management positionsin businesses owned by Bands, co-operatives, or others . Thecourse has also proven of definite value to persons who arecurrently employed in or plan to+seek administrative positionsat the local, provincial, or federal government levels. DougMurrary teaches this course which has an enrollment of 12 native `Indian students.There are presently 9 native students enrolled in the;College - University Transfer level. The Native Indian Programsalso offers "cultural elective". The native studentaln,theprogram may take any of these electives.A very popular and unique elective is the Life-Skillscourse given by Donna Miller. The 'Life Skills courses takesthe "dynamic approach" toward "developing problem solvingtechnique related to self, family, community, job and leisure time".Native Indian Studies is another of the culturalelectives . It is divided into three sections and one of thesesections (NIX100) is open to non-Indians . The course isdesigned to acquaint the students with major social, legal,and political issues facingIndian and non-Indian Canadians.The instructors, Marjorie Mitchell and Allan Clarke lead thestudents toward a critical evaluation of policies as they relateto Indian people. They deal with many of the major issuesinvolving native people - land questions in Treaty Areas likeJames Bay and non-treaty areas in the Yukon and British Columbia;Indian Education; Indian Health; Economic Development ; mediaimage of Indians.Tony Hunt, awell-known Kwakiutl artist, whose designingmedium include wood carving, silk-screening, engraving silver,gold and ivory, teaches Native Indian Art . Tony learned to carvefrom his maternal grandfather, Chief Mungo Martin, and now teachersthe basic elements of Northwest Coast Indian Art to Native IndianStudents taking this elective at Camosun . The aim of the courseis the retention of the cultural heritage of Northwest CoastIndian Art and the development of this cultural skill .9A very important part of the Native Indian Program atCamosun is the personal counselling given by Native IndianCounsellors who are best in touch with the particular problemsof native Indian students.The counsellors do much of the paperwork of gettingstudents enrolled, and attaining financial assistance. Theygive guidance in course selection counselling for personal, andsocial problems in adjusting and adapting to city life.Margaret Vickers is in. her secondyear as a counsellorwith the Native Indian Program. . She..comes from Kitkatla whereshe was Band Managerbefore taking upher duties at Camosun.Presently, she is'also working .on---her Bachelor_ot 1ducationmajoring'in°Anthropoiogy and Social Studies. Her.,long. rangeplans are directed towsrd teaching at the college level . Margsees the cultural electives portion of the program asthostimportant to the development of an Indian-self and culturalawareness:Harry "Skip" Dick from the Songhees Reserve is intohis fifth year as a counsellor at Camosun. He is also workingforward for his Master's degree in Education . Skip views theNative Indian Program as "well worthwhile in that it givesstudents the opportunity to realize their own potential ..., andto gain from their own experiences, the strength to see them-selves as an individual, and re-organize themselves in orderto help someone else".Any inquires 'can be directed to:NATIVE INDIAN PROGRAM1950 LANSDOWNE .ROADVICTORIA, B, C.PHONE: 592-1281	*****	* ********	t****** **	*X ********** ******** ******** *** ***********************	**	**	**	**	*****	*****	***.	***SOLIyA MACK - age 10Sonya has won the "Award oi .Excellence" each yeah sincethe Canada Fi-trte award pkan began . She, now has 4 awaads o .exce-Uence. She is a good ait iwwid student .- 10 -ROBERT TALLTO - age 12 : -Robe teptesented the school, competing well. in thepate mat and the 3,000 meteAz.*****************************************************************A PARTIAL LIST OF RESOURCES RECENTLY ACQUIREDBY - INDIAN EDUCATION RESOURCES CENTERTltiis tilt contains some oti the books acquired by theReis ounces Cent et since the at tes ounces ti)st was made-up. Nottusted here ate ccvvu.cutum un.ctz, audio- v Aunt mateA iat6 , andtepn int6 o~ aAt,icLe s. A complete tea a unce tvst ,vs being ptepated.- D . W . - Res ounce2s Libncvian***********************CANADIAN INDIANS AND ESKIMOSIndian Days On The Western Prairies.The Netsilik Eskimo.This Land Is Our Land.Who Am I; What Am I?The Government In Our Lives.Without Reserve.Halfbreed.Conflict in Culture: Problems of Develop-mental Change Among The Cree.Indian and Eskimo Art of Canada.Crowfoot.What They Used to Tell About.Indian Arts in Canada.Indians : The Urban Dilemma.Nanook of The North.Changing Configurations in the SocialOrganizations of a Blackfoot TribeDuring the Reserve Period.Come A Long Journey.Notice: This Is An Indian Reserve.Forbidden Voice.Pilgrims Of The Wild.The Men of The Last Frontier. . . - 11 - . ..Barbeau, MariusBalikci, AsenBigsby, JamesIt	rtBurnford, SheilaCampbell, MariaChance, NormanClark, IanDempsey, HughDesbarats, PeterDickason, OliveDosman, EdgarFlaherty, RobertGoldfrank, EsterFry, AlanGooderham, KentGreen AlmaGrey Owlrr	n- 11 -Hendry, CharlesHouston, JamesHoward, Joseph KinseyIndian - EskimoAssociation of Canada Native Rights In Canada.Jenness, Ellen	The Indian Tribes of Canada.Johnson, Pauline	Flint and Feather.Josie, Edith	Here re The News.Kerr, D.G.G. &R. DavidsonKleinfeld, JudithLarmour, W.T.Lantis,MargaretMacEwan, J .W.McDonald, Ven.ArchdeaconMelling, JohnMetayer, MauriceMetis AssociationOf AlbertaMorris, The HonorableAlexanderPatterson, Palmer &Nancy-LouPelletier, Wilfredtl	t1PitseolakRobertson, HeatherRousseliere, Guy MarySchwartz, HerbertSheffe, NormanShuimatcher, MorrisWalsh, GeraldWuttunee, WilliamBeyond Traplines.Ojibwa Summer.The Strange Empire of Louis Riel.Canada : A Visual History.Effective Teachers of Indian and__EskimoHigh School Students.Alaska 's Urban Boarding Home Program.Innuit : The Art of The Canadian Eskimo.Alaskan Eskimo Cerimonialism.Portraits From The Plains.A Grammar of The Tukudh Language.Right To a Future.I, Nuligak.Many LawsThe Treaties of Canada With The Indians.Changing People.Two Articles.(et al) For Every North American IndianWho Disappears, I Also Begin To Disappear.Pitscolak: Pictures Out of My Life.Reservations Are For Indians.Beyond The High HillsWindigo and Other Tales of The 0jibways.Canada 's Indians.Welfare : Hidden Backlash.Indians in Transition.Ruffled Feathers.AMERiCANINDIANSArmstrong, VirginiaAmerican FriendsService CommitteeCurtis, NatalieI Have Spoken.Uncommon Controversy.The Indians Book.. . . - 12 - . . .Clark, EllaCollier, Johnn	nCouncil on Inter-racial _Books ForChildrenCurtis, EdwardDavid, JayDe Angulo, JaimeDe. Loria, Vinet)e Loria, VineDeVoto, BernardEdmonson, MunroErdoes, RichardFarb, PeterFeder, NormanForbes, JackGearing, FrederickGridley, MarionHoebel, E. AdamsonIndian HistorianPress PublishersJackson, Helen HuntJames, George WhartonKorchinski, EmilKroeber, TheodoraLevine, StuartLongfellow, HenryWadsworthMurdock, George PeterMacFarlan, AllanMacLean,' HopeMcLuhan, T.C.Miles, CharlesMishkin, BernardNeihardt, JohnOwen, Roger.Pages of HistoryPublishersRichardson, JaneSchmitt, Martin F.& Dee Brown- 12 -Indian Legends of the Pacific Northwest.Indians of the Americas.On the Gleaming Way.Chronicles of American Indian Protest.Portraits From North American Indian Life.The American Indian: The First Victim.Indian Tales.Of Utmost Good Faith.We Talk, You Listen.The Journals of Lewis and,Clark.Status Terminology and the Social StructureOf North American Indians.The Sun Dance People.Man's Rise to Civilization.Two Hundred Years of North AmericanIndian Art.The Indian In America's Past.The Face of The Fox.The Indians of Today.The Cheyennes.Index to Literature on the AmericanIndian 1320.A Century of Dishonor.Indian Basketry.Social Determinants of Rural to UrbanMobility Among Indian People As Comparedto Non-Indians.The Inland Whale.The American Indian Today.The Song of Hiawatha.Ethnographic Bibliography of North America.Living Like Indians.A Review of Indian Education in NorthAmerica.Touch The Earth.Indian and Eskimo Artifacts of NorthAmerica.Rank and Warfare Among the Plains Indians.Black Elk Speaks.(et al) The North American Indians: ASource book.The Mojave of the Colorado.Law and Status Among the Kiowa Indians.Fighting Indians of the West.. . . - 13 - . . .- 13-Shorris, EarlSilverberg, RobertSimmons, LeoSpencer, KatherineTerrell, John Upton .Tomkins, WilliamUnderhill, Ruth M.Walker Art CenterWashburn, WilcombWaters, FrankWherry, JosephWissler, ClarkWhiteford, AndrewThe Death of The Great Spirit.Home of The Red Man.Sun Chief.Mythology and Values . An Analysis of TheNavajo Chantway Myths.American Indian Chronicle.Indian Sign Language.Universal American Indian Sign Language.Red Man 's America.American Indian Art: Form and Tradition.Red Man's Land - White Man 's Law.The Indian and the Whiteman.Masked Gods,Indian Masks and Myths of the West.Red Man Reservations.North American Indian Arts.BRITISH COLUMBIA INDIANSB.C. Associationof Non-Status IndiansBarbeau, MariusCanada: NationalMuseumCodere, HelenCoon, DannyDe Menil, Adelaide& William ReidHibben & CompanyPublishersGunn, S .W.A.u	nHawthorn, AudreyA Submission to The Government, Sept.20, 1973.Medicine Men on The North Pacific Coast.Haida and Tsimshian: A PhotographicHistory.Bella Coola, Kwakiutl, Nootka APhotographic History.Ksan. Breath of Our Grandfathers.Fighting With Property.A Collection and Description of PaintingsBy A Young Indian Artist, Danny Coon.Out Of Silence.Dictionary of The Chinook Jargon OrIndian Trade Language of The NorthPacific Coast.Haida Totem Poles In Wood & Argillite.The Totem Poles In Stanley Park.Art of The Kwakiutl Indians .. - 14 - . . .-' 14-Indian Children of B. -'-Hi 1 Len WilliamHolm, BillInverarity, RobertJohnson, E. PaulineKeithahn, Edward L.Matthews, JamesKopas, CliffMcKerville, HughMahood, IanMeade, EdwardRothenberger, MelShaw, George C.B.C. Indian LanguageProjectSt. Pierre, PaulStreet, EloiseTales From the Longhouse.Blackwater River (Toat-Thal-Kas).Crooked Beak of Heaven.Art Of The Northwest Coast Indians.Legends of Vancouver.Monuments in Cedar.Convetsations With Khahtsahlano.Bella + ooia.The Salmon People.Land of Maquinna.Indian Rock Carvings of The Pacific Northwest.We've Killed Johnny Ussher.The Chinook Jargon and How to Use It.Lillooet Stories.Breaking Smith's Quarter Horse.Sepass Poems.************ ***************EDUCATION . SOCIOLOGY, ANTHROPOLOGYTeaching English As A Second Language.The Role of Tlie Teacher In the Classroom.(et al) Instructional Resources ForTeachers Of The Culturally DisadvantagedAnd Exceptional.(et al) Readings In The Language Arts.Education For Child Rearing.Test Item Construction.Aids to Psycholinguistic Teaching.The Education of Indian Children in Canada.Questions Teenagers Ask.Reading In English.The Art of Teaching Reading.Teaching Them To Read.Applying Linguistics In The Teachingof Reading and the Language Arts.Between Parent and Teenager.Imperial Intermediate Reading Program.How to Increase Reading Ability.Comparative Perspectives on Education.Adolescent Character and Personality.. . . - 15 - .Allen, HaroldAmidon, Edmund &Ned FlandersAnderson, RobertAnderson, VernaBrim, OrvilleAyers, J.D.Bush, Wilma Jo &Marian GilesThe Canadian Supt.Daly, Sheila JohnDanielson, Dorothy &Rebecca HaydenDunne, HopeDurkin, DoloresEisenhardt, CatherynGinnott, HaimGould, AnnabelleHarris, Albert J.Havighurst, Roberter	to	&Hilda Taba- 15-Hawkins, ThomHurlock, ElizabethHyden, HolgerJohnson, F. HenryJessor, RichardJohnson, WendellKarlin, RobertLewis, M.M.MacDonald, JohnMilburn, GeoffreyNikelly, ArthurPepe, Thomas J.Quick, JohnRubin, Louis J.Rudolph, Marguerita& Dorothy CohenSmith, Henry ClaySmith, Othanel &Robert EnnisStauffer, Russell, G.Taba, HildaBenjamin: Reading and Beyond.Child-Development.(et al) On The -Biology of Learning.A History of Public Education in B . C.(et al) Society, Personality, andDeviant Behaviour.(et al) Speech Handicapped SchoolChildren.Teaching Reading in High School.Language, Thought, and Personality.The Discernible Teacher.Teaching History in Canada.Techniques for Behaviour Change.Free and Inexpensive Educational Aids.I Hate To Make Speeches.Improving In-Service Education.Kindergarten: A Year of Learning.Sensitivity to People.Language & Concepts in Education.The Language-Experience Approach to TheTeaching of Reading.Curriculum Development : Theory, and Practice.EDUCATION; SOCIOLOGY, ANTHROPOLOCY,(CONTINUED)Analytical Bibliography of Navajo ReadingMaterials.Memo to Indian Students : You Can Go ToCollege.Teaching Reading in Secondary Schools.The Sociology of Teaching.The Flexibly Scheduled High School.Readings for Diagnostic and RemedialReading.Language Learning and CommunicationDisorders in Children.The Poverty Wall.Toward A theory of Minority GroupRelations.Modern Cultural Anthropology.The Aliens.Red, Brown and Black Demands for BetterEducation.U.S. Bureau of IndianAffairsU.S. Bureau of IndianAffairsVine, HaroldWaller, WillardWiley, W. Deane &Lloyd BishopWilson, Robert M . &James GeyerWyatt, GertrudAdams, IanBlalock, H.M.Bock, PhilipDinnerstiein, Leonard& Frederic JaherHeath, G. Louis•D	TAKE1 1oM TExf $aak ._ j~syckoeoay 7otw( 2 *cot ice(p .5~ o.RACISM Ltj PREJUDICE 4 P15C lMuI4TloNGET Oi #HEREYou DIRryOokT WANT ANyTNtMG ToGET Data HERE You Dun /n~orAn! CI ooNr WANT ANytit~1GT0Do WttHYo~t . . Do WtTH	ofIt AKa Tg4r's NI row. If % (1I'D REq«y Lt KE To fie1RtENlDt Walt you } 9vr My rflttenlas WouaO ago, ma Fq~tl= 1 'moo. You IN „,	io♦`j,. M16pq . ., G'e34N~	1_0/OPREJUDtce Not4- Pftcjui tcEDDtscrttnntNRro'D{S c.RtntttAToRlit YA &pay! flows my!~(t YA BvDay , gods MI	iE~~ P. '40YouPRteNa Tooth/ ? I f(RVEN*' ReNfoot A Lo~J4 Time ..1 GET Our+, NE ge	ov DcRr? `ttnlotAN? 1 DaNr WANT-	ta,av,nt.~,li To Do w~Tt you•.	'joDAi 7	I t(Aue,fr Se'EM }too AR4 t.044 lime%~( NOPC (=VfR~7ki~•74	F(AS BEAN1,coeNG we Lt-	Yov.	R6"°/t Like VooANDlthPr~/" 'LIKe,` HE . .	r ~r\OiPREJUDtCED	A NPN- PRC .rtIDrccoNObJ - DtSGRtMtNRTo/ZNoN - DlscQSMt~/ArOR .- 16-Henry, JulesHodgetts, A.B.Irelan, LolaKroeber, A.L.McDiarmid, Garnet& David PrattMead, MargaretBierstedt, RobertPhillips, Derek L.Wallace, Anthony F.C .Culture Against Man.What Culture What HeritageLow Income Lifestyles.Anthropology: Culture Patterns andProcesses.Teaching Prejudice.People and Places.(et al) Sociology and ContemporaryEducation.Studies in American Society.Culture and Personality.NEW BOOKS IN THE RESOURCES CENTERRATING SCALE:***** EXCELLENT. WOULD BE A GOOD ADDITION TO A SCHOOL ORBAND LIBRARY.VERY GOOD.OKAY.SO - SO.POOR.****************** THE FOXFIRE BOOK. Edited by Eliot Wigginton, 384 pagesDoubleday, Inc. $4.35.In 1966, after graduating from College, EliotWigginton went to teach grades 9 & 10 in an AppalachianMountain School in Georgia . He says:"About 6 weeks later I surveyed the wreckage.My lecturn (that's a proctive device a teachercowers behind while giving a lecture nobody 'slistening to) was scorched from the time TommyGreen tried to set it on fire -- during class . . ..Every desk was covered with graffitti . My boxof yellow chalk was gone and so were the thumbtacks. . . "Fortunately, instead of dealing with the situationby stepping up disciplinary measures, Wigginton (and hisclass) started a magazine, "Foxfire " . Articles in itwere researched at home, and among the oldtimers . Someof the articles from the magazine included in THEFOXFIREBOOK are "Soapmaking" , "Moonshining As A Fine Art " ,. . . - 17 - . . .- 17-"Mountain Recipes," and "This is the way I was raised up."Indian old people know just as much and moreabout techniques for living, and being "raised up" asoldtimers in the Appalachians. As a record of "How ToDo It" and evidence that it can be done THE FOXFIRE BOOKcan be a starter for someone 's Indian student magazine.PEOPLE OF THE POTLATCH: Native Arts and culture of thePacific Northwest Coast. Vancouver Art Gallerywith U.B.C. $2.00.When first published about 1957 this book wasdesigned to be "A handbook of a very important exhibitionof Pacific Northwest Indian Art and . ..as an addition to thesomewhat sparse publishing in this field" . The bookremains a record of the exhibition but publishing on North-west Coast Art is no longer "sparse " and the 115 black -and - white photographs in this little book, while good,pale beside some of those in the never and larger books ofcolour photographs. A general 45 page introduction toNorthwest Coast Art and Life in the book was written byAudrey Hawthorn of the U .B.C. Museum of Anthropology.(Pictures suitable for everyone, text for junior secondary- secondary and up.)B.C. STUDIES, #19, AUTUMN 1973 . Special issue. Indiansin British Columbia. U.B .C. Press - $4.00.The major part (49 pages) of this special issueis a bibliography of the anthropology of British Columbia.Sources describing each Indian group are listed (e .g.Northern Kwakiutl, Nootka) as well as sources on selectedtopics (e.g. economic life, art, social change and currentIndian Affairs) . While the coverage is in general, good,the bibliography is generally Coast-Oriented, with lessthan adequate listing of sources on Interior Groups.This is especially true where Interior Archaeology isconcerned. Also in the issue are a review of the NishgaLand Case, and of a Sociological Survey of the educationof Indians living off-reserve, and an article on theChilcotin Up-rising of 1864.T` ~E I '` I AEt3 EDUCATION RESOURCES CENTER HAS RECEIVED QUITE AFEW COPIES OF A "SHORT PRACTICAL DICTIONARY OF THE GITKSANLANGUAGE" BY LONNIE HINDLE (FROM KISPIOX :SECRETARY-TREASUREROF BCANSI) AND BRUCE R I GSBY , I F YOU ARE INTERESTED I N GETT-IG A COPY, PLEASE WRITE TO THE RESOURCES CENTER .- 18-INDIAN LIFE ON THE NORTHWEST COAST OF NORTH AMERICA .	 ASSEEN BY THE EARLY EXPLORERS AND FUR TRADERSDURING THE LAST DECADES OF THE EIGHTEENTHCENTURY . Erna Gunther. 1972. 277 pages.University of Chicago Press, $15.00.In this book Erna Gunther, former anthropologyProfessor at the University of Washington, describesthe first contacts between white traders and B . C.Coastal Indians. Using journals, letters, and museumspecimens, She pieces together the trader's accounts oftheir voyages and their impressions of Indian life.The book would be excellent for one deeply interestedin or doing detailed research on the history of B . C.Coastal Indian Groups.***MAP OF B. C. INDIAN GROUPS AND 1A''GUAGES  - A FREE MAPSHOWING THE LOCATION OF B .C. INDIAN TRIBES ANDLANGUAGE FAMILIES AS OF 1850 IS AVAILABLE FROM:DR. BARBARA EFRATCURATOR OF LINGUISTICSB. C. PROVINCIAL MUSEUMPARLIAMENT BUILDINGSVICTORIA, B. C.THERE IS A LIMIT OF ONE MAP PER ORDER.* THE INDL N TRIBES OFBRITISHCOLIMIA. Educational Kit001. Open trails Industries, New Westminster,B.C. Booklet (by Reg Ashwell) $1 .40; BaseMap of B.C., $28.00 Overlay map showing Indiantrip-1 bound^ries . $3.50.be weighed agains-t problems-introduced if the kit -com-p) etpiy takes the place of local native-resource people.If the-subject "Indians;" by use of a kit, is treated-with-out any reference-to the local Indian community severalideas-may- be_ reinforced in the minds of both Indians andnon-Indians: the idea that local Indian communities havenothing to offer, that what comes from a small packagefrom the city is more meaningful than knowledge oflocal life, and that local Indians (including students)know nothing of importance . The best kits are thosewhich present sufficient and accurate information, there-by aiding the teacher, and also promote, rather thandiscourage, the involvement of native resource peoplein the classroom.BOOK SALETHE ANNUAL U.B.C. BOOK STORE AT BROCK HALL IS FROMNOVEMBER 14 – 28 THIS YEAR. A HUGE VARIETY OF BOOKS 'ARE ON SALE – BOTH TEXT BOOKS AND POPULAR BOOKS. IFYOU NEED ANY SPECIFIC BOOK . CONTACT THE RESOURCESCENTER AND WE WILL TRY TO GET IT FOR YOU.– DAVID WYATT.****************4MAY YOU BE INFORMED THAT OTHER PHONE NUMBERS TO THEINDIAN EDUCATION RESOURCES CENTER ARE:228 - 4662228 - 6254228 - 6325#*******************	. - Zl - . . .- 19 -Indians are a popular school subject . This isshown by the fact that Open Trails Industries chose B .C.Indians as the subject of their first educational kit.The kit, for primary (and possibly secondary) school use,includes a map and overlay and a pocket-size large-type48 page booklet. Unfortunately, because non-Indiansusually know so little about traditional Indian life,anyone who claims to know even a little more can gainrespect as an "expert" and because of the popularity ofIndians as a subject kits and books like this one willsell regardless of their faults.This particular kit has several failings . First,its many inaccuracies. The Interior Salish, for example,are described in the booklet as weavers of goats-woolblankets when the practice was not typical . The maprepeats the error by showing a woman kneeling beforeher loom in the middle of Shuswap territory . There aretoo many other errors to mention. A second problem isthe booklet's briefness . Each Indian group gets threesmall pages at most. In a booklet so small errors becomemore significant -- about half the description of theInterior Salish is devoted to their supposed blanketmaking. The booklet also contains passages which remindme of the statements of old-time Indian Affairs agents --including biased comparisons of groups . The TahltanIndians are said to be "a rather indolent people, lackingin the initiative shown by neighboring tribes, "while theSlave are "a peaceful, happy, and inoffensive people".Another problem is the kit's cost . The plastic map andoverlay cost a total of $31.50. While they are attractiveand durable, for $1 (for a government map), two crayons,and a book from the library or Resources Center (maybeDuff's The Indian History of B.C.), a student couldproduce his own map and by so doing be lead to learnabout the relationship between human ecology and socialboundaries. Better yet, for $1, two crayons, and aninvitation to a native resource person, the studentcould learn about local boundaries and the events inlocal Indian history that created and changed boundaries.My suggestion that a local resource person beinvited to the classroom brings up the general problemof the use of kits like the Open Trails product . Teachersare overworked. Few have time to prepare their own unitson native life. Kits like this may seem a Godsend --they are convenient packages to fill a hole in thecurriculum. But the convenience of using such kits must. . . - 20 - . . .INDIANSARE YOU INTERESTED IN NATIVE INDIANS?ARE YOU DOING RESEARCH ON INDIANS?ARE YOU INVOLVED IN A PROGRAMMEWITH INDIANS?WOULD YOU	& TALKWOULD YOU LIKE TO HEAR THEIR SIDEOF THE STORY?VjSlt:evr~thpne:e: Indian Education Resources106 Brock Hall	Center	VancouverUBC	228-4662


Citation Scheme:


Citations by CSL (citeproc-js)

Usage Statistics

Country Views Downloads
Germany 50 21
China 15 13
United States 11 0
Canada 9 0
Russia 4 0
City Views Downloads
Unknown 50 23
Shenzhen 12 13
Ashburn 7 0
Saint Petersburg 4 0
Beijing 3 0
Vancouver 2 0
Toronto 2 0
Victoria 1 0
Chicago 1 0
Port Alberni 1 0
Seattle 1 0
Richmond 1 0
Barrie 1 0

{[{ mDataHeader[type] }]} {[{ month[type] }]} {[{ tData[type] }]}
Download Stats



Customize your widget with the following options, then copy and paste the code below into the HTML of your page to embed this item in your website.
                            <div id="ubcOpenCollectionsWidgetDisplay">
                            <script id="ubcOpenCollectionsWidget"
                            async >
IIIF logo Our image viewer uses the IIIF 2.0 standard. To load this item in other compatible viewers, use this url:


Related Items