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Indian Education Newsletter, Vol. 6, no. 1 Indian Education Resources Center 1977-02

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Volume 6 #1 February 1977  Indian Education Resources Center Room 106 - Br ock Hall Vancouver 9, B. C. Phone; 228-4662 ,  page. 1  ANNOUNCEMENTS pt.e.a6e. note THAT WE WILL HAVE TWO ISSUES OF THE INDIAN EDUCATION NEWSLETTER THIS YEAR but WE WILL HAVE TO DELETE OUR 1975 MAILING LIST DUE TO ADDRESS CHANGES AND HENCE RETURNED NEWSLETTERS TO US. BECAUSE OF OUR SAMLL BUDGET AND BECAUSE OF THE HIGH COST OF MAILING, WE WOULD LIKE TO AVOID ANY UNNECESSAY EXPENDITURES. PLEASE WRITE TO US IF YOU WOULD LIKE TO RECEIVE THE NEWSLETTER. THE MOST RECENT REQUESTS WILL RECEIVE THIS ISSUE AND ALL THE B.C. PUBLIC SECONDARY SCHOOLS, INDIAN BANDS, NATIONAL INDIAN ORGANIZATIONS AND INDIAN ORGANIZATIONS WITHIN B.C.  pleaze note  IN THE NEXT INDIAN EDUCATION NEWSLETTER, WHICH WE HOPE  TO PUBLISH BY MAY OF 1977, WE WILL HAVE ARTICLES FROM: 1.  INDIAN EDUCATION-479; by Geonge Mann. Edu .479  a  a CAO44-  pAognam 0,64ened at UBC; Mn. G.Mann a the cootdinaton^the ptognam. cuttukat  a iottow-up on cutAent asuez o4 the 4choot take-oven by the Mt.Cuttie Indian people.  2.  MOUNT CURRIE:  3.  COQUALEETZA EDUCATIONAL CULTURAL CENTER: a coven  on the cu went  events on thein deatingz with the cuttunat education zcene. 4.  MASTER TUITION AGREEMENT: Aecent ,issues and the take-oven with  Indian Education in B.C. etc. 5.  FISH LAKE CULTURAL CENTER:  a Zook at what tis happening in the-in cuteAuat center.  6. i4 anyone has anything to o4Aen that peAtairo to indian education, peeve don't hezitate to isend w3 you& inpAmation.  address iz: Indian Education Reisounceis Centre Buck Hatt #106, UBC^• VANCOUVER, B.C. V6T 1W6  OWL  mailing  pag e 2 ******** **** *** ** ****************** ****************** ******** ********* ********************************************* ************** **************************** 6 THE FOLLOWING ARTICLE IS TAKEN FROM: "THE VANCOUVER SUN" newspaper, Feb/n; Vancouver, B. C. ************** **************************** ********************************************* ******** ********* ****************** ************** *** ****** ** *********  BY Gilbert Oska bees* The writer, an Indian, is a journalism student at the Langara campus of Vancouver Community College.  Down with Super Inj un Pack up r stereotypes, Tonto, and hi yo, away continued,.,  „i  up your  ^  People who worry about Indians ever making it into the Great Canadian Society can rest easy. We have arrived, at least in adopting that fine old Canadian custom of importing heroes, life ed and values from the 'Unit 'United States of America. It has its drawbacks. Ask any Indian child to rhyme off some Indian heroes and the kid will come up with Crazy Horse, Sitting Bull, Geronirno, Cochise and Chief Joseph of the Nes Perms.  (-) IYP f•CS,^n  .  ),  cod^yo,^pag e 3  An older child who enjoys reading could probably add: Black Elk, Osceola, Quannah Parker and 14equoyah, an American Indian who developed the Cherokee alphabet. But as a matter of fact, all aof the above are American Inditans. . Tonto will be among the few not men*wed. Tonto, alias Jay Silverheels, is a Ca:nadian Mohawk generally regarded as an American because of the amount of time he-, 'spent down there accompanying the Lone Ranger. With the advent of Red Power, Tonto suffered a fall from grace throughout Indian Country and is currently denoimead ea that (  "Uncle Tomahawk.” One young suggested that when last heard  from, Tonto was in an old folks home in  California expiring from an advanced case  of terminal stereotyping.  On the other hand, mention such Canadian notables as Joseph Brant, Almighty Voice, Poundmaker, Gabe Dumont or even Louis Riel and you'll draw a blank from a lot of Indians, young and old. If you go a little deeper and ask who was Maquinna. Khahtsahlano or Deganiweda they'll really be lost. There is, apparently, no such critter as a genuine Canadian Indian hero.  continued  up your stf_reotypc4s, Tonto, and hi yo, away While much can be said about the dubious need for heroes in the first *en, it does seem odd that for those who require them, it appears necessary logo soutbof the bor. der to find one. Even a cursory glance threish Canaan literature would meld such iron men as Almighty Voice and Simon Peter Gun-anoot. Almighty Voice was a Crop warrior who, in IOW, along with two companions, managed to hold off MO of the best the "Great Whit* Mother" could send against them. For two days and dune nights Almighty Voice and kis companions defied the North West Mounted Police and 100 ranchers and Metis the Redcoats had hired to help them. When their food and ammunition ran out Almighty Voice called out to the Canadians to send in some more so that they could "fight on a while longer." The Redcoats' response to this challenge was to bring up a nine pound cannon and blast ty Voice and his eontpanions to pieCes. Simon Peter Gun-a-tioot was a laspiox driven into exile by the white man's justice. For 18 years Oun-a-noot ranged through B.C.'s northern forests like a boreal wind, always two -jumps ahead of the B.C. Provincial Police and bounty hunters that dogged his footsteps.Ris saga ended * 1919. That's the kind of stuff heroes are made of, and yet, when "the watehfires flicker" and the time comes to speak of heroes and their legends many Canadian Indians still turn wistfully to the south. When real heroes can't be found or turn out, like Tonto, to have feet of clay, then the "image" of an Indian hero from the land of the free and the home of the braves appears to suffice. Walk down any Canadian street and you'll probably pass some young Indian, male or female, decked out in all the paraphernalia they feel is requisite to being the Compleat Indian. The look, if not the trappings themselves — American Sioux type neckchokers, beaded headbands and medieme pouches — have all been imported from the United States. American Indian concepts, as well as trinkets, always seem to find a ready market in Canada. Young heavies in the nowdefunct Red Power movement used to refer to themselves u "dog soldiers." The concept was American Cheyenne and the term was used to denote a "warriors' society" which had the responsibility of policing the Cheyenne camps during moves and times . of war. -  The patrols that Red Power dog soldiers went on in downtown Toronto, Winnipeg and Vancouver to discourage certain white citizens and police from brutalizing intoxicated Indians originated in St. Paul, Minn. It must be said that the patrols had .a valuable purpose: They kept some Indians alive. Other imports have been less valuable. Some young Indians today -- especially the more impressionable members of the American Indian Movement— have begun to affect themiumerisms, nostures and prosaic speeek attributed to alter Indian chiefs and orator! by Hollywood hacks and pulp magazine writers. These young men have begun to see in themselves a reincarnation of warriors of old. Others see these young people — with their beads, bangles and buckskins — as little more than comical shadows of the old ones, caricatures of an Indianism that exists only in their own imaginations. It should be pointed out that crooked thinking and a penchant for identifying with American Indians is not the exclusive domain of the young and impressionable. Older Indians have their moments: occasionally an elder, in his cups and feeling a need to reaffirm Indian manhood will announce to all and sundry how "we kicked the shit outta you buggers down on the Little Big Horn." Amusing, even understandable, but inaccurate as hell. The inaccuracy becomes more blatant when the speaker is a Micmac in Nova Scotia or a Salisli in Vancouver. Pan-Indianism is another relathTdy new import from the United States that bears watching. The major premise of this strange doctrine is that all indigenous peoples in North and South America are "brothers under the skin" and should be uniting politically and economically. Pow-wows are another import from the U.S. that never fail to delight those folk — white or red -- who persistently refuse to move on into the real world. One can only assume that they find something soothing in the knowledge that the inhabitants of Indian Country are still out there, dancing up a storm and providing plenty of local "color." For the Indians, pow-wows are a pageant of the "old ways," a feast of identity, and a chance to hawk their wares — beads, bangles and miniature bark canoes — to a public hungry for anything remotely Indian.  page  4  For the whites, they are an opportunity to mingle with the wildlife without getting scalped, and if the price is right, to bring home a little souvenir of the event. Along with the pow-wows from the south came the proper regalia for anyone participating. Feathers are considered de rigueur Most prized is eagle plumage: but dyed turkey will do in a pinch, which may or may not be indicative of something. Probably the most disastrous import for Canadian Indians has been the Hollywood version of the Noble Redman thesis. The Hollywood Indian, may his tribe decrease, filled the vacuum created by the departure of the Indian ego after centuries of hearing how shiftless, treacherous, whiskey-soaked and stupid Indians were. Mother Nature abhors a vacuum and into this one she tossed Super Injun.  Super-Injun usually had a name like Straight Arrow, Little Hawk or Big Chief Strongheart. He was six feet tall, had long, black hair that "shone like the wing of the raven," more muscle than the Oakland Raiders and rode a painted pony named Thunder. He was asexual and monosyllabic. despite having a ladyfriend called Laughing Waters and having been secretly educated by some friendly missionaries. He Was balni to the bruised Indian ego, but anathema to the intellectual development of whole generations of young Indians. Many of us still carry arminj totilo scars and burns we endured as children trying to live up to the tough, stoic image of the s.o.b. The Billy Jack series of movies is the la t est version of the mythical Super Injun to come up from the United States. Billy Jack — a celluloid character played by a mediocre white actor — is a Kung Fu trained Vietnam vet whose flying foot, when not dispatching white villains, is lodged snugly in his mouth. A great deal has come from the 12 S much of it has been bad. And yet, the an over doesn't lie in cutting off the flow. a erecting a buckskin curtain between ihi U.S.- and Canada. It may lie in something as basic as re learning how to separate fact from fiction the real from the unreal. Something tell me we knew how at one time. If we are to survive as a people and Bra, we'll have to learn to see ourselves as ' are, not as we wish we were, or how might have been,. by G.OSKABOOSE  page 5  DIRECTOR OF^INDIAN^EDUCATION INTEGRATED & SUPPORTIVE SERVICES DEPARTMENT BY DR. SAUL ARBESS Since the position of Director of Indian Education has been vacant so often since the death of George Wilson in 1974, it would be useful to describe my responsibilities. The Director is responsible for the overall development, implementation, and evaluation of educational program to teet the special needs of Indian children within the B. C. public school system. The basic tool for funding programs, over and above the basic program funds provided in all school districts, is called a special approval which has a value of approximately $17,000. A school board must request these special approvals from the Director. Only then can I consider the proposal and decide to enter into an agreement with a school district to cost-share the proposed program. This is based on whatever sharing formula exists between the province and that district. In some cases a district must raise their portion by increasing the mill rate. Both the program and its administration are the responsibility of the school district. I will assist any school district, in conjunction with Indian bands and other Indian organizations, to develop programs and provide field assessment in these areas, and will vist any interested district or Indian organization to meet this objective. It is my practice to meet first with Indian people through their education committees, councils, home-school co-ordinators, and teacher-aides. Thus far I have visited some twelve [12] school districts and have assisted Indian people in getting the programs they want in their districts.  page 6  FUNDS MAY BE ALLOCATED FOR:  1.  Paraprofessionals primarialy native Indian home school coordinators and teacher-aides to provide a bridge between the child's community and the school and to consider the child's total needs as they relate to educational success;  2.  Curriculum development to increase the relevance of the school curriculum to the Indian child's realities, to introduce Indian history and culture, including the contemporary period, into the curriculum, and Indian arts and crafts and Indian skills programs. Encouragement is to be given to the Indian community to participate in these developments, to serve as teachers and resource people, and to control the content of curriculum where cultural history, artifacts and cultural property are involved [in a phrase "tell their own story"]. These funds can be used both for the development phase, wherein teachers are released for a period of time to carry on this work, and the teaching phase. Outside curriculum development workers may also be brought in;  3.^Language_ development programs in terms of bilingual education approaches where the child's first language is an Indian language and English as A Second Language [ESL] approaches where the child's spoken language is an English dialect spoken in reserve communities. These funds can be used to develop a language literacy programs in the l st language, to develop ESL approaches, to engage native language teachers and/or linguists where necessary;  page. 7  4.^Learning assistance programs specifically earmarked to improve educational success of the Indian child. ESL approaches can be considered under this category, as can enriched staffing where there are clear benefits to Indian children. These funds cannot be used to create segregated classes;  5^Alternative  programs to provide alternatives to the mainstream  programs especially for actual and borderline drop-outs, where the Department of Human Resources or other agency assistance is not required. This represents a new use of Indian Education approvals; 6.^Tutorial programs and supervised study to provide additional assistance to Indian children at critical junctures in their academic careers, e.g. at the Junior High School level;  7^Innovative  programs are to be encouraged and this category may  be used where proposal does not fit into existing categories. [Note: For any of these programs, reserves of other Indian settings are to be almost a 30% increase in funding commitments.] For the 1976 calendary year there were  92  in 48 districts for a total of $1,564,000. For the calendar year, there are  114  approvals  1977  approvals for a total of $1,915,000.  for Indian Education. Given the immense task of meeting educational needs all over British Columbia, I cannot stress too much the importance of the Indian people being organized in each district and in the province over-all, to articulate then needs, to develop programs such as Indian Studies, to provide resource people to meet program objectives and to provide cultural orientation to teachers and administration.  * ** AAAA,111  page 8  VICTORIA INDIAN CULTURAL EDUCATION CENTRE 890-B MacKenzie Ave., Victoria, B.C. V8X 3G5 Phone 479-1663 Dear Friends: THE HISTORY WE LIVE WITH We have just produced a new booklet called "The History We Live With", sub-titled "Indian Land Claims in British Columbia." The text is based on a talk given by Doug Sanders, a lawyer who has worked on land claims for B.C. Indians for a number of years and whose arguments are both sound and compelling. The booklet includes the following general areas of discussion: the first treaties, how British Columbia and the Federal Government handled the problem, the 'cut-off' lands issue, inter-tribal organization, how the reserves were treated, the Nishga claim, the breaking of promises. It is an easily understood story, simply told and with photographs from the past. It will help everyone understand the land claim issue, even better than before. Order copies NOW while supplies are plentiful. Yours truly,„„___  T.J. McNamara  Please send me^copies of THE HISTORY WE LIVE WITH. Cheque or money order is enclosed. 1 copy $1. - 25 copies or more, 85 cents each Name Address  Mail to:  ^  Victoria Indian Cultural Centre 890-B MacKenzie Ave. VICTORIA, B.C. Canada^V8X 3G5  page 9  NATIVE INDIAN LANGUAGE DIPLOMA PROGRAM ** ****************************************  ** *  *  The Native Indian Language Program is a relatively new program at the University of Victoria having begun in the fall of 1974. It is now enjoying its third year of success and is making a unique contribution to the development and teaching of native Indian^languages^in British Columbia.^The program^is^inter-disciplinary^in nature being offered by the Faculty of Education, and^the Department of Linguistic.^Students^register^in the following courses: 1. 2. 3.  Linguistics^220 - Language and Culture 11 240 - Studies^in^Indian Languages of B.C. 11 400 - Field Methods and Techniques ^in Language Analysis  4.  11  450 - Seminar^in Languages  5.  11  451^- Seminar^in Languages  6.  Education  490 - Principles of Teaching Second Languages  Courses in the Department of Linguistics are designed to impart a practical understanding of Linguistic principles while the Education 490 course which emphasizes methodology translates this knowledge into pedagogy. The pre-requisite for entering the program is fluency in a native Indian language, a commitment to learning to analyse and record a native Indian language and a commitment to prepare appropriate instructional materials and to teach. Students have an opportunity to implement the knowledge gained from their coursework during practice teaching sessions in various Indian Communities toward the end of the university session.  page 10  Students enrolling in the program have come from various parts of British Columbia although a considerable number represent several Vancouver Island communities: Alert Bay, Ahousaht, Nitinaht, Port Alberni, Nanaimo, Ladysmith, Chemainus, Duncan, Tsartlip and Victoria. This year's group of students represent several languages and communities. They are as follows: 1.  Walter Joseph - Carriere, Interior, B.C.  2.  John Thomas - Nitinaht & Cowichan, Chemainus  3.  Christine McDougall - Kwakwala, Alert Bay  4.  Edward Tatoosh - Opetchesett, West Coast, Port Alberni  5.  Tina Harry - Cowichan, Duncan  6.  Adeline Charlie - Cowichan, Duncan  7.^Amelia Wilson - Cowichan, Duncan Some students who began the program in 1974 have continued taking courses leading to degrees. Others have returned to their communities and are working in various capacities to stimulate the preservation of their languages. A number of video and cassette tapes and kits of instructional materials are available for people interested in the program. Contace Dr. Tom Hukari, Department of Linguistics or Dr. Wm. Zuk, Faculty of Education for information about the materials or about any aspect of the program.  1'  11111111/1  *****  tr,..yrertt **^  ,,,  t  * * *  ++++++++++++++++++++++++++++ ++++++++++++++++++++++++ ++++++++++++++++++++ ++++++++++++++++ ++++++++++++ ++++++++ ++++  ^the 6ottowing Ls an vitiate by Dn. Akthuk J. Mote. Dt.Mo/te us the Supetvizot to the native indian teacher education ptogtam ^at the Univeuity o6 Bkiti6h. Cotambia, Vancouver, B.C.  NITEP CONTINUES TO GROW Wetcome back Indian Education Neweettek! 'Outing the abzence o6 the New4Zettek oven the pazt two yearn, we have miimed tits pkmence. We have tegutatty teceived question- {tom att. °vet the piLovince wondering what're happened. Now that you& banding ptobtems ate pattiatty tmotved, Lt's good to know that we wilt have the in6oftmation that the Newtettet haz tegutatty ptovided in the pa-st. NITEP^gtad to be putt oi the 6i/ust pubtication o6 the tevived Netotettek. The mort zigni6icant change in NITEP zince the rate izue o6 the New4Zettek^NITEP'4 growth. NITEP began in September o6 1974 with 55 students in {j our o66-campws centeu entotted in year I o6 the ptogitam. Now NITEP entottis just aver. 140 4tudent4. It 4titt hats {j our o“-campus centeu and haz added one center on campuz. The tudentz ate entotted in att. Oak yeah o6 the ptogtam. Mo4-t o6 the -'students who entotted in the 6itzt intake {j ot NITEP ate now in thitd year on campus. A Ow ztudent4 ate in putth year becau6e they enteted the pugtam with advanced 4tanding. The 6i/fist gkaduate4 o6 NITEP wilt comptete the 't 4tudiez in May o6 1977. A much takget numb et o6 yLaddate4 wilt comptete theik 4tudie6 in May o6 1978. The ptogtam i4 bazicatty unchanged. There have been some minot change6 in individuat couk6e4 and coaue 4equences. Howevet, the ptogtam temain4 a {jour-yeat degree ptogtam Zeading to 'Legato& teachet cettiiication within the province o6 B.C. The iitzt two years ate spent o46-campus concentkating on teaching 412:LW and backgtound. The 6inat two years ate oent at the Univek/sity ...mote...  NITEP CONTINUES TO GROW, continued:  page 12  concentkating on advanced tudies city education topic's and on academic backgtound The program continues to be a tegionat-community based ptogAam. That i.s the ptogtam attempts to 4etve a variety o4 unities in the tegion in which the centet i's located. The tocat centet ,bs not attached to any individuat community and the teaching expeitience's ate not art done in one bchooE on one community. NITEP 4..s now one oS apptoximatcey 14 native teachet ttaining ptogtams throughout Canada. In Ap n.A) of 1976, NITEP ptayed hot to ate oS the native teachet training ptogAamvs in Canada and Atcoka. The conietence entitted "Canadian Indian Teacher Education Project's" (CITED) hetd in BanSS and povided an exceteent opportunity Sot ztudent4 and 6taSS Sum ate oS the oogtaw to exchange -ideas and to help develop theit ptogtaw. Each NITEP Center iz tun by one of two Cootdinatou. At the ptuent time, the CooAdinatou are: DOA/(.4 Sevetyn and Dave Waken., Tettace Centet; Etizabeth RobeAtson, Wittiams Lake Center; Don MacKenzie and Celia Vayto, Kamloops Center; Don MacDonald and Ruth Motven, North Vancouver Centet; Ckaig GiLeupie, UBC Campuz Centet. Three o4 the miginat Cootdinatou have now returned to the aa44toom: Helmut Attett wa4 Cootdinatot Sot one yeah in Kamtoops and 4.s now Ptincipat Ln one oS the Kamtoop6 Schoots; Robert Chenmveth waz one oS the Sitzt Cootdinatou in Kamt000 and 'saved Son two yeatus in that Center, and 4.4 now teaching at one oS the High.Schooa Ln Kamtoops; Joan Ryan wail the Sitt Comdinatot in North Vancouver and etved us Sot two yeaftz-he haz tetutned to teaching in Prince Rupert, B.C. The ptogtam has had both its &Lcce66eis and -its ptobtem6. The major 6uccmcs inaude the retention tate oS students. We have Sound out ketention tate to be apptoximatay 80% pet yeat. This 4.)s apptoximatay Sows times the average Ph native Indian ztudentis in pot-zeconday pnogtaim. Anothet maim Hsuccess o3 the ptogtam hats been the abitity to take 6tudentz who do not have the tegutan Univenzity entrance ,  ....mote...  page 13 ...NITEP CONTINUES TO GROW, continued: quatiiicationz and help them develop into zuccezz4ut Univetzity ztudentz and develop competenciez which witt help them become good cia46toom teachetz with the abitity to pAovide teadeazhip in Indian education. Anothet zuccezz  o6  the pAogtam haz been the zhiLts and  dedication that both ztudentz and zta“ have brought to the ptogtam. The tevet  o6  .involvement and dedication by the NITEP  ztudentz iz geneaatty accepted to be highet than those on the tegutan teachet training ptogtam. Thiz atm, apptiez to the zta46 oi the ptogtam whether they be Cootdinatou on UniveAzity In4ttuctoius. White there iz a continuing e66ott to queztion the ptogtam and to imptove it, there^a very zincete dedication to it to make it work and to wotk wett. There have abso been ptobteft some oil which continue. One oil the most annoying ptobtem hat been the tack oil adequate iunding, patticutatty ion the Non-ztatuz Indian ztudentz. White landing  -4  avaitabte 6Aom a vatiety oil /SouAce4 inctuding the Depaatment o 6 ,  Indian Ai4aiAz, The Fiazt Citizenz Fund, in conjunction with the Indian Education Rouacez Centek az the main outlet to make apptication to at USC, the Ptovinciat Student-Aide PAogtam, and buazaaiez and grants 6tom UBC, there ate .tilt many cazez whete students one in isetiows 6inanciat di4iicutty az the yeat goez on. In many ea. e4, the ztudent'z cikcumztancez one unique and not apptopaiate to the tequitementz 04 the negutat zuppoat agenciez. With thiz in mind, a bunzaay fund carted the 'NITEP Buazaay Fund' haz been developed into which both indivicluat's and /on otganization4 have conttibuted appaoximatety $12,000.00.^Appaoximatety hall o6 thin money ha.6 been diztaibuted to ztudentz. The nest oil the money Ao being had in taunt  Ion  diztaibution az needz aaize. It^anticipated that  the fund wilt be exhua6ted by next September untezz individdatz and oaganizationz continue to contaibute to the &And. White we admit to being biased about it, we can think oil ilew investments which have a greaten isociat pay o“ than zuppoat oil a NITEP BuAzaay Fund. -  ....mote...  page 14 ...NITEP CONTINUES TO GROW, continued:  The NITEP Advizoty Committee which L6 the major poticy committee liot NITEP halo been expanded. Its membe-tzhip now inctudez: Naomi Hetzom, UBC; Lonnie Hindte, R.A.V.E.N. Society o4 B.C.; Tan Houzego, UBC; Shittey Loen, Coquateetza and Chehatiz; Nathan Matthew, Kamtoopz and Chuchuwah; Bett McKay,B.C.NITA,Aiyanzh; George Mann, UBC; At More, UBC; Joan Rayn, B.C.NITA,Ptince Rupett; Robett Stetting, B.C.NITA, Vancouver; Brenda Taylor, Vancouver; David Thomas ,UBC; Robert Thomaz, NITEP ztudent,Kamtoopz; Jack Wattiz, UBC; and one NITEP ztudent {tom year III and year IV oncampus, UBC. One c)4 the biggezt ptobtemz 6acing NITEP in the coming ,year C25 a zet o4 decizionz tegatding iutute tocationz o4 the CenteAz. When the NITEP CenteAz wete otiginatty eztabtizhed in the Put tocationz throughout the ptovince, it wars with the idea o6 Leaving the centetz in a patticutat Coca ton tong enough to do an ebiective job but not with the idea o4 Leaving the centeAz in any one Location petmanentey. The Advizoty Committee ,us concetned that there are many communities and tegionz whithin the pnovince which are very distant {f rom the prevent NITEP centetz. Az a tezutt, the committee ,ins Looking into the pozzibtitity o4 moving tome (,4 the centem, pozzib,EY az noon az September o4 1977. A recent tepott waz made to the NITEP AdvLooty Committee in which it wa-s recommended that the Wittiamz Lake Centet be phased-out, beginning in September 1977; that the North Vancouver Center be phased-out beginning in 1977; that a new Center be phased-in beginning in September 1977 in the Uppe't Ftazet Vattey, and that a new Center be phased-in beginning -in September 1977 in the Campbett Rivet area. While these tecommendationz have not been approved, the Committee o Looking zetiourty at them and would appreciate zuggeztionz and commentz 4tom individuatz involved in Indian education throughout the province. Peeaze fiend your comments to Att Mote, UBC. I4 you with a copy o4 the report in which these recommendations wete made pteaze atzo wtite to Att Mote. ,  page 15 ...NITEP CONTINUES TO GROW, continued: With the continuing 4i/scat AvstAaints on Univeksity tevet o4 4unding,i.;.,i,NITEP may race Aome veky se/ ours iinanciat pkobtems -in the coming yeah. It ,bs hoped that the vaiLious tevet/s oi goveknment wilt continue to suppokt the pAognam at .a/s ptesent £eve& because o4 it/s impoAtance -to the native Indian community.  **** ********************* *^** *^* ************************  ^ptease note^ THE MAILING ADDRESS FOR NITEP IS: native -Lndian teachet education ptogAam 4acutty o6 education, nevitte-scakie btdg. 2075 we6bnook place, u.b.c. vancouvet, B.C. V6T 1W5 phone numbeAs one: 228-5240; ^228-4685;^228-4222.  ++++++++++++++++++++++++++++++++++ ++++++++++++++++++++++++++++++ ++ ++++++++++++++++++++++++++++++ ++++++++++++++++++++++++++++ ++++++++++++++++++++++++++ +++++++++++++++++++++ +++ ++++++++++++++++++++++ ++++++++++++++++++++ +++++++++ +++ ++++++ ++++++++ ++++++++ ++++++++++++++ ++ ++++ ++++++ ++++++++++ ++++++++ ++++++ ++ + + ++  ++++++++++++++++++++++ ++++++++++++++++++ ++++++++++++++ ++++++++++ +++++ +++  Mao  page 16  ^to FUe  To: Marg Vickers, Coordinator, IERC, University of Victoria FOR: B.C.N.I.T.A. NEWSLETTER Date: Dec.l, 1976 The Education Department of the Provincial Museum offers several programs for students in the BC school system. Last year three of these programs dealt with various aspects of Indian culture. Mrs. Hunt did a potlatch program for grades 4-5-6. The program took place in Mungo Martin's Big House located in Thunderbird Park. Programs on the Tsimshian and Coast Salish People were also given. The people at the Coqualeetza Education and Traning Center spent much time giving information for use in the Coast Salish program; this help was greatly appreciated. The school programs which are offered from October to April each year are in great demand. From January to April of 1976, a total of 7,674 school children participated in the school programs, with 3,312 of these attending the Indian culture ones. January of 1977 will see the long awaited opening of the First Peoples Gallery. Three programs on Indian Culture will be taking place in the gallery, one of these being for grades 8-12. Mrs. Hunt will also do a Nootka program in our classroom. We expect the bookings for these programs to be heavy. In addition,to the regular school programs, the museum offers "Specials" for interested groups. Last year we had requests for Indian Culture programs from such varied groups as: the Y. M.C.A. Girl Guides, Canadian Mental Health Society, Malaspina College, B.T.S.D. Program, libraries, minority culture  •••••1•  page 17 MeAcAandum to F2  e.  -continued...  groups from the United States, and Department of Human Resources --to name a few. These specials were attended by 1,093 people from January to April, 1976. Both Mrs. Hunt and myself feel that our programs offer positive experiences to children, teaching non-Indian children a respect and understanding for cultures other than their own and giving Indian children a special opportunity to more fully understand their own as well as other Indian cultures. Special programs are available upon request (times and funds permitting) and are free of charge. We do have some funds available for travel to areas outside of Victoria.  Arlene Wesley Museum Teacher B.C. Provincial Museum Victoria, B.C. (B.C.N.I.T.A. Member)  +++ +++ + + + + + +  ++ +++++++++++++++++++++++++++++++ +++++++++++++++++++++ ++++ +++++++++++++++++ ++++++++ + +++  page 18 Hene^an attic& by DA. A.R. King --Educationae AnthkopoZogizt at the Univeuity o6 Vic tmia, Victmia, B.C.: Bella Bella Community School began operation in Waglisla last September with a program for students from Kindergarten through Grade 10. Bella Bella Band becomes the second in British Columbia to assume full control of its total educational program under the new DIA policies. (Mt. Currie was first). Plans are going ahead to develop a Grade 11 program for next year with Grade 12 the following year so that Bella Bella students in the future will be able to do their entire schooling in their home community. The new community school had its beginnings more than two years ago when the Heiltsuk Cultural Education Center was established at Waglisla. Major activities of the Cultural Education Center were developing Heiltsuk language materials, assembling artifacts, accounts and pictures of materials in museums to be organized into curriculum resource units and producing basic reference materials for use in school. An Education Committee became active through this development, guided the developmental planning for the new community school, and became expanded into the the School Board for the present school. Until this year, Bella Bella has had only the federal Indian Day School in Waglisla and all secondary students had to go outside to boarding homes for school. An additional new school building was completed by DIA during the past summer to provide more space for the added classes, offices and the Cultural Education Center which has been incorporated now as the curriculum development portion of the community school operation. Delay in delivery of supplies and equipment slowed down the beginning of a full program as of September, but things began then and are slowly working into shape as the year goes on. With a few changes, the school program continues this year much as it was before. The School Board and staff together plan to incorporate more changes as the year goes on with a view to having their program operating fully by Septembe; 1977. -  Among the early changes in pattern have been a "family" grouping of  ...continued  Anti.cee by Dn. A.R. Kling - --continued...  primary children, with first, second and third years clustered together; a greatly expanded extra-curricular use of school buildings beyond regular school hours; an increase in the number of teacher aides' and a separation of administration duties from the principal's duties to allow the principal to be fully involved in program coordination and teaching without having to also run the business side of the school. In addition to the K-12 school program, the School Board will also be responsible for Outreach programs, Adult, Vocational and Postsecondary education and the summer student employment programs. The School Board has had workshop and advisory assistance from the B.C. School Trustees Assocaiation as they have dev eloped policies. Additionally, both School Board and staff members have travelled to Alert Bay on two different occasions to observe the operation of that primary school. Further visits to other models are planned. The school development is only the most recent of Bella Bella Bandcontrolled operations. Earlier the Band has established its own marine repair facilities, a cooperative store in the community, a hotel and lounge, and participated in a cooperative fish packing plant. They also have a closed circuit cable TV facility which may find utilization within the new community school operation. Persons wishing more information may write to the Bella Bella Community School, P.O. Box 879, Waglisla, B.C. VOT IZO.  page 20 *********************** **************************** ****************************** ************************************---here is an article on C.Paul Thomas, ****************************** **************************** ***********************^Co-ordinator in Education within the Greater Victoria School District, Victoria, B.C. This article is written by the: VICTORIA INDIAN FRIENDSHIP CENTER EDUCATION PROGRAM.  Paul cmmenced working as Education Co-ordinator in November 1975 and is directly involved with approximately 19 schools (10 elementary; 7 Jr.Sec; and 2 Sr.Sec.) within the Greater Victoria School District. He is involved with approximately 310 native Indian students (both status and non-status). He associates his role as that of a liason person between principals, teachers, students and parents. He says that he feels that the greatest assistance that he can be, is to help create an honest and open communication system between the administration, teachers, students, parents and/or guardians. "There are enough barriers as it is with the 'role' of a principal/teacher/student/parent  .  without having an additional ethnic barrier." He tries to point out the important of communicating on a person-to-person basis whenever the opportunity arises. Some of the areas of involvement include the following: -visits to schools with an introductory meeting with teachers/students & princcipals, so that they will become aware of his role with the Victoria Native Indiar Center. -arranging tutorials for some students whenever the student and teacher feel that this may be beneficial for the student. -referrals to other social organizations or agencies such as the B.C. Homemakers Association, Native Court Workers, recreational and sports organizations, bursariE and scholarships available to native Indian students, etc. -suggesting to teachers the use of resource materials and resource persons from the Indian Education Centers for use in the classrooms and information on native Indian Studies courses and programs in operation in various school districts. Paul suggests that the main problem with the elementary students is that of lateness and missing too many school days. The junior secondary students consume most of his time as there is a lot more 'active listening' and 'personal counselli and the senior secondary level students require mainly referrals to colleges, universities, vocational centers and special programs for native Indian students. When talking about cultural differences within the school system, Paul states,  ...Vict.Native Indian Center Edu.Program:  ^page  zi  "although there are many different cultures in the native Indian communities and other minority groups, it really doesn't seem to be a major problem in the urban areas because there are so many other cultures represented within the student population. We can't force everyone to take special notice of the importance of maintaining 'our culture' when it is not that obviously distinct in a city. Parents must play a more active role in the child's total education. The role of the Education Co-ordinator within the school system has become recognized by all those concerned, as a necessary part of the student's successful education. There has been an addition to the education program with the hiring of two tutors to work more closely with some students. On November 22,1976, Andrea Cooper and Anna Spahan were hired as tutors and as liason persons helping students to develop a sound self-image and concept-ofself. The tutors attend the parent-teacher conferences and student-teacher conferences whenever necessary or requested. The education program has received interim funding at present and in the past has received funding from the First Citizens Fund, L.I.P. grants, and United Way, If you require additional information on the program at the Victoria Native Indian Friendship Center, please feel free to contact the Director: Mr. Clarence Dick; or Paul Thomas also at the Center; or contact the Indian Education Resources Center in Victoria.  PLEASE NOTE THE FOLLOWING ADDRESSES: Victoria Native Friendship Center 1292 Gladstone Avenue VICTORIA B.C. V8T 1G6^*************  ***************** *************  Indian Education Resources Center Hut G - Education Bldg. University of Victoria VICTORIA, B.C. V8W 2Y2 Phone: 477-6911, local 4861.  page 22  inbian ebucation  RESOURCES  centRe Satellite:  Main Office:  #106 Brock Hall — U.B.E. 2075 Wesbrook Place Vancouver, B.C. V6T 1W5 228-4662/6254/6325  Hut G — Education Bldg. University of Victoria Victoria, B.C. V8W 2Y2 477-6911 (Local 864)  ATTENTION STUTUS INDIAN STUDENTS: Enclosed is a flyer on bursaries available to status Indian students. Anyone applying for the bursary is eligible for $500.00 per year depending on financial need. You must submit a self-written letter and. two references from e.g.: an instructor, a counsellor or a former employer, -and a completed application form. When all this is complete, return to us, we then make a recommendation to the First Citizens 'Fund. There is at least a three to four week waiting period before receiving an approved bursary award from First Citizens in Victoria, B.C. Do not expect to receive the total amount that you request, as First Citizens does cut-back on amounts recommended, if they feel the applicant does not require the full amount asked for. Please note that all bursary requests are based on financial needs, not for academic competition. Your contact person for the Bursary Program is: Muriel Roberts, Administrator Indian Education Resources Centre Brock Hall, Rm.#106, -UBCVANCOUVER„ B.C. V6T IW5 Phones: 228-4662 228-6325 228-6254 Further queries may be directed to her. A copy of the application goes to the First Citizens Fund Advisory Committee. Be sure that it is filled out completely and accuratley.  Project of the British Columbia Native Indian Teachers' Association.  ^  page 23  ***** * ********* BCNITA - FIRST CITIZEN'S AWARDS Agreement in principle has been made to provide awards of up to $500. to selected Indian students (status or non-status) who are continuing beyond secondary school on an academic or vocational program. The funds are to be made available by the First Citizen's Fund. Screening and selection is to be done by the B. C. Native Indian Teachers' Association. The award will be made on the basis of educational potential, community involvement, leadership potential and financial need.  ** * * ** * ** * * ** * * * ** ** * * * * * ** ** * * * * * * ** * ** * * * * ^***********^*********** ************^************ ^* ^* ^*************^******** * ****  intman ebucation PCSOURCeS cenwe Main Office:  Satellite:  #106 Brock Hall — U.B.C. 2075 Wesbrook Place Vancouver, B.C. V6T 1W5 228-4662/6254/6325  Hut G — Education Bldg. University of Victoria Victoria, B.C. V8W 2Y2 477-6911 (Local 864)  Dear Students: If you are considered a Non/Statute Indian you are eligible for a Canada Student Loan through the college or university you are attending. Please see your CSL Officer. For a full year you are entitled to $1,800.00 per annum Which will be paid off at the end of,the term -April Of each year providing you sucessfulli complete yOut year. If however, you do not receive the full amount of $1g00. you may apply for the remainder of the amount through the same bursary program that makes available the payment of your Canada Student Loan. E.G. You receive $1,400. through Canada Student Loan You then apply through IERC for remainder of $400.00 However, should your total amount of Canada Student Loan EXCEED $1800 --BCNITA/FIRST CITIZENS will still only pay the amount of $1800 -the balance is then your responsibility. ,  First Citizens Advisory Committee states that: "They never meant the bursary program to pay for all expenses of non/status or status Indian students. That the program was to assist Indian students only." Your contact for Bursary Program Assistance is: Muriel Roberts, Admin. Indian Education Resources Center Brock Hall, Room #106 -UBC VANCOUVER, B.C. V6T 1W5 Phone: 228-4662 or 228-6325 In order for your bursary application to be processed, it must be complete. A complete application includes 1)A self-written letter describing your background, involvement in Indian organizations and activities, and financial need, 2)Recommendations from two persons who know you or for whom you have worked, 3)A form on which your bank tells us the amount of your Canada Student Loan and on which you authorize its repayment, 4)i grade transcript or sheet from your school, and 5)Tht. application form. It is your responsibility to see that all parts of your application are sent to the above mentioned address. A copy of the application form goes to the First Citizens' Fund Advisory Committee Be sure that it is filled out completely and accurately.  •.z  Project of the British Columbia Native Indian Teachers' Association.  ^ page 25  Eks * V* 41.41.# #####**** **** *41.##*#* -** *#####*#.**** ## ######### ## ############## #* ###### # ###M  THE FOLLOWING POEM IS TAKEN FROM:  4  TAWOW -  CANADIAN INDIAN CULTURAL MAGAZINE VOLUME ONE #1 SPRING 1970  ..**11##########################################################################4  MIXED^BLOOD  Thete have been wanes, bitten., bnie6 encountets Yet aao times o peace and pLanting Time {pan tenders itiendships - intimate. When Indian btood mixed with the good o4 the white tivet I am boxn 06 ate, 04 peace and wan 06 hate and Love. I am union 06 the xed an setting and the white moon ti sing Indian by name, spitit and heart And Canadian, descendent 04 nations 06 thL warm bLood, ptoud I walk thtough the Land Indian in souL, cathed in btightness.  ^*^* Mineitle Sot * ^*^ *^*  


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