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Source: Cynthia Johnson, September 2004, updated May 2005 |
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| | | | | | Service in Tribal Communities | | |
"Service" and "service-learning" have been happening in Native communities since time began. Learning has always been experiential, with service being inherently integrated to ensure the continuation of cultural traditions and the survival of the people. "National service" terms are a relatively new invention and can be confusing or disconnected from the local understanding of what these activities are. For example, oftentimes the term "community service" is understood as a court-ordered punishment. Service and service-learning are integrated into the daily life of tribal communities to the extent that many do not see it as something separate that has to be taught and incorporated into schools and daily life – it already exists seamlessly. Many times all that is needed to identify service-learning activities in tribal communities is to translate the mainstream terms into tribally-specific values. |
| | | | | Linking Traditional Values and
Service-Learning | | | The traditional Lakota concept of Lakol Wicohan incorporates the values of generosity, courage to take a stand in face of adversity, wisdom, and fortitude to take the people into the future. These values are the foundation of all education and prepare youth to become contributing members of society and future leaders. Service activities such as helping elders, feeding people, and taking care of the land naturally arise from these.
The Itancan, or Lakota leader, serves the people by putting everyone else first. As in an upside down pyramid, the leader was at the bottom, with the people, the broad base at the top.
As with the Lakota, all tribal nations have their own specific terms for service and the values it draws upon. Successful programs identify their work by translating “national service” into these local terms and continue the long-standing tradition of giving back to the community so that the people may live well in the future. |
| | | | | Examples of Program that Link Traditional Values and
Service-Learning | | |
- Tyrone Begay (Navajo)
Program Coordinator, Rough Rock AmeriCorps
RRTP – Box PTT
Chinle, AZ 86503-9709
Ph: 928-728-3610 Fax: 928-728-3502
tyjaybegay@hotmail.com
Navajo AmeriCorps program at Rough Rock Community School
incorporates the traditional Navajo concept of k’e into
it’s service activities.
- Lynn F. LaPointe (Lakota)
National Youth Leadership Council
1667 Snelling Ave. N, Suite D300
St. Paul, MN 55108
Ph: 651-999-7374 Fax: 651-631-2955
lapointe@nylc.org
Develops service-learning activities for students and teachers
using traditional Native American philosophies and methods of
learning.
- National Indian Youth Leadership Project - Turtle Island
Project
P.O. Box 2140
Gallup, NM 87301-4711
Ph: 505-722-9176 Fax: 505-722-9794
A multi state effort to incorporate service-learning into the
curriculum of schools that serve Native American youth, colleges
that are training Native teachers as well as developing the policy
to support service as a culturally appropriate teaching
methodology.
- 4Directions Native Technology Program
The 4Directions community of learners consists of 19 Bureau of
Indian Affairs schools partnered with 11 private and public
universities and organizations. Click on each school site to find a
wealth of culture-specific lessons plans covering all educational
disciplines and age ranges that are easily adaptable for
service-learning projects.
The 4Directions Educational Resource Library holds and categorizes
curriculum materials that have been contributed by educators and
students. This network database includes teaching, assessment,
professional development, and student created resources. These
resources integrate technology and culture through multimedia
presentations, culturally relevant lesson plans, virtual reality
projects and other activities. | | | Publication and Resource
Materials | | |
- Alaska Native Guidelines for Nurturing Culturally Healthy
Youth
http://www.ankn.uaf.edu/standards/youth.html
- Alaska Native Guidelines for Respecting Cultural
Knowledge
http://www.ankn.uaf.edu/standards/knowledge.html
- Bibliography of
American Indian and Alaska Native Education Resources
From the ERIC/CRESS publication Next Steps: Research and
Practice to Advance Indian Education, edited by Karen Gayton
Swisher and John W. Tippeconnic III.
- “Criteria for Evaluating Native American Educational
Materials” by
Elyse Towey from the University of Kansas. The appropriateness and
quality of materials used in the classroom depends on the
knowledge, understanding and sensitivity of the classroom teacher.
This article discusses stereotypes, language and terminology,
historical accuracy and cultural authenticity, illustrations, and
the analysis of children’s books for racism and sexism. An
excellent guide for Native programs working with children and
youth.
- “Facilitating a Natural Way: The Native American Approach
to Education”
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