BACK TO HERITAGE: A Different Kind of School for American Indian Adolescents

Multicultural Education, Fall 2004 by Buly, Marsha Riddle, Ohana, Chris

Students also felt a deep connection to their teachers and to their counselor. The adults knew each student and often went out of the way to help him or her. Students kept referring to the school as a "family." In one case teachers visited an incarcerated student and tried to help him make different decisions. Many students reported that this connection to the teachers kept them in school, "personally, it has kept me in school. When I was ready to give up, the teachers and staff were there to give me the attention I wanted."

The culmination of the school year was a feast for the Elders that was planned and prepared by the students. The students expressed their appreciation for the opportunities they had over the year and the help from parents, teachers, and community.

Teachers also felt a sense of accomplishment over the year. They felt the project had considerable success and that students were asked to "create, not just fill in the bubbles." Another teacher remarked that the students' individuality was shining through and the students were ready to take on even more responsibility for the school and the curriculum. Just as the students had changed, the teachers had changed from a canned curriculum to one they had control over. As an act of faith, they also wanted the students to assume more control.

Community members also noticed a difference in the students. They knew their students got lost in the large district high school. They saw students, many of whom were considered at risk, taking on responsibility for themselves and the tribe. One tribal leader noted that the new school needed to be marketed differently because in the previous school, failure was what got the attention of the district. This time, success needs to get them noticed.

CHALLENGES

This school year was a radical departure from the previous school. The structure, curriculum and pedagogy had changed. It is natural to experience some growing pains. The school community has several issues to address. One is that the school remains isolated from the district. One teacher noted that they were "invisible." The school requires more administrative support to maintain and extend the successes in the first year. This support needs to be institutionalized and not be dependent on the good will of a handful of teachers and an external grant.

While students' attitudes toward learning improved, few noticeable gains in achievement were made-at least as measured by state and district-mandated exams. The school must maintain the culturally-relevant curriculum while still meeting mandated learning outcomes.

THE FUTURE

All of the current students planned to return in the following year. The teachers have summer support to continue to work on expeditions and curriculum that would be rigorous, creative and demanding. In order to meet the criteria of the tribe and the district-that students be prepared for lives both on and off the reservation-an expanded focus on integrating state standards with an appropriate culturally-based curriculum is critical. Without either one, the school will lose its foundation of support and its chance for success.