American Indian Graduate Magazine Spring 2006

Traditions to Scholarships Spring 2006

Inside this Issue: •

Return to Rosebud

•

2005 Traditional Knowledge Gathering

•

Esther’s Journey to College

•

Lines for Vine

•

The Tradition Continues: “La Danza de los Matachines”

•

Honoring Nations Ceremony

•

Healing Hearts of Indian Men

The American Indian Graduate

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Table of Contents

The American Indian Graduate Volume 5, Number 2

Volume 5, Number 2 • Spring 2006

5

A Publication of the American Indian Graduate Center 4520 Montgomery Blvd., NE Suite 1B Albuquerque, NM 87109 Phone: (505) 881-4584 Fax: (505) 884-0427

From the Executive Director

Remembering Vine

By Norbert Hill S. Jr. Traditions to Scholars

6

Wells Fargo Bank

Deadline Approaches

Norbert S. Hill, Jr. Executive Director

9

AIGC Fellows Update

The Alumni Connection

Ric Armstrong Susan Duran Consulting Editors

By Susan Duran Highlights of AIGC Alumni: Where are they now?

Jim Weidlein Production Editor

10

One Application, Many Fellowships

Carolyn S. Tate Design & Layout

By Ric Armstrong AIGC Announces One Application Process

Alumni Profile: Building our Future

AIGC and Harvard University Alumnus, Dr. Archie Beauvais

16

Santa Clara Pueblo

Shenan Atcitty, Vice President Diné

David Mahooty, Treasurer Zuni

By Dr. Michael Pavel (CHiXapKaid – Skokomish) AIGC 2005 Conference and Traditional Knowledge

By Esther Cadman First-Generation of the family to go to College

20

Accenture

Joanne Sebastian Morris, Secretary Cauiga

David Powless Oneida

Journey to College

Kathryn W. Shanley Nakota (Assiniboine)

Elizabeth L. Washburn Chickasaw

Announces Scholarship Requests for Applications

Dee Ann DeRoin, M.D. Ioway Tribe of Kansas

21

Council of One Hundred

By Mary Anne Hill Tribute to Vine Deloria, Council of 100 Co-Chair

Louis Baca, President

2005 Traditional Knowledge Gathering

Esther’s Story

AIGC Board of Directors

Return to Rosebud

18

Publisher

Calls for Scholarship Applications

12

Website: www.aigcs.org

Cover

Lines for Vine

Cover Title: A Return to the Circle

by Sam English

Continued on page 4

The American Indian Graduate

Table of Contents

22

Gates Millennium Scholars

By Joseph Moreno “The Tradition Continues: The Matachines Dance of Bernalillo, New Mexico.”

28

University News

The Tradition Continues: “La Danza de los Matachines”

Mailing List: If you are not currently on our mailing list and would like to receive future issues, please call or write to the address below.

Honoring Nations Ceremony

Advertising: To advertise in The American Indian Graduate, please contact Ric Armstrong at (800) 628-1920, or send an e-mail to: ric@aigcs.org

By Jackie Old Coyote Honoring Nations Awards Contributions, Administered by the Harvard Project on American Indian Economic Development, at Harvard’s Kennedy School of Government.

Article Submissions: Submit all articles to Ric Armstrong, Consulting Editor, for consideration. E-mail: ric@aigcs.org

30

Healing Hearts of Indian Men

By Mervyn Tilden Replacing the Blanket of Despair with the Invigorating Fresh Air of Purposefulness

32

Council of One Hundred Member

Healing Hearts Workshop

Dr. Medicine was Committed to Teaching

By Jo Hall Reprinted by permission of Mobridge, South Dakota, Tribune

33

AIGC Undergraduate Scholarships

34

AIGC 2006 Annual Conference

“Walking in Two Worlds” Conference

Scholarships for our Future Leaders Eligibility Criteria

Contact Us

Reprints and Permissions: Reprints of published articles and/or artwork are prohibited without permission of the American Indian Graduate Center.

American Indian Graduate Center, 4520 Montgomery Blvd., Suite 1B, Albuquerque, NM 87109, (505) 881-4584 phone, (505) 884-0427 fax Visit us On-Line! www.aigcs.org 2006 AIGC, Inc. All rights reserved.

Published submissions and advertisements do not necessarily reflect the views of AIGC, Inc.

“The GMS Scholarship is a wonderful opportunity for high school seniors.

The Gates Millennium Scholars Program provides a door to new people, places, and ideas”.

~Elizabeth Cuellar, Eskimo, University of Arizona

An individual is eligible to be nominated as Gates Millennium Scholars if he or she: x x x x x x

is African American, American Indian/Alaska Native, Asian Pacific Islander American or Hispanic American; is a citizen or legal permanent resident or national of the United States; has attained a cumulative GPA of 3.30 on a 4.0 scale; will enter an accredited college or university as full-time, degree-seeking freshmen in the fall of 2005; has significant financial need (i.e., meet the federal Pell Grant criteria; and has demonstrated leadership abilities through participation in community service, extracurricular, or other activities.

For more information on the Gates Millennium Scholars Scholarship visit: www.gmsp.org

or contact The American Indian Graduate Center Scholars

4520 Montgomery Blvd. NE, Suite 1B Albuquerque, NM 87109 TOLL (866) 884-7007 x www.aigcs.org FREE

x GMS Partner for American Indians & Alaska Natives x

The United Negro College Fund (UNCF) is the administrator of the Gates Millennium Scholars Program.

The American Indian Graduate

From the Executive Director

Remembering Vine

By Norbert S. Hill, Jr.

I

t’s hard to articulate all that Vine Deloria meant to me. He was, after all, a mentor, colleague and friend to me for over three decades.

But it’s his influence on all of us, as Indian people, that deserves the most acknowledgement. He changed our thinking, here in Indian country, more positively and more effectively about ourselves and our place in the world. He helped us put language to our experience as Indian people.

Vine was an uncommon thinker with practical moccasins. He saw largely—not only championing treaty rights, but also showing us, and others, the implications.

In God is Red: A Native View of Religion, Vine not only talked about the oppression of Indians by whites over time, but showed both how Native People began claiming our rights and how that movement gradually gained popularity among whites. The result empowered us all.

Vine made his journey to the “other side camp” on November 13, 2005. I keep looking for a replacement, but there is nobody in sight. We will have to do our own intellectual hunting and gathering. We must continue to move forward­he would have it no other way.

The following quote typifies Vine:

“I’ve done the best I could. I’ve done some bad things and I’ve done some good things. It’s a toss-up. If there’s a big judgment day, I’ll say, look, if I’d had more information, I would have done better, but you didn’t give me a very good shot.”

Norber t S. Hill, Jr.

The largest national provider of scholarships for American Indian and Alaska Native students

I’m so glad he came our way. 

The American Indian Graduate

Wells Fargo

Deadline Approaches for Wells Fargo American Indian Scholarship Fund

T

he American Indian Graduate Center is accepting applications for the Wells Fargo American Indian Scholarship Fund. Announced last October and administered by the American Indian Graduate Center (AIGC), the fund promotes academic achievement and success for American Indian and Alaska Native students.

Wells Fargo Bank is inviting representatives of tribal nations, attending the Native American Gaming Association’s (NIGA) annual conference, to attend its presentation reception. The reception takes place on Tuesday, April 4, at NIGA’s “Indian Gaming ’06” Trade Show and Convention, at the AlbuquerWells Fargo Bank presents the American Indian Graduate Center with a que Hyatt Hotel. We hope everyone attending check for $300,000 scholarship endowment – Left to right: Steve Stallings, the conference this April will support them by Wells Fargo Bank; David Mahooty, Treasurer, AIGC Board of Directors/ attending the reception, learning more and Wells Fargo Bank; Louis Baca, AIGC President; Sweeney Windchief, AIGC taking this information home to the young Coordinator of Graduate Fellowship and Special Programs people who will benefit the most.

The National Indian Gaming Association These awards have the potential to be renewed throughout is a nonprofit trade association comprised of 184 American the completion of the degree program. Applications are Indian Nations and other non-voting associate members. being accepted through May 2, 2006 and can be downThe mission of NIGA is to advance the lives of Indian peoloaded at www.aigcs.org. ple economically, socially and politically.

Wells Fargo delivers capital and financial services, to “We made this meaningful gift to support future more than 150 Tribal Nations, through a team of Native business leaders for industries which are important to tribAmericans and specialized relationship managers comprisal communities everywhere” said Steve Stallings, Senior ing its Native American Banking Services unit. As a leadVice President, Director of Native American Banking Sering financial services provider and home mortgage lender vices for Wells Fargo and member of the Rincon Band to Native Americans and to the tribal gaming industry, of San Luiseño Mission Indians. “Wells Fargo has a long Wells Fargo has more banking stores on Indian reservahistory of supporting communities and programs that tions than any other financial institution. Over the past contribute to education and economic development. In 30 years, Wells Fargo has provided more than $1.8 billion 2006, the fund will award two $2,500 scholarships to risin credit to tribes and Native Americans and is one of the ing undergraduates and potential graduate students in the primary providers of financial services in Indian Country. third or fourth year of a baccalaureate program and two Wells Fargo has over 1800 Native American team mem$10,000 graduate fellowships ($5,000 Wells Fargo funds and $5,000 matching funds from AIGC) for graduate bers, with five Team Member Resource groups for Native Peoples in Alaska, Arizona, California, New Mexico and students pursuing an education in business and a career South Dakota.  in the gaming, tourism, financial or hospitality industries.

The American Indian Graduate

A GRADUATE DEGREE IS YOUR PATH TO LEADERSHIP. UNC-Chapel Hill’s graduates return to their communities to become leaders in education, health care, business, science, law, public service, and the arts.

BE ONE OF THE LEADERS. The University of North Carolina at Chapel Hill • Fellowships and funding for American Indian students • Exceptional research facilities and opportunities • Support from prominent faculty in American Indian Studies • Active American Indian student organizations • Intellectual, social and cultural activities including a national conference for American Indian scholars • Support from our state, home to the largest American Indian population east of the Mississippi River • Tours for students interested in attending Carolina • For more information, visit www.gradschool.unc.edu

Contact Deborah Makemson, 919-843-3494, makemson@email.unc.edu or Sandra Hoeflich, 919-962-6323, sandra@unc.edu

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AIGC Fellows Update

The Alumni Connection

By Susan Duran

Class of 1985

Class of 2003

Wynona Bradwell (Seneca), M.A., 1985, San Francisco State University “As an Alumni of San Francisco State University and former recipient of AIGC scholarships and fellowships, I would like to thank everyone for their support and financial assistance with my undergraduate and graduate program degrees in Special Education. In academic life, career focus and financial support is crucial.”

Patti J. Pitcock (Cherokee ) Ed.D., 2003 Oral Roberts University “I am using my AIGC Fellowship funding to pay for my doctorate degree in Educational Leadership. Without this funding, my studies would not have been possible. I was recently named District 5C Elementary Administrator of the year, in Oklahoma.”

Class of 1998 (From the Nordhaus Law Firm) Warren Mark Denetsosie (Navajo), J.D., 1998, University of California, Berkeley “Warren Mark Denetsosie has joined the Nordhaus Law Firm as Of Council in the firm’s Phoenix, Arizona office. Mr. Denetsosie currently represents several Navajo Nation enterprises and/or corporations, including the Navajo Nation’s utility company, shopping center corporation, arts and crafts enterprise, tribal radio station and School Board Association. In addition to private businesses operating on the Navajo Nation, his areas of expertise include commercial transactions, commercial litigation, utility and energy law, governmental relations, labor disputes and federal, tribal and state tax matters. Prior to joining the Nordhaus Law Firm, Warren was an associate with Denetsosie Law Office in Window Rock, Arizona and an associate with Lewis and Roca, LLP.” “Before law school, Mr. Denetsosie worked as an economist for the Navajo Nation Division of Economic Development. In that position, Warren advised the Executive Director, Economic Development Committee and other offices on Indian gaming, business leasing and Navajo Business Preference Law. Mr. Denetsosie also worked as a legislative advisor to the Navajo Nation Office Legislative Services, where he gave technical advice and assistance to the Economic Development Committee and numerous governmental offices in preparing and presenting legislation. While in law school, Warren earned the ‘Best Oralist’ award (moot court), high honors in Anthropology of Law and Honors in Contracts. He received his B.A. degree in Economics from Dartmouth College in 1993. Mr. Denetsosie is admitted to practice in Arizona and the Navajo Nation.”

Class of 2004 Roy F. Janisch (Sisseton-Wahpeton Oyate) Ph.D., 2004, Arizona State University “I would not have been able to attain either my Master of Public Administration or Ph.D. without the valuable assistance of the American Indian Graduate Center. Your assistance has allowed me to pursue education to a level I never thought would be accessible to me. Thank you all!”

Andrea M. Worthen (Navajo), MPA and J.D., 2004, Brigham Young University - Law “I graduated in December, 2004. I was working at the Utah Board of Regents (higher education) office in Salt Lake City, but I had applied for the Morris K. Udall Internship. When I got accepted, my bosses highly encouraged me to accept because they knew I could move forward in my career abilities. The Udall internship was awesome! During that time, I decided to stay in Washington, so I went job hunting. This job, with the Navajo Nation Washington Office, came to me, thanks to preparation and willingness. Thank you – AIGC – for helping me prepare myself for this job.”  Notes: To insure that we have all your current information, please take a minute to visit our web site (aigcs.org) or send an email to ric@aigcs.org or susan@aigcs.org to update your information (be sure to include your previous address so we know we have the right individual).

We’re very proud of all our alumni, so…while you’re updating your information, please let us know what’s been going on with you.

Thanks very much.

The American Indian Graduate

One Application, Many Fellowships Complete one application to be considered for all Fellowships administered by the American Indian Graduate Center: The American Indian Graduate Center has streamlined the financial aid process for all fellowships and financial assistance programs administered by AIGC. The goal of the new process is to make it easier and seamless to apply for consideration of one or more of the financial aid programs offered by the American Indian Graduate Center.

Each year, the AIGC fellowship program provides $1,200,000 in fellowships to over 350 Native American and Alaska Native graduate students. Graduate fellowships are monetary awards made to American Indian and Alaska Native graduate or professional degree-seeking students, who meet all eligible criteria. The United States Bureau of Indian Affairs federally funds most fellowships. The fellowship amount is typically between $1,000 and $5,000 per academic year, and varies from year to year, depending on the availability of funds and unmet financial need.

Master’s, Professional and Doctoral Degree Programs

Gerald Peet Fellowship: Priority to medical students or health-related fields.

2 year work/service pledge

BIA SHEP Fellowships are awarded to eligible applicants that apply by the June 1 deadline. Fellowships are available for any field of study, at any nationally accredited institution of higher education.

Grace Wall Barreda Memorial Fellowship: Graduate fellowship for student seeking advanced degrees in environmental studies or public health.

AIGC Loan for Service Program: AIGC is administers a grant from the Bureau of Indian Affairs to provide financial assistance in the form of loans to eligible American Indian and Alaska Natives seeking graduate and professional degrees. The goal is to promote opportunities for careers with tribal governments, Bureau of Indian Affairs and Bureau of Indian Affairs-funded organizations on and off reservations. Loans are paid back at the rate of one year of service for one year of funding.

AIGC Administered Private and Corporate Fellowships: Accenture American Indian Scholarship Fund: AIGC administers a grant from Accenture LLP. The scholarship fund selects the very brightest American Indian and Alaska Native students seeking graduate or professional degrees and careers in the high technology and business fields. The goal of this program is to provide scholarships to graduate students and provide summer internships with Accenture.

This award has the potential to be renewed throughout the course of the degree program.

Elizabeth Furber Fellowship: Graduate fellowship for women studying the creative fine arts, visual works, crafts, music, performing, dance, literary arts, creative writing and poetry.

Dr. George Blue Spruce Fellowship: Dr. Blue Spruce created the fellowship as a step toward increasing the very low number of American Indian dentists.

10

The American Indian Graduate

Jeanette Elmer Scholarship - Graduate Fellowship: AIGC was granted authority to accept administration of the trust fund monies of the Jeanette Elmer estate. This fund is designated to provide scholarships to students that have completed their bachelor’s degree and are enrolled in a graduate or professional degree program at an accredited institution and who are members of Wisconsin, New Mexico or Arizona tribes.

John Rainer Fellowship: The Rainer family created the fellowship to honor AIGC founder John Rainer and designated AIGC to administer the fellowship program. One male and one female student receive a one-time $1000 award each year.

Katrin Lamon Fund: For Native American graduate students majoring in literature, journalism and communications or a related field.

Ruth Muskrat Bronson Fellowship: Priority to nursing or health-related fields if the nursing pool is non-existent. One or two graduate students per year.

Wells Fargo American Indian Scholarship Fund: The Wells Fargo fellowship builds personal and lasting relationships with the students who will become the future business leaders in Indian Country and Wells Fargo leaders in the banking and financial service industries. Wells Fargo may provide paid summer intern opportunities. Two personal recommendations are required: one from an education professional who is familiar with the student’s academic work, and the second from an individual having knowledge of the applicant’s leadership and community service activities.

These recommendations must accompany the application.

This award has the potential to be renewed throughout the course of the degree program.

How to Apply Applications are available in mid-January, prior to the academic year, and can be requested by calling AIGC, toll free, at 1-800-628-1920 or by visiting our website at www.aigcs.org.

Eligibility Criteria 1. Be an enrolled member of a United States federallyrecognized, American Indian tribe or Alaska Native group, or possess one-fourth degree Indian blood from a federally-recognized tribe.

2. Be enrolled full-time in a Masters, doctoral or professional degree program, at an accredited college or university, within the United States.

3. Demonstrate financial need, as determined by the Free Application for Federal Student Aid (FASFA), from the United States Department of Education and the office of the university you plan to attend.

Required Documentation 1. A completed “AIGC Fellowship Application�, submitted by 5:00 p.m., June 1st or the first business day in June.

2. A 250-word, typed essay, as described in the application packet.

3. A Financial Need Form (FNF), completed by the college or university financial aid office.

4. A Tribal Eligibility Certification (TEC).

Application Deadline June 1

The largest national provider of scholarships for American Indian and Alaska Native students

The American Indian Graduate

11

Building Our Future

Return to Rosebud AIGC and Harvard University alumnus making great impact on the Rosebud

D

r. Archie Beauvais, a Sicangu Lakota from the Rosebud, is an alumnus of AIGC and earned a Doctor of Education (Ed.D) degree from Harvard University, with financial assistance from AIGC, in the early 1980’s. Beauvais, a Harvard trained administrator and professor, served as Dean/Chair of Education and Tribal Studies at SGU for 20 years.

Sinte Gleska University was the first tribal college in the nation to be accredited at the graduate level and authorized to offer a Master of Education (M.Ed) degree in 1989. The self-study was written by Beauvais and the first matriculating class included nine women, 7 of whom are Lakota and continue to work and teach on the Rosebud Sioux reservation.

He single-handedly mentored over 50 students through their graduate studies, from 1989-2005, and continues to mentor Rosebud graduate students also on an individual basis when asked. He has also taught graduate students at Si Tanka University in Eagle Butte, SD and Oglala Lakota College in Kyle, SD. Ajunct faculty of the SGU program during that time span included, Professor Frank Pommersheim of the University of South Dakota Law School, Dr. Richard Katz of the Harvard Ed School, Dr. Sharon White Hawk of the Todd County Schools and Dr. Gerry Haukoos of Illinois State University. University of Colorado professor, Vine Deloria, was also invited to serve as an inspirational speaker to the students, but was forced to decline due to his busy schedule.

Beauvais is laboring each day to become fluent in the Lakota language, as he currently writes on a correspondent basis for the Lakota Country Times in Kyle, South Dakota. Some of his weekly columns are written in Lakota and serve as a great illustration for youngsters who wish to see the written form of Lakota. One week’s column in the Lakota language served as a contest in which a team of Oglala Sioux high school students, from Little Wound School in Kyle, SD, won $100 for properly translating one of them. His efforts won praise from

12

The American Indian Graduate

Dr. Archie Beauvais was a Dean/ Chair of Graduate and Tribal Studies at Sinte Gleska University on the Rosebud Sioux reservation in South Dakota for 20 years. He earned a Bachelor and Masters degrees in education from Northern Arizona University and a Doctor of Education (Ed.D) degree from Harvard University.

He is a decorated Vietnam Veteran and the proud father of Anthony, Beaux, and Yvonne. He currently writes on a part-time basis as a correspondent/columnist for the Lakota Country Times in Martin, SD.

educators and other tribal members who are fluent in Lakota. He also serves on the Research Review Committee for the Tribal College Journal.

As a decorated Vietnam Veteran and one of only two Sicangu Lakota tribal members to ever earn doctoral level credentials from Harvard, Beauvais embodies the spirit of graduate education by advising and mentoring other Lakota people. The only other Harvard alumnus was the late Ben Riefel, a Congressman from Rosebud representing South Dakota.

Beauvais was awarded two alumni awards from Northern Arizona University and was named as one of 100 outstanding graduates of NAU in its first 100 years.

He was also nominated for an alumni achievement award at Harvard University by Dr. Gerry Haukoos.

In Lakota society, there are cultural rules which dictate that one is not to brag about one’s self or “toot one’s horn.” That is the philosophy by which this kind of accomplishment has been influenced. However with the passing of time and the enduring impact which many alumni of the SGU graduate program have had, it is time to reveal such a successful story. Perhaps, that other old

adage is appropriate that reads, “There a time for every purpose” The graduate program received little national attention; however, it was featured early on in the Alumni Bulletin of the Harvard Graduate School of Education in 1989. It also won an award from the JFK School Government at Harvard, when it was named one of the nation’s 75 most innovative projects out of some 1500 programs.

Beauvais said, “The M.Ed program was regarded as one of SGU’s “best kept secrets” and, from time to time, it is good to let the people know who was behind the scenes making this work and, thus, pushing the university to the forefront of tribal college education. Sometimes, we all have to all share the spotlight and give credit where it is due, even though it may be culturally inappropriate to draw attention to oneself.”

In 1984, he also led the undergraduate division of education at SGU when he wrote the self-study and succeeded in having the state of South Dakota certify the institution to train teachers at the bachelor’s level. In turn, they would receive state certification as elementary classroom teachers upon completion. This, too, was a “first” for any of the tribal colleges in the American Indian Higher Education Consortium.

Finally, Dr. Archie Beauvais’ story of successful accomplishment in graduate education speaks volumes of the wonderful work toward tribal self-determination that is possible by those who would return to their home communities in order to make a difference. For those who are fortunate enough to combine their graduate experience with their tribal language and heritage, it is a very rewarding experience that also reflects on those who have assisted them along the way, such as AIGC. Beauvais’ Lakota name is Nagik Sapa which translates to ‘wise spirit.’

Dr. Archie Beauvais, is a decorated Vietnam Veteran with an earned Doctor of Education (Ed.D) from Harvard University. He was employed at Sinte Gleska University for 20 years as Dean/Chair of Graduate Education and Tribal Studies and currently writes for the Lakota Country Times in Kyle, SD. He resides on the Rosebud Sioux reservation in South Dakota with his son, Beaux. Two other children, Yvonne and Anthony, live in Albuquerque, NM. 

Dr. Beauvais to be honored at Harvard University CAMBRIDGE, MA—Dr. Archie Beauvais is the recipient of a 2006 Alumni of Color Award at the Harvard University Graduate School of Education.

The award will be presented during the Alumni of Color Conference on March 3-4. The university will underwrite the related costs of traveling to Cambridge.

In their official notification the conference AOCC alumni and external relations wrote, “The selection committee felt that your efforts and achievements embody this year’s conference theme: Growth, Strength, and Action: Honoring our Commitment to Communities and Individuals of Color.” Beauvais was nominated for the award by Amanda Takes War Bonnett, Editor and Publisher of the Lakota Country Times. 

As a decorated Vietnam Veteran and one of only two Sicangu Lakota tribal members to ever earn doctoral level credentials from Harvard, Beauvais embodies the spirit of graduate education by advising and mentoring other Lakota people.

The American Indian Graduate

13

The Brightest and Best

Accenture American Indian Scholarship Reception Focuses on Leadership

I

n 2005, Accenture partnered with the American Jay Calhoun, a consultant and co-founder of the Indian Graduate Center to establish the Accenture Accenture National American Indian Networking American Indian Scholarship Fund. Over 100 stuGroup, facilitated an interactive discussion on leaderdents applied this first year of Accenture’s scholarship ship and relationship building, where participants shared program, which searches out the brightest American their perspectives on leadership, advice they have been Indian and Alaska Native students. Applicants were given by mentors and tribal elders and lessons they use to evaluated based on academic excellence, demonstrated make them successful in the classroom, their communileadership ability, commitment to preserving American ties and the business world.

Accenture Chairman, Joe Forehand, Government Indian culture and communities and proof of enrollment in a federally recognized American Indian/Alaskan Relations Director, Liz Arky, and US Congressman Tom Native tribe.

Udall (D-NM) joined the discussion, adding their per Eleven American Indian Students were selected as spectives on leadership and giving personal advice on the scholarship recipients, receiving funding toward their art of listening.

Each recipient was given a traditional Chief Joseph degrees and an opportunity to intern with Accenture as first-year graduate students or junior-year undergradustyle Pendleton blanket in recognition of their past sucates. They were also invited to attend the Accenture cesses and future potential as American Indian leaders.

Applications are now being accepted for the 2006 American Indian Scholarship Reception.

On October 15, 2005, Accenture executives and Accenture American Indian Scholarship Fund! Visit the community leaders gathered in Santa Fe, New Mexico American Indian Graduate Center website at www.aigcs.org to celebrate the inaugural class of Accenture American to learn more about scholarship requirements, applicaIndian Scholars. The event provided an interactive and tion process and deadlines. î † learning environment for these students, who won scholarships awarded to highachieving American Indians seeking degrees and careers in the technology, professional and business fields.

Kedrick Adkins, Accenture Chief Diversity Officer and US Country Managing Director, began with comments on leadership, relationships and diversity for a group including a Grammy-winning artist, a former US senate intern and represented numerous tribes, schools and academic disciplines. All shared similar traits of academic excellence, demonstrated leadership ability and a commitment to their American Indian heritage.

Norbert S. Hill, Jr., Executive Director of the American Indian Graduate Center, spoke on leadership and the 2005 Accenture American Indian Scholars with US Congressman Tom Udall and responsibility to give back to their comAccenture representatives Jay Calhoun, Liz Arky, Joe Forehand, Randy Willis and Kedrick Adkins munities.

14

The American Indian Graduate

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Traditional Knowledge

The American Indian Graduate Center’s 2005 Annual Conference and Traditional Knowledge Gathering

By Dr. Michael Pavel (CHiXapKaid – Skokomish) Associate Professor of Higher Education, Washington State University

D

uring the second week of October 2005, the American Indian Graduate Center’s Council of 100 hosted a most unique and exciting event in Albuquerque, NM, that promises to become one of the annual premier gatherings of Native scholars, leaders and traditionals. It was an amazing experience to share the same space and time with some of the leading voices of many generations. Vine Deloria inspired the gathering and formation of the Council of 100. Though ill and not in physical attendance, Vine joined in the gathering through a conference call that made it feel as if his voice floated down from the sky and will always be there for us to receive. So many “famous” Native people were there to just hang out with and be available in an informal giving way. I sat with Buffy St. Marie, singer/activist/educator, and talked to her like we had been friends forever. I hung out with Billy Frank, Jr., one of the most prominent Native leaders in the Pacific Northwest, and he asked me how things were going in a way that resonated caring and offered me words of encouragement. There was Charlie Hill, the nationally renowned comedian, who stopped me to say hello and chat about Native issues. I got to meet other people like Albert White Hat, Lehua Lopez-Mau, Susan Harjo, Ed Edmo, Vernon Masayesva, Jerry Honawa, Richard Wilder, Richard Arnold, Norbert Hill and Henrietta Mann, all who are doing remarkable work on Native issues that affect us all. Everyone else did too, most notably the young people in attendance, because all the presenters and well-known Native people were so receptive, inviting and available to the youth and other guests.

Formal presentations were very much like storytelling and, in fact, were the sharing of oral histories. All guests were told there could be no video recordings, no audio recordings, no notes or sketches, or otherwise taking information home with you in any form, other than through the RECEIVING OF TRADITIONAL

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The American Indian Graduate

Dr. Michael Pavel (left), Annie Brown (center) and Jerry Honawa (right) at the Council of 100 dinner.

KNOWLEDGE. There was a lot of really attentive listening during the presentations that inspired an enormous amount of dialogue afterwards; it lasted well into the night and picked back up early in the morning. It was truly inspiring, on so many intellectual levels, to see so much interaction.

The food was fantastic and well prepared, by the ever-capable Indian Pueblo Cultural Center. In particular, the banquet held the final night was really special.

Keynote Speaker, Henrietta Mann, gave a riveting talk that brought us to our feet for a rousing standing ovation. Charlie Hill delivered his always hilarious and mocking routine that left Native people in an uproar and “White” people slightly uncomfortable, but in a pleasant way. Really. Everyone had fun and Wells Fargo Bank donated $300,000 to support AIGC’s continued role to support Native students help themselves get the best possible education. In a world where there are so many conferences and gatherings to attend, make sure you put the upcoming 2006 AIGC Annual Conference on your calendar. It is happening September 22-23, 2006, at the Sandia Resort and Casino. It will be a most rewarding experience.

Sights and Voices The 2005 AIGC Annual Conference and Traditional Knowledge Gathering

AIGC’s Board President, Louis Baca with Traditional Knowledge Gathering sponsor, Ann Roberts and presenter, Donna House at the AIGC awards banquet.

“Well, the experience was totally awesome and I could say all kinds of things, but the most that comes to mind is -it brought me back into a traditional world that I remember as a child. It was like sitting there, with my grandfather again, listening to all these new stories that brought true meanings to our world. When I was there, I could remember many other stories that were told to me as a child and why they were told – I am still trying to grasp all the information that was given to me at the gathering.”

—Terry Gasdia (Hopi) Student/Ft. Lewis College

“I feel that such a gathering is necessary for future educators and generations to give us an identity as a people.

Through oral tradition, we hold the key to enable others to be better equipped in the classroom and the ever-changing world around us. It not only gives respect and awareness to our identities, but also enhances the vision or promise each of us hold. We are a visionary people and need these positive reinforcements to help us in creating the incredible possibilities for our future generations.”

“I am ever so grateful to have been allowed to attend such a gathering, as it allowed me to awaken myself to the fact that I am respected and have a place in the Native community. It really helps to know that such great Native leaders are backing us in our struggle to help change and better the world around us. Thanks for the honor of letting me attend.” ­—Tah-ski-ska (Omaha) Student/Ft. Lewis College

Traditional Knowledge gathering presenters Billy Frank (left), and Russell Jim (right) pose with AIGC alumna, Debra Juarez (center).

Council of 100 members Mary Ross, Dr. Henrietta Mann, and Dr. Buffy Sainte Marie take time for the activities to talk.

Mary Ross is the first Native American women engineer.

“This year, at the 2005 AIGC Conference, I was delighted to be a part of the ‘Traditional Gathering’ format, sharing experiences and stories in small groups, listening to songs and observing dances performed. For me, this was an experience I will never forget. As a scholarship or fellowship recipient, I encourage one and all to attend an AIGC conference for the experience and knowledge you will gain from everyone in attendance. Hope to see you at the Annual Conference in 2006.”

—Wynona Bradwell (Seneca)

The American Indian Graduate

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Esther’s Story

Esther’s Journey to College Since 1969, AIGC has helped over 3,800 American Indian and Alaska Natives afford college tuition and other expenses.

Today, American Indians are still the most under-represented group on college campuses across the country. When you budget for your charitable giving and taxes for the next year, or receive your tax refund this year, we encourage you to join us by supporting American Indian and Alaska Native students as they overcome generations of oppression and strife on their journey to college.

Many of our students, like Esther Cadman, are the first generation of their family to attend college. Esther, a single mother, is just one example of our best and brightest. Esther shared her personal story during the 2005 AIGC Annual Conference last October.). This is Esther’s story:

H

ello, everyone. I would like to begin by extending my gratitude for the great opportunity to share my story about how the AIGC Gates Millennium Scholarship has been a wonderful blessing in my life.

I am very proud to present myself as a Gates Millennium Scholar.

My name is Esther Cadman, a twenty-seven-year-old American Indian from the Navajo Tribe. I come from Pinedale, New Mexico and am from the Mountain Cove People, born to the Meadow People Clan. My maternal grandfather is of the Two Who Came to Water and my paternal grandfather is of the Towering House Clan. I currently live in Grants, New Mexico with my sevenyear-old, first grade son and can honestly say that I have completed a long personal journey, climbing up many steep hills and sliding down some deep valleys.

I would like to begin by providing an idea of where my educational journey began. When I was in the fourth grade, I was asked the question, “What do you want to be when you grow up?” That simple question raised new hope for me and changed my life for the better. Before that moment in my life, and for many years after, I endured a great deal of trauma from my family’s continuing battle with alcohol. This disease, which eventually caused my parents to hit rock bottom, robbed me of my childhood and forced me to become responsible and independent at a very early age.

As a preschooler, I had to live with my grandfather on

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The American Indian Graduate

the Navajo Reservation in Standing Rock. I was a fouryear-old little girl, who hopped off the school bus day after day, hoping that my grandfather would be home to keep me safe from my step-uncle, who physically abused his girlfriend. If my grandfather wasn’t home, I would run down the dirt road and pass the time by playing in an old, rusted, abandoned car. I would sit in the cracked driver seat and put my hands on the cold, hard steering wheel and pretend I was passing through town in my brand new car.

From kindergarten through first grade, I was enrolled in the Crownpoint Boarding School. This was one of the saddest times in my life. Every Thursday I used to lie on the bottom bunk of my room, close my eyes and pray that I would get to go home for the weekend. Friday would come and I would look out the window and watch the sun go down, hoping against hope that I would see my parents’ car pull into the parking lot. Time after time, I would tearfully pry myself away from the window to go to bed. Often, in the middle of the night, I would be awakened by the dorm aides and told that my parents had arrived to pick me up. As I dried my tears, I would walk out, happily thinking that I didn’t have to stay another weekend. My happiness would quickly turn to anger because once again, my mother and stepfather would be standing in the lobby—drunk—telling me that they only stopped by to give me five dollars. Afraid

to show my tears, I would give them a hug and quickly return to my bed.

In second grade, I was finally able to live with my mother and stepfather, who moved us to Albuquerque.

Unfortunately, my home life became worse than living in the boarding school. I ended up living in other people’s homes, on the streets, in different hotels and being placed in and out of a children’s shelter. We spent many nights trying to get into the Salvation Army, and, when there was no room, we slept in our old, white Plymouth Chrysler outside a Burger King. By this time, my younger sister was born and I made it my duty to protect her. I taught myself how to call the police and how to escape my parents’ intoxicated violent rampages. Week after week, I gained more and more courage, protecting my baby sister and myself.

By third grade, my parents had finally moved us off the streets and into a one-bedroom apartment, where I continued to suffer from the violent and irresponsible nature of my alcoholic parents. I was enrolled in an elementary school that became my safe haven and, eventually, saved me and planted the seed for my success. In the beginning, I struggled behaviorally in class and spent a good portion of the year losing many privileges. It wasn’t until fourth grade that a wonderful and caring teacher sensed my troubles and referred me to the school counselor. I was finally afforded an opportunity to tell someone about the many nights I had to stay up and sit by the door of our roach infested apartment, with my baby sister in one arm and my other two-year-old sister close by, waiting for my parents to start fighting so that we could run out in the middle of the night to call the police. I spent that entire year dreading the weekends and looking forward to being at school.

It was also during fourth grade that I heard the phrase “when I grow up.” Every day I fantasized about growing up and how my life would be. I made a promise to myself that I would be the one to stop the cycle of abuse and neglect that had manifested itself within my family.

There were also times when my mother was aware of the pain we were going through and, just as her mother had encouraged her, she would encourage me to go to college to better my life. With that in mind, I told myself that, some day, I would become “Dr. Cadman” and I was not going to let anyone stop me. I continued to do the best that I could, sometimes falling behind; but, with the help of God and people who cared about me, I always found a way to pick myself back up. I graduated from high school, in May of 1997 and started working as a file clerk at the American Indian Graduate Center, a job I obtained through the National Indian Youth Council.

In the spring of 1998, I experienced yet another significant change in my life. I stopped attending the University of New Mexico after finding out that I was pregnant. Once again the National Indian Youth Council and the American Indian Graduate Center came to my rescue and supported me until this handsome sevenpound, eight-ounce baby boy, whom I named Jaden, came into my life. For the next three months, I struggled with an alcoholic partner. I fell into depression and feelings of hopelessness. Finally, I separated from my son’s father and, on that very day, as I sat holding my crying baby with no money, no job and an eviction notice in my hand, I looked at my baby son and promised him that I would do everything in my power to give him the life he deserved. From then on, I reached out to different charities, programs and wonderful individuals, who helped me to get back into school and continue my journey towards success. I have had many blessings in my life but what I am about to explain next, is one for which I will be forever thankful.

One day, while I was working for the Albuquerque Public Schools Indian Education Unit, an Indian woman (an angel in my eyes) walked in talking about the Gates Millennium Scholarship and encouraged me to apply; she also said that the deadline for applications happened to be that very day. I took the rest of the day off and contacted my mentor at UNM, who helped me put the application packet together. At 8:45 that evening, I rushed downtown to the post office praying that I would make it before the final mail pick up. At 8:55 p.m., I was standing in front of the mailbox sealing the envelope and my final words were, “Whew! I better get this scholarship.”

A couple months later I’d received an award letter, along with a scholarship check that made me scream and shout with excitement.

To this day, this scholarship has been one of the greatest blessings that I have received. Thanks to the Gates Millennium Scholarship, I have grown to be a strong leader for my family, as well as for my tribe and community. It has helped and, continues to help me, achieve my dream of becoming “Dr. Cadman”. Most of all, this scholarship has helped to bring both myself and my siblings out of poverty and has given us hope for a better tomorrow. It has also allowed me an opportunity to show my son, my brothers, my sisters and my parents a healthier way of life. With this scholarship, I have achieved a higher education, which gives me the knowledge and strength to become a better mother, daughter, sister and Dine of the Navajo Nation.

Continued on page 31

The American Indian Graduate

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Accenture

Applications now accepted for the 2006 Accenture American Indian Scholarship Fund

I

n 2006, Accenture will partner once again with the American Indian Graduate Center to administer the Accenture American Indian Scholarship Fund.

The Accenture American Indian Scholarship Fund meets a vital need for American Indian and Alaska Native students seeking higher education and requiring financial assistance. Accenture will award three types of scholarships to high-achieving American Indian and Alaska Native students seeking degrees and careers in the professional, teaching, social services, high technology or business fields. ✦ Accenture Scholars – three undergraduate scholarships, of $20,000 each, will be awarded to high school seniors pursuing a four-year undergraduate program at a U.S. university or college. Applications are due on May 2, 2006. ✦ Accenture Fellows – two graduate scholarships, of $15,000 each, will be awarded to undergraduate students pursuing an advanced degree at a U.S. accredited university or college. Applications are due on June 1, 2006. ✦ Finalist Scholarships – two undergraduate scholarships, of $1,000 per year, for four years, and one graduate scholarship of $2,500, per year, for two years, will be awarded to candidates for the Accenture Scholars and Fellows scholarships.

In addition to the funding, scholarship recipients are eligible for summer internships with Accenture, as first-year graduate students or junior-year undergraduate students.

Applicants will be evaluated based on academic excellence, demonstrated leadership ability, commitment to preserving American Indian culture and communities and proof of enrollment in a federally recognized American Indian/Alaskan Native tribe.

Applications are now being accepted for the 2006 Accenture American Indian Scholarship Fund.

Please visit the American Indian Graduate Center website for full scholarship details, requirements and application instructions. Visit www.aigcs.org and apply today!

Learn more about Accenture Accenture is one of the world’s leading management consulting, technology services and outsourcing companies. The Accenture American Indian Scholarship Fund is just one part of Accenture’s global, corporate, citizenship program’s commitment to U.S. American Indian communities. The American Indian Scholarship Fund was created in September 2004, when Accenture played a role in the opening of the Smithsonian Institution’s National Museum of the American Indian, in Washington, DC. Accenture acts as management consultant and information technology services advisor to the museum. For additional information on Accenture and its programs, visit diversity.accenture.com. 

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The American Indian Graduate

Š 2006 Accenture. All rights reserved.

Stretch yourself.

Welcome fresh challenges every day.

Go on. Be a Tiger.

Accenture knows the importance of creating the right environment for success. We're one of the world's leading management consulting, technology services and outsourcing companies and we want talented people who are looking for a challenge. We offer unrivaled training and you'll be able to develop your skills faster here than almost anywhere else. Join our global team and you'll be delivering the innovation that helps our clients become high-performance businesses.

Accenture American Indian Scholarship Fund At Accenture, we are committed to helping students achieve their academic and professional dreams.

That's why we have established a series of scholarship programs, including the Accenture American Indian Scholarship Fund.

The Accenture American Indian Scholarship Fund supports American Indian and Alaska Native students attaining a professional, teaching,

Visit diversity.accenture.com

social services, high technology or business degree.

Accenture has other corporate initiatives in place to celebrate the rich diversity of Indian Country and is currently serving as a management consulting and information technology services advisor for the Smithsonian’s National Museum of the American Indian, in Washington, DC.

Learn more about our diversity efforts and scholarship programs on our website.

Accenture is an Equal Opportunity Employer.

Council of One Hundred

Lines for Vine F

rom our everyday world, a GIANT has passed.

A towering figure, a long shadow was cast.

What can we say? What can we do?

Better think of something, ‘cause it’s our nickel, buckaroo!

Holding cigarettes and coffee, dog, “Bob”, on his lap, Vines’s opinions and comments could cause quite a flap.

But several small children found “Gramps” a soft touch, He was someone all ages will miss very much.

We called him “Vinny”, Barbara called him “Jack”, If you called him when the Broncos were winning, He’s never call you back!

He was recently immersed in Traditional Knowledge, Thought some valuable things were not learned in college.

He earned numerous awards, deserved many more, Hated this attention, was humble to the core.

Vine often posed as a “Grumpy Old Man”, Whose fantasy was to sing in “Lil Abner’s” country band.

He wore a uniform of Levis with a jacket of tweed, A cane and thick glasses, he was not built for speed.

His wit and quick quips made all of us smile.

These memories let us hold him in our hearts for a while.

His books and ideas made Indian history trends, But the greatest gift of all, was that he was our friend.

—Mary Anne Hill, November 18, 2005

O

ne of Indian Country’s true champions, an influential historian and spokesman for American Indian rights and the Council of Hundred’s CoChair, Vine Deloria, Jr., passed away during the early morning hours on Sunday, November 13, 2005. Vine, 72, died of complications from an aortic aneurysm.

“Vine was a great leader and writer, probably the most influential American Indian of the past century — one of the most influential Americans, period,” said Charles Wilkinson of the University of Colorado School of Law at Boulder and an expert on Indian law.

Born a Yankton Sioux in Martin, S.D., Vine earned his master’s degree in theology from the Lutheran School of Theology in Chicago. He taught at the University of Arizona from 1978 until 1990, then joined the Colorado faculty until 2000.

Vine wrote more than 20 books, but it was his first, 1969’s “Custer Died for Your Sins,” that brought him to the nation’s attention. One reviewer wrote that Vine “…asserts the worth, if not the dignity, of the red man, and blasts the political, social and religious forces that perpetuate the Little Big Horn and wigwam stereotyping of his people.” Publication followed Vine’s 1964-67 tenure as Executive Director of the National Congress of American Indians, where he is widely credited for forcing a turning point in U.S. Indian policy.

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The American Indian Graduate

Vine Deloria

Vine also received the National Press Club’s Indian Visionary Award in 2005.

Vine was a dear friend and supporter of AIGC and was instrumental in the formation of AIGC’s Council of 100, of which he was Co-Chair. He will be deeply missed by many.

We will all greet him, with great joy, on the other side of the mountain. 

GRADUATE FELLOWSHIPS FOR AMERICAN INDIAN STUDENTS! University of Arizona/Alfred P. Sloan Foundation American Indian Graduate Partnership Individuals interested in pursuing science, engineering, mathematics and agricultural Master’s or Ph.D. degrees at the University of Arizona (UA) are invited to apply. x $32,000 for Master’s Program ($16,000/yr) $38,500 for Ph.D. Program (use as needed) x In-State and Out-of-State Tuition (Summer not included) x UA Individual Student Health Insurance x Academic, cultural, and social support through the UA American Indian Graduate Center Stipends may be supplemented by teaching or research assistantships, tribal funds and other scholarships.

For more information, contact: Maria Teresa Velez, Ph.D. Associate Dean, Graduate College, University of Arizona, Tucson, AZ (520) 621-7814, mvelez@grad.arizona.edu http://grad.arizona.edu/multi/sloanna/sloan_index.php

Graduate Fellowships in Resource Management

Central Washington University’s Master of Science in Resource Management uniquely combines the study of natural and cultural resources. Our record of placement in jobs and Ph.D. programs is excellent.

Native Americans, Native Alaskans and Native Hawaiians may qualify for a monthly stipend and tuition (up to $15,000 per year); and summer research support. The fellowships are supported by the U.S. Bureau of Reclamation and renewable for a second year. All undergraduate majors are considered, but the sciences, engineering, geography, anthropology, economics, biology, geology and political science are most appropriate.

FOR FURTHER INFORMATION AND APPLICATION FORMS CONTACT: Dr. Morris Uebelacker Dept. of Geography and Land Studies 400 East University Way Ellensburg, WA 98926-7420 Phone: 509-963-1188 FAX: 509-963-1047 www.cwu.edu/~geograph/native.html

CWU is an AA/EEO/Title IX Institution. TDD 509-963-2143

Gates Millennium Scholars

“La Danza de los Matachines”

By Joseph Moreno

“A

y vienen, here they come” a family member states. I, a young child seated along the sidewalk of Camino del Pueblo in Bernalillo, anxiously await them. I am gathered with family and friends, some who have come back from far away places, some whose families have lived in this small community in New Mexico since the times of the Spanish conquistadores. In the distance, gunshots are heard, marking the mysteries of the Catholic rosary. Four young boys pass in front of the procession, beating a drum, mirroring our neighboring Native American Pueblo traditions. Someone finally shouts, “There they are!” Children, fearing the Toro, dash to the comfort of a parent’s arms, or of a locked car. A feeling comes to the stomach, not of nervousness, but of excitement. The feeling is difficult to explain but felt every August when the procession nears.

The crowd gathered on Main Street hushes to catch a glimpse of their history. All turn to see two groups of masked dancers, waving wooden tridents in a figure eight and carrying gourd rattles.

The wispy sound of the gourd rattles, beating in unison to the fast paced melody of the fiddle, fills the hot August air. The dancers, wearing mitre hats with ribbons of every color, perform a fast skip step, continuing in the ways of our ancestors. Several minutes pass, as do the dancers. Behind them, the people of Bernalillo carry their beloved patron, San Lorenzo (Saint Lawrence), to his Santuario. In a few minutes, everything has passed, leaving only the sounds of gunshots, drums, rattles and prayers- memories, which for the rest of my life have left a thumbprint on my mind and my heart.

Deep in the valleys and mountains of New Mexico, one can witness the magnificence and brilliance of the Matachines Dance. Ten to twelve masked individuals dance in unison to the Spanish instruments of the violin and guitar, carrying wooden tridents and gourd rattles.

Amongst them, a leader dressed in white, wearing a floral corona (crown) presides over the dance. Montezuma, the ruler of the Aztecs, is seen with a little girl dressed in white. La Malinche, the daughter of Montezuma, is influential in the conversion of her father to Christianity.

Amongst them, a Toro, or bull runs wildly, representing

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The American Indian Graduate

the pre-Columbian religion and evil itself. The dance concludes with the submission and death of the bull, thus, the triumph of Christianity over Paganism.

Since the introducJoseph Moreno tion of the Catholic faith upon the indigenous peoples of the New World, the Matachines Dance has been performed for specific Catholic feast days.

Introduced as a means of converting the indigenous peoples of the New World to Catholicism, the dance has since taken on new meanings for those who perform it.

The Matachines Dance is performed in the Southwestern United States, as well as Mexico, but differs in style and appearance from those seen in Hispanic and Native American communities.

One community that has adopted the Matachines Dance into its own ritual calendar is Bernalillo, New Mexico, a predominantly Hispano town of approximately 7,000 residents, located just 10 miles north of Albuquerque. Bernalillo straddles the Rio Grande River and borders Santa Ana Pueblo to the North and Sandia Pueblo to the South. Placitas, a predominantly Anglo community lies to the east of Bernalillo. To the west, the rapidly growing community of Rio Rancho is home to corporations such as Intel, which has stimulated growth and economy in the area. In the past, Bernalillo was the center for economic trade among both Hispanos and Native Americans throughout the middle Rio Grande Valley. Eventually, Bernalillo saw its economic strength decrease as Albuquerque grew larger in terms of size and economic stability, resulting in the out migration of many Bernalillo residents. Today, along with two teal church steeples, a sawmill and water tower can be seen above the line of cottonwood trees, hinting at Bernalillo’s past of religious and industrial prominence. Bernalillo has, thus, reverted to its past by embracing and dancing the Matachines dance. As its neighbors begin to grow, Bernalillo continues to perform a dance that originated in the Old World, was used

as an instrument of conversion in the New World and finally embraced in Bernalillo.

Throughout the time that we have been occupying this beautiful valley, we have maintained a rich culture, deeply sown within our history. Since the time of the conquistadores to the present, we have always struggled to hold on to what we have—our culture. The older generations remember the days of old Bernalillo, without automobiles, paved roads or technology. One can always be heard asking in Spanish “remember when…?” The younger generations, growing up in a small community on the outskirts of Albuquerque, are intrigued by the lure of the shopping malls, theme parks and movie theaters that New Mexico’s largest city has to offer. Many of this generation have grown up speaking English in school and at home. There is no longer a use for the Spanish language, except in those customs and traditions still celebrated in New Mexico. Because most young people can “understand Spanish, but not speak it” it is difficult to revert to a language that is lost. Grandparents begin to speak about a “verguenza” (shame) that their grandchildren do not speak the language of their fathers.

Urbanization has not bypassed Bernalillo or its neighboring communities. With large corporations, housing developments, regional soccer complexes, and gaming casinos sprouting up around Bernalillo’s peripheries, Bernalillo struggles to maintain the little culture and tradition that remains. Nestled between the Sandia Mountains and the Rio Grande River, we have maintained what we have become known for—the precious promesa (promise). For over three hundred years, our pride, Los Matachines, has stood as the integral part of our community. Now that the world changes from the time that our ancestors first came to this valley, to contemporary times, we continue every year with the Matachines dance in honor of San Lorenzo.

Bernalillo served as the site for my research project on the Matachines. This three-day fiesta of San Lorenzo is very important to the community, to cultural anthropology and folklore. The exploration of elements such as costume and dance steps becomes a necessity. Anthropologist Sylvia Rodriguez states: Every matachines performance therefore, needs to be examined, not only as a sequence of distinct dance sets accompanied by certain tunes, but as a one-tothree day ritual event made up of multiple performances carried out in a meaningful sequence toward a certain completion, with an identifiable and patterned beginning, middle and end. (Rodriguez 1996:9)

This research will shed new light on the folk performance of the Matachines. This thesis is intended for an anthropological audience, as well as the local audience.

Anthropological readers can see the emphasis placed on this dance in terms of the importance it holds to the people of Bernalillo. The residents of Bernalillo can, thus, use this thesis as a guide to teach the younger generations, as well as the older generations, about our history and culture.

Chapter 1 is an introduction of the Matachines dance, including an examination of the scholarship on Matachines, and a discussion of data collection and methodology. Chapter 2 explores the different origins of the Matachines dance, including a description of the conquest of Mexico and to a discussion of syncretism and the superimposition of the dance within existing indigenous culture. This chapter also discusses the different routes of diffusion of the Matachines dance, which ultimately led to the Rio Grande Valley in New Mexico. Consisting of secondary and primary sources, including oral history, Chapter 3 examines early explorers of the Rio Grande Valley. This chapter explores the Pueblo Revolt of 1680 and the Reconquest of 1693 and how these major events in Southwestern history served as a catalyst to the performance of the Matachines dance in Bernalillo today. Since the late 17th century, the dance has been shaped and molded into its own distinct style by those who have performed it, including several changes, additions and omissions made to the structure of the dance. Chapter 4 provides a description of the roles and characters involved in the Bernalillo Matachines dance, including Monarca, Malinche, musicians and Mayordomos. Chapter 5 provides an ethnography of the 2004 Bernalillo Matachines dance performance, including descriptions of the promesa, practice and the three individual days of the Fiesta de San Lorenzo. Also, this chapter contains an interpretation of the cultural meanings of the performance, including dancer attributes, roles, dance steps and how those elements are distinct to the Bernalillo Matachines. Moreover, the structure of the Fiesta de San Lorenzo is examined as a three-day ritual with a beginning, middle and end. Chapter 6 concludes the study with an examination of the meaning of the dance to the people of Bernalillo, cultural syncretism, cultural resistance and ethnic pride.  From Undergraduate thesis entitled “The Tradition Continues: The Matachines Dance of Bernalillo, New Mexico.”

Colorado College, Colorado Springs, Colorado 2005 Joseph Moreno, joe@aigc.com

The American Indian Graduate

25

AIGC All Native American High School Academic Team

THE BRIGHTEST AND BEST

Join the Team!

The AIGC All Native American High School Academic Team gives national recognition to American Indian/Alaska Native students who demonstrate superior success in academics, leadership and American Indian community service. The goal is to motivate academic excellence and the pursuit of higher education among American Indian and Alaska Native students and prepare them to be future leaders and role models.

Eligibility:

Ten outstanding American Indian students from across the country have been named to the inaugural All Native American High School Academic Team. All team members receive monetary awards, to be used to attend the accredited college or university of their choice, and are invited to be special guests at the American Indian Graduate Center Annual Conference in Albuquerque, New Mexico.

Applicants must be American Indian or Alaska Native, full-time, high school juniors or seniors enrolled in an accredited high school. Applicants must complete and mail application by the specified deadline to be considered.

Sponsored by:

High School Academic Team additionally provides eligibility for other AIGC - +administered undergraduate awards. Only one application must be completed.

Application Procedure: Note: Application for the All Native American

Please visit www.aigcs.org to download application forms.

The Tommy Hilfiger Corporate Foundation, Inc. believes education is the cornerstone for today’s youth. They that believe, for America to remain competitive in the global marketplace, stronger emphasis should be placed on exposing youth to experiences in education and career-related opportunities. By focusing on preparing students for the demands of today’s global society, their goal is to be a major force in improving education.

Apply today!

AMERICAN INDIAN GRADUATE CENTER 4520 Montgomery Blvd. NE, Suite 1B Albuquerque, NM 87109 Phone: (505) 881-4584 Toll Free : 1-800-628-1920 Fax: (505) 884-0427 Deadline: May 2

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University News

Honoring Nations Ceremony

By Jackie Old Coyote

A

By identifying, celebrating, and

t the 2005 Honoring Nations Ceremony in Tulsa Oklahoma, Chief and Faithkeeper of the Ononsharing success stories from daga Nation, Oren Lyons, said, “In the history of the the Haudenosaunee, when the Peacekeeper came Indian Country, Honoring Nations amongst our people some thousand years ago…the Peaceseeks to enhance the future… maker told us, ‘When you sit and counsel for the welfare of the people, think not of yourself, nor of your family, nor even of your generation.’ He instructed us to make our decisions on behalf of seven generations coming and those faces that are looking up from the earth, each layer encouraged. The evaluation process is guided by a 14waiting their time, coming, coming, coming. We have member Board of Governors comprised of distinguished Responsibility.” individuals. Honorees receive monetary awards to share By identifying, celebrating and sharing success stotheir success stories.

To date, Honoring Nations has recognized 78 exemries from Indian Country, Honoring Nations seeks to enhance the future referred to by Chief Lyons. He is a plary tribal government contributions and held two Chairman of the Board of Governors for the program. symposia, titled “Learning from Each Other: Improv Established in 1998, Honoring Nations Awards Coning Excellence in Tribal Governance.” Responsibility for tributions (programs, initiatives, and collaborations) that future generations is a collective endeavor, promoted by address key needs and challenges facing American Indian the Honoring Nations Program and its honorees. 

nations. The program is administered by the Harvard For more information visit www.ksg.harvard.edu/hpaied Project on American Indian Economic Development at Harvard’s Kennedy School of Government.

At the heart of Honoring Nations is the principle that tribes themselves hold the key to positive social, political, cultural and economic prosperity—and that self-governance plays a crucial role in building and sustaining strong, healthy Indian nations. Stories generated by honored programs’ experiences are shared with communities throughout Indian Country and beyond to serve as sources of knowledge and inspiration.

Honoring Nations invites applications from American Indian governments across a broad range of subject areas. Partnerships between tribal gov- Chief Oren Lyons (far left) and Norbert Hill (middle Right) at he Honoring Nations ernments and other entities are also Ceremony

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The American Indian Graduate

American Indian Professional Association BeneďŹ ts of Membership Membership BeneďŹ ts: - Web site networking for members to post their email and web site links.

- Enjoy the new online resume posting and job recruitment system at www.aigcs.org.

- Members receive free access to the AIGC American Indian Professional Association web site recruitment and job posting site. Post your employment opportunities or review the resumes posted by students, alumni and members.

- Receive a free subscription to The American Indian Graduate magazine.

Educational and Business Members: Receive Discounts: - All members receive a 10% discount on advertising in the American Indian graduate magazine.

- Enjoy discounts for registration fees at the AIGC Annual Conference.

- Save on exhibitor fees for the 2006 AIGC Annual Conference and have direct access to the very best and brightest American Indian and Alaska Native students, leaders and professionals.

For more information or to register visit: www.aigcs.org

Healing Hearts of Indian Men

American Indian Graduate Center’s Healing Hearts Workshop

by Mervyn Tilden

M

anzano, NM — The American Indian Graduate Center (AIGC) hosted the first Native Men’s Healing Hearts workshop, August 26-28, 2005, at the Manzano Mountain Retreat. Fifty-one participants successfully completed the program.

The W.K. Kellogg Foundation and AIGC funded the project, with the intention of developing effective native leaders and strengthening the sense of community from the ground up.

Participants were informed, via letter, that AIGC needed “people with vision and clarity, who have the focus and direction that comes from a sure, internal compass and who are generous, energetic and know how to connect with and nurture others”.

“These new leaders must have the extraordinary skills to move through the barriers that have so often kept Indian leaders from achieving community visions—barriers including pessimism, discouragement and dependence on outside sources.” The letter continued, “Our new leaders will help our culture create and control the changes that

need to happen, replacing the blanket of despair with the invigorating fresh air of purposefulness.”

Signatories to the letter included AIGC Executive Director, Norbert S. Hill, Jr.; Sweeney Windchief, AIGC Project Coordinator, and Clayton Small, Facilitator/ Trainer and consultant.

Coming from many different tribes across the Southwest, backgrounds and professions, participants had the opportunity to explore their spiritual, physical, social and emotional well being and learn new techniques to change their past behaviors.

“You have to learn how to reinvent yourself and do things differently by taking responsibility,” Small said. “You have to put action behind your decisions and never give up, because this is a long-term commitment in protecting yourself and focusing on personal wellness.

Change is hard — there is nothing easy about it, but it is for the better.”

At each gathering, the men were constantly told, “You are worthy” until it became the first greeting of each encounter between all participants. Lessons were taught and artwork and a shield were fashioned by six teams who gave themselves a group name. Talking Circles were conducted, allowing each individual to speak from the heart, goals were set for the return to their respective communities, songs were sung, prayers were said and a purification ceremony was performed for all those who desired it.

The ROPES course had low and high elements and was utilized to teach trust and teamwork among participants.

Randy Charles assisted instructors, Randy and Kim Simmons.

Participant Gary Elthie (Diné) of Tuba City, AZ, said it was a good thing for him. “The teachings were great and Healing Hearts participants display a shield created during the workshop

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The American Indian Graduate

I learned a lot that I can carry on to others that are in need, Natives and non-natives alike,” he remarked. “If the program is offered again I would not hesitate to participate and recommend the retreat to others, if they have a chance to be here. I thank them for the good medicine and healing.”

Freddie Fred (Washoe Tribe of NV/CA) echoed the challenge for anyone to take a chance if given the opportunity. “For a guy like me, programs like this one always bring back the remembrance of where you come from,” Fred stated. “It brings the spirit back into your life.

It makes you alive and healthy and gives you the chance to sing your songs for the Creator and the people.”

According to Norbert Hill, the vision of AIGC is “nothing short of transformation, as we The ROPES course focus our intent, our spirit and our traditions to build a better tomorrow for Indian people. Our ultimate objective is self-sufficiency and self-determinato take all of what I have learned back home and give all tion within all Indian communities. People who are selfof this back to my tribe,” Cheromiah said. “I just don’t sufficient and self-determined are free to find meaning know how to explain the feeling and cleansing I felt, but in their lives, to build quality lives and leave a legacy of it was so great. I hope to do it again.” Cheromiah said it wisdom for all humanity.” was the first time he experienced a “sweat” ceremony.

Pueblo of Acoma participant, Edwin Cheromiah, A small travel stipend was given to each of the parSr., spoke of the bonding he felt with warriors from other ticipants at the conclusion of the alcohol and drug free tribes and his group, the ‘What The Hey’ clan. “I hope workshop. 

Esther’s Story Continued from page 19

I have successfully achieved a Bachelor of Arts Degree in Psychology from the University of New Mexico and am currently finishing my last year in the School Psychology program at the New Mexico State University. I anticipate graduating with an Educational Specialist degree in May of 2006. In Grants, I continue to work while completing my internship with the Grants/Cibola County School District. Once I have completed the NMSU School Psychology program, I plan to continue my education in a Ph.D. program. This scholarship will continue to help me to graduate with a Ph.D. in School Psychology, so that I can “give back”, by inspiring the new generation of children who need someone to believe in them.

As I look back, I am amazed at how instrumental the American Indian Graduate Center was in fulfilling my childhood dreams. I would like to end my story with a “Thank You” to everyone at the American Indian

Graduate Center. The American Indian Graduate Center continues to encourage Native youth to reach for their dreams through higher education—making a better life for themselves, their children and their communities.

From deep within my heart, Thank You!  (To learn more about how you can help, please visit us online at www.aigcs.org. We ask you to join us in providing scholarships and financial assistance for deserving Native students, as they overcome generations of oppression and strife on their journey to college, by giving today. Together we can support tomorrow’s Native leaders).

The American Indian Graduate

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Council of One Hundred Member

Dr. Medicine was Committed to Teaching

By Jo Hall

T

he Mobridge area and the world lost a remarkable woman, a dedicated teacher and one committed to fighting for the rights of minorities and those oppressed, when Beatrice Medicine, PhD., 82, died Monday, Dec. 19, 2005, during emergency surgery at Medcenter One Hospital in Bismarck, N.D. Her native name was Hinsha Waste Agli Win, which translates to Returns Victorious With A Red Horse Woman.

She was born in Wakpala, on the Standing Rock Reservation, on Aug. 1, 1923, to Martin Medicine Jr. and Anna Grace (Gabe) Medicine. She attended the Wakpala Public School and, after graduation, enrolled at South Dakota State University in Brookings, earning a baccalaureate degree in 1945. Further study in her chosen field of anthropology followed at the University of New Mexico, Michigan State University and the University of Washington. She earned an MA degree at Michigan State, in 1954, and completed her doctorate in 1983 at the University of Wisconsin, while teaching there.

Her lifelong commitment to the instruction of others began shortly after her graduation from SDSU, when she was hired as an instructor at Haskell Indian Institute in Lawrence, Kansas. Subsequent teaching positions included Santo Domingo Pueblo (N.M.) Agency School, Flandreau (S.D.) Indian School, the University of British Columbia, Vancouver, British Columbia and Mount Royal College, Calgary, Alberta, both in Canada, the University of Montana, the University of South Dakota, San Francisco State University, the University of Washington, Dartmouth College, Colorado College, Stanford University and California State University at Northridge, among others. She was also frequently asked to be a visiting scholar at universities and research institutions across the United States and Canada.

In addition to her teaching role, Dr. Medicine was active in civic matters that affect the rights of children, women, ethnic minorities, especially American Indians (or as they are known in Canada, Native or First Nations) and gay/lesbian and trans-gendered individuals.

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The American Indian Graduate

Beatrice Medicine

Dr. Medicine’s lifelong commitment to the instruction of others began shortly after her graduation from SDSU, when she was hired as an instructor at Haskell Indian Institute in Lawrence, Kansas.

She served as head of the Women’s Branch of the Royal Commission on Aboriginal Peoples for the Canadian government, helping to draft legislation to further protect the legal rights of Native families there.

She was actively involved in establishing American Indian Centers in Seattle, Vancouver and Calgary, and served as a consultant and adviser to numerous cities and other governmental entities on social issues, as well as public and private foundations nationwide. She served as an expert witness in several trials pertaining to the rights of American Indians, including the 1974 federal case brought against the individuals involved in the Wounded Knee take-over of 1973.

A chance encounter on one of these trips led her to return and create a documentary video, juxtaposing footage of Russian hobbyists that reenact idealized Plains Indian culture and dance with the reactions to this shown

by Lakota residents of her home community on Standing Rock Reservation. This video had been shown widely

across the United States and Canada to great acclaim and interest.

Issues of indigenous peoples across the world were of great interest to her and she combined presenting American Indian ideas and concepts with learning about other cultures, traveling to lecture and present her research papers in Germany, Peru, Australia, New Zealand, Yugoslavia, Portugal, the Netherlands, Russia, Botswana, Italy, Switzerland, Lithuania and Great Britain.

Dr. Medicine has received many awards, including several honorary doctorates and distinguished alumna awards, numerous fellowships and citations, the Ohana Award from the American Counseling Association, the Outstanding Woman of Color Award from the National Institute of Women of Color, an Honoring Our Allies Award from the National Gay and Lesbian Task Force, and the Bronislaw Malinowski Award for Lifetime Achievement from the Society for Applied Anthropology.

Within the last month, she was awarded the George and Louise Spindler award for Education in Anthro-

pology from the American Anthropology Association.

Another less formal award, of which she was perhaps more proud, was having been the Sacred Pipe Woman at the Sun Dance at Sitting Bull’s Camp in 1977.

She was the author of two books on indigenous women and more than 100 articles on various subjects including bilingual education, gender studies, native education, alcoholism and sobriety studies, art and ethno-history. The University of Illinois Press published a collection of her writings entitled “Learning to be an Anthropologist and Remaining Native,” in 2001, and Altemira Press was working with her on an upcoming publication at the time of her death.

Her ongoing commitment to education and community is shown by her work to help ensure construction of a new public school for the Wakpala community upon her return there, after her teaching career.  Reprinted by permission of Mobridge, South Dakota, Tribune

The American Indian Graduate

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Scholarships for our Future Leaders Undergraduate Scholarships Complete one application to be considered for all undergraduate scholarships administered by the American Indian Graduate Center Accenture American Indian Scholarship Fund: AIGC administers a grant from Accenture LLP. The scholarship fund selects the very brightest American Indian and Alaska Native students seeking degrees and careers in the high technology and business fields. The goal of this program is to provide scholarships to undergraduate and graduate students and provide summer internships with Accenture.

This award has the potential to be renewed throughout the course of the degree program.

Jeanette Elmer Undergraduate Scholarship: The Jeanette Elmer fund provides scholarships to new and continuing full-time students attending a vocational/technical/tribal college or four-year institution and who are members of Wisconsin, New Mexico or Arizona tribes.

Wells Fargo American Indian Scholarship Fund: builds personal and lasting relationships with students who will become the future business leaders in Indian Country and Wells Fargo leaders in banking and financial service industry. Wells Fargo may provide paid summer intern oppor-

tunities. To be considered for this scholarship, students must submit two personal recommendations: one from an education professional who is familiar with the student’s academic work; and the second from an individual having knowledge of the applicant’s leadership and community service activities. This award has the potential to be renewed throughout the course of the degree program.

Download the application online at: www.aigcs.org Students are eligible to be considered for an AIGC scholarship if they: · Have attained an outstanding academic record · Demonstrate leadership and community service abilities · Are American Indian or Alaska Native · Provide certificate of tribal enrollment from a state or federally recognized tribe · Will be enrolling at an accredited college or university as a full-time, degree seeking student in the Fall of program year · Provide one nomination letter from an individual who is familiar with the student’s academic back ground · Provide one letter of recommendation from an individual who is familiar with the students leadership abilities The AIGC scholarship application consists of the following components: · Students completed application consisting of student’s personal information form and essays · Nomination from someone that knows the student’s academic background · Letter of recommendation from someone that knows the student’s leadership abilities · Certificate of Tribal Enrollment from a state or federally recognized tribe · Official academic transcript. (Weighted GPAs will not be considered. All academic transcripts should be reported on a 4.0 scale)

Deadline: Applicants must complete and send application by the May 2 deadline to be considered.

American Indian Graduate Center 2006 Annual Conference Walking in Two Worlds September 22 and 23

For more information or to register visit: www.aigcs.org or call: (505) 881-4584

Presentations: Native Issues Career Development Graduate School Opportunities Student Presentations Undergraduate Opportunities Scholars and Fellowships

Exhibits:

Direct Access to Native American Leaders Job Fair Council of 100 Gathering Scholarships College Recruiting New Business Development Networking

The American Indian Graduate Center 4520 Montgomery Blvd., NE Suite 1-B Albuquerque, NM 87109

Non-Profit Org. U.S. Postage PAID Permit NO 8 Topeka, KS