Turning Points Magazine - Fall 2020

issue 06

TABLE OF CONTENTS Being Socially & Culturally Engaged

4

Voices of O'odham Students at ASU

5

Indigenous Wellness Alliance

Transform Society

15

BY: SAVANNA CASTORENA

17

Value Native Nation Building

6

BY: MARIAH MCGHEE

Enable Student Success OutWriteNative BY: K ALYNN YAZZIE & CONTRIBUTORS

9

Indigenous voices community board

10

Diagnosis: Lack of motivation

What to know about diabetes BY: SAVANNA CASTORENA

Leverage Our Ancestral Place & Knowledge

#Adulting 2.0: Credit score x credit history

8

Nourishing our bodies: A call to action

12

A taste of home

18

Creative spaces

25

Indigenizing archives

BY: TAYLOR NOTAH & NICHOLET DESCHINE PARKHURST

BY: RYAN ALLISON & SHALANNDRA BENALLY

BY: LOURDES PEREIRA

BY: SAVANNAH JACOBS

Engage Globally

11

A Native Scholar's Wellbeing

22

BY: DANIELLE LUCERO

The tight-knit Town of Guadalupe BY: NOAH HUERTA

Featured Stories

TABLE OF CONTENTS

A feature on how the Town of Guadalupe worked with Maricopa County and the Pascua Yaqui Tribe to combat COVID-19. (Photo by Shalanndra Benally)

pg

22

The tight-knit Town of Guadalupe BY: NOAH HUERTA

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The Labriola National American Indian Data Center is paving the way for community-driven archive events in tribal communities communities. (Photo by Shalanndra Benally)

pg

25

Indigenizing archives BY: LOURDES PEREIRA

An official publication of Arizona State University GRAPHIC DESIGN

Brittany Gene Shalanndra Benally Ryan Allison WRITERS

Ryan Allison Shalanndra Benally Savanna Castorena Noah Huerta Savannah Jacobs Danielle Lucero Mariah McGhee Nicholet Deschine Parkhurst Lourdes Pereira KaLynn Yazzie CONTRIBUTORS

Ruben Cu:k Ba’ak Gabriela Ledezma Amber McCrary Chael Moore Raini-Skye Rogers Selina Scott Lance Tubinaghtewa Kimberly Yazzie Indigenous Wellness Alliance Voices of O’odham Students at ASU SENIOR EDITORS

Taylor Notah Dr. Bryan McKinley Jones Brayboy COVER PHOTO

(Photo credit: Shalanndra Benally)

The response issue As 2020 comes to an end, I reflect on what this year has brought for ASU’s Native Sun Devil community.

Undoubtedly hardship, grief and burnout gnawed at our students, staff and faculty all year long, but there were also many moments of optimism, hope and beauty throughout as people came together in a collective search for shared solutions.

Once again, our small but mighty publication worked hard to produce another issue weaved together with the threads of our community’s unwavering support and determination. We took inspiration from the perseverance of our Indigenous college students who persisted with their schoolwork amid a pandemic. We took inspiration from our campus aunties and uncles who tirelessly shared resources and checked in on us. Most importantly, we took inspiration from those moments that granted us time to rest, recenter, recharge and reconnect.

In these pages of our sixth issue, we highlight how our resilient Sun

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– Taylor Notah, senior editor

Tohono O’odham Nation to give $2 million to ASU and UA for COVID-19 research

Like us!

The Tohono O’odham Nation announced on October 19, 2020, that it is contributing $1 million each to ASU and the University of Arizona to support their world-renowned medical researchers’ efforts to combat COVID-19. The funding will come from the nation’s 12% gaming revenue grants required under its compact to be shared with local community programs.

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Devil community responded to another semester of navigating college amid a pandemic. We open up this issue with how student-led initiatives at ASU are providing even more inclusive spaces for Native Sun Devils (pgs. 4-5, 8-9); tips for motivation and wellbeing from Indigenous perspectives (pgs. 10-11); how cooking keeps us connected to home during distant times (pgs. 12-14); how creative students accommodated to their home workspaces (pgs. 1821); a feature on the resilient Town of Guadalupe (pgs. 22-24). Alas, our cover story highlights how ASU’s Labriola National American Indian Data Center is paving the way for community-driven archives and enabling Indigenous students and communities to reclaim their voices within the archival community (pgs. 25-27).

As always, we hope that our students’ stories spark inspiration and hope for you.

(Photo credit: Arizona Board of Regents)

+ asunow.asu.edu/20201020-arizona-impact-tohono-oodham-nationcommits-1million-each-asu-uacovid-19-research

ASU-Turning Points Magazine

Native Sun Devil relief efforts

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Donate: Castbox (Photo credit: Charlie Leight/ASU)

+ gofundme.com/f/first-peoplescovid-resource-drive

A S U T U R N I N G P O I N T S M A G A Z I N E 3

TABLE OF CONTENTS

Created by Native Sun Devil alumni, the First Peoples’ COVID-19 Resource Drive provided muchneeded emergency supplies to Arizona’s hardest-hit tribal communities during the summer.

VOICES OF O’ODHAM STUDENTS AT ASU

BEING SOCIALLY & CULTURALLY ENGAGED

If you have been familiarized with the opportunities at Arizona State University, you may have observed the diverse element of inclusion, enabling opportunities to all backgrounds. There are organizations and classes available for involvement dedicated to Indigenous students at ASU. What's more, the university’s campuses are situated on the homelands of O'odham and Piipaash.

However, ASU had never offered anything related to O’odham culture until August of 2019.

That is when we established the first O’odham language class. Soon, students in the language class decided to group together to assemble the first O’odham organization at ASU. Voices of O’odham Students at ASU (VOSA) was created to provide a unified forum for inter-university dialogue, to organize student involvement, and to endorse and administer services, resources and programs that benefit the O’odham students.

Within our values, we endeavor for higher education, decolonization and indigenization of education, representation building, and highlighting the presence of O’odham students. VOSA aims to advocate for and amplify the Indigenous student voice, including that of O’odham people, (both on-campus and online) at ASU. The organization is in favor of the university providing resources for students to be successful in their academic goals, specifically the O’odham community and its O’odham students.

We aim to unite the voices of all students of O’odham identity, leaders, and student organizations at Arizona State University, and thereby inform university administration about the authentic experiences and available resources within all campuses and online.

VOSA supports the recruitment, retention and graduation of all students, both graduate and undergraduate, of O’odham identity at ASU. The organization encourages social awareness of the impact of colonization and the experiences colonization has created among students, faculty, staff, and administrators at ASU. Thus, to utilize and emphasize our purpose, we strive to promote mentorship, culture, community, education, and advocacy.

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“...the university’s campuses are situated on the homelands of O'odham and Piipaash.”

Like us! www.facebook.com/vosa.asu

Follow us! @vosa.asu

Indigenous Wellness Alliance Follow us! @iwa.asu

“It is our goal to support and create spaces for students interested in healthrelated careers.” that challenge by volunteering in the Sharing Down Syndrome Car Parade and at Native Health’s Community Garden. We have also hosted student-led discussions and social events.

As a new organization, we were also excited to be a part of and host events throughout Native American Heritage Month. An event we hosted in collaboration with the Barrett Indigenous Culture Association this past semester was called “Colonization and the Effects on Health,” which was a student-led discussion about the impact colonialism has on Indigenous wellbeing. In collaboration with the Alliance of Indigenous Peoples, we also hosted a Walking for Wellness challenge which started November 7 and led up to the annual “Keep the Resilience Run” on November 28.

Attending college can be a stressful time, but it allows the opportunity to grow as a person. Now, going to college during a pandemic is a different game, we as Indigenous students are faced with more obstacles and stressors that we haven’t faced before. This is why it’s important to find healthy coping mechanisms to keep our wellness pillars balanced.

Time management is an essential skill to succeed in college, but no assignment is worth more than your health and wellness. Your time is the most valuable thing that can be spent, so spend it on yourself.

We welcome students to get involved in our organization by coming to our general body meetings, future events, and following us on social media. Contact us directly at indigenouswellnessalliance@gmail.com.

(Photos courtesy of Indigenous Wellness Alliance)

A S U T U R N I N G P O I N T S M A G A Z I N E 5

BEING SOCIALLY & CULTURALLY ENGAGED

The Indigenous Wellness Alliance (IWA) at Arizona State University is a student organization dedicated to providing networks among Indigenous students, staff, faculty, alumni, and the general public within health and wellness. It is our goal to support and create spaces for students interested in health-related careers. By planning and integrating school and community activities, we hope to help stimulate healthy lifestyles, cultural awareness, highlight health/healthcare disparities, and promote social growth of Indigenous students at ASU. As a new Fall 2020 organization on the Downtown Phoenix campus, our vision was to engage the Indigenous community in a variety of in-person events which were quickly cancelled due to COVID-19. Our student organization then had to become creative to still fulfill our mission of providing a strong community for Indigenous students. Our biggest challenge was trying to virtually engage students in a meaningful way that provided a sense of belonging. We were able to overcome

by: MARIAH MCGHEE YANKTON SIOUX Major: Business Entrepreneurship

#Adulting 2.0: Credit score x credit history What questions do you have about credit?

Type something...

VALUE NATIVE NATION BUILDING

The summer before I started college at Arizona State, I met with a banker and we decided it would be a good idea for me to open a credit card for college students. The banker said that if I only put essential purchases on the credit card and never missed a payment, I’d have a good credit score by the time I graduated college. He also said the credit card would give cash back for making payments on time each month. Four years later, I am now in my senior year, I have an awesome credit score for a 21 year old, and every so often the cash-back feature will deposit into my checking account. I’ve never missed a monthly payment and I even pay off the remaining balance when I can.

Although I’ve taken the right steps toward maintaining a great credit score, one thing I had to learn on my own was understanding credit history.

When I was trying to purchase a car in my name, I ran into a problem the banker didn’t mention – I didn’t have credit history. He only stated how appealing my score would be. I learned that credit score and credit history go hand-in-hand as we #adult in life. Credit history shows your financial history, that you can pay off big purchases and are reliable whereas credit score determines your creditworthiness. Since I didn’t have credit history, 6 F A L L 2 0 2 0

I’m intrigued by a credit card for college students. Recommended first steps?

Make an appointment with a banker at a bank of your choice. Tell them you are a student and want to start building your credit. Ask them if they have a credit card for college students that offers cash back.

my mom had to co-sign on my car and I will refinance it when the balance goes down. This is the start of my credit history.

When you think about it, your credit score is really the only thing talked about in regard to credit cards. Use my experience as an example of how both credit scores and credit history factor into life decisions. There are also benefits to keeping both of them healthy. Depending on your credit score, you could pay less for certain things such as a security deposit for an apartment. Not only would you need a good credit score to lease a car, but it’ll also get you insurance discounts.

As I prepare to graduate in 2021, I share my financial health experiences with Native college students because credit cards are not a hot topic on reservations. The reality is, not everyone has access to information that happens only through experience.

Throughout my college career I have managed two part-time jobs and school full time. I have been good at saving money and am grateful I was taught the value of a dollar at a young age. When you understand the value of a dollar and know how hard it is to make money, your perception on spending changes.

How do you check your credit scores? Do I need to pay to check it? I’m so lost

I’m thinking of getting a savings account. What’s the first step?

What’s needed?

I bank with Wells Fargo and when my credit score gets updated, it notifies me and I’m able to check it for free through the app. If you don’t have a bank, federal law allows you to get a free copy of your credit report every 12 months from each credit reporting company.

Check out www.creditkarma.com or annualcreditreport.com.

I recommend talking with a banker. At Wells Fargo for example, you only need $25 to start and maintain a savings account. This is where budgeting comes in where you allocate how much money you will be spending vs. how much money you get paid. Any excess money can be placed in the savings account to grow.

I think my credit score is bad What is the first step I can take to improve it?

Can I get a credit card if I don’t have a job?

Improve your credit score by: budgeting your money, avoiding any new debt, and paying bills on time. For any debts you may have, work on a repayment plan that works for you. For credit card debt, pay it off and keep the balance low.

No, you shouldn’t get a credit card without a job because you shouldn’t put anything on your credit card that you do not have the money for in your checking account. DON’T SPEND MONEY YOU DO NOT HAVE.

Then freshmen, now seniors: Savannah Jacobs (left) and Mariah McGhee pictured in the fall of 2018 when their ASU journeys began. (Photo credit: Jarod Opperman/ASU)

If you pay your credit card off too fast, it will hurt your credit. If you are making more than one payment a month, it looks really good on your credit report and that can actually raise your credit score.

A S U T U R N I N G P O I N T S M A G A Z I N E 7

VALUE NATIVE NATION BUILDING

What is one myth about credit that can be debunked?

by: KALYNN YAZZIE DINÉ

Out Native Turning Points Magazine's new digital creative writing section Indigenous writers, submit your written artistry and get published. From short stories, poetry, zine entries and more, express your stories with tradition, language or experiences through a Native lens. For what you write is a Native narrative.

ENABLE STUDENT SUCCESS

With ASU’s large Native American community, many opportunities are available to Native students coming from all types of degree backgrounds. As an English major, I submitted multiple entries to various writing contests for publishing opportunities all throughout my undergraduate career. The love for my stories were appreciated, having incorporated Diné bizaad and Native life – yet not one would be selected. Knowing that I wasn’t the only Native student who felt this way, I imagined a platform where there were no gatekeepers– instead, a supportive space where creative writers can express their written artistry and experience the unique joy that comes with seeing their words published and appreciated for what it is. As I graduate from ASU, I wish to leave a legacy for our creative wordsmiths in college where our written artistry can be seen and shared within our communities, and help amplify Native representation in an non-intimidating way. For our stories to be OutWriteNative.

FEATURED WRITERS

Major: English (Writing, Rhetorics & Literacy)

CHAEL MOORE DINÉ Creative Writing

KALYNN YAZZIE DINÉ Writing, Rhetorics & Literacy

KIMBERLY YAZZIE DINÉ Psychology

LANCE TUBINAGHTEWA HOPI Anthropology

Read the written artistry from Turning Points’ inaugural creative writing section featuring these Native Sun Devils at:

+

turningpointsmagazine.medium.com RUBEN CU K BA'AK TOHONO O'ODHAM Sun Devil alum '14 8 F A L L 2 0 2 0

Indigenous voices community board Resources & opportunities Red Planet Books & Comics An Albuquerque-based, Native American-owned small business that focuses on increasing Indigenous representation and awareness through pop culture such as comics, toys and games. As the world's only Indigenous-owned comic book shop, Red Planet BNC privileges Native creators and creations while also amplifying BIPOC, LGBTQ+, and Women creatives, both in-store and on their website.

Redplanetbooksncomics.com

RED INK International Indigenous Journal An International Indigenous Journal in partnership between Arizona State University’s Labriola Library Collections and other Indigenous communities, RED INK is actively seeking contributions for ALL Indigenous students to participate in assembling the journal’s creative art process, photography, write ups and directing its community zeitgeist.

Students and community members who are interested in social media development, blogs, vlogs, and active story making dedicated to expressing an Indigenous economy that expresses wealth as a means that equates to health and happiness for all, email: James.Blasingame@asu.edu.

Abalone Mountain Press “A place for Indigenous writers to dismantle the canon” A Diné womxn-owned press located on occupied Akimel O'odham land.

Mission: to create a space for Indigenous voices to be heard without having to accommodate the white gaze. We strive to create books for Native people by Native people and create a press that supports Native artistry in all forms. We are an indigiqueer, trans, non-binary, Black Indigenous, Indigenous feminist friendly press. We do not accept any forms of lateral violence, homophobia, racism or sexism in our work or in submissions.

Instagram: @juniperwomxn

@asu_bica

VOSA

BICA

Barrett Indigenous Culture Association

Let us help Voices of O'odham Students at ASU @vosa.asu

Owl Purdue Need to cite your research paper?

Check out Owl Purdue’s resources available online! owl.purdue.edu/owl/research_and_citation/resources.html

A S U T U R N I N G P O I N T S M A G A Z I N E 9

ENABLE STUDENT SUCCESS

Get Involved at ASU!

by: SAVANNAH JACOBS OGLALA LAKOTA Major: Political Science

Diagnosis: Lack of motivation

ENABLE STUDENT SUCCESS

This is the second semester Sun Devils are battling through the COVID-19 pandemic. As we keep a constant daily health check on ourselves and loved ones, we might’ve diagnosed ourselves for a common symptom we definitely felt lately: a lack of motivation. As students, we already know how difficult it can be to find motivation and keep up with routines, but with quarantining and keeping distant from friends and family for months now, it didn’t help that everything remained virtual and remote once again. We’re experiencing symptoms of cabin fever, changes in environment, mental and physical health depletion, and suffering from lack of structure, communication and in-person contact. We need something to drive our sense of competence, autonomy and connection to others as we continue to navigate this new normal.

It’s been a difficult road to recover myself from identity crisis, senioritis, being away from home, and finding my own routine in all of this. Prediagnosis I was waking up at 8 a.m., attending in-person classes, going to work at the Center for Indian Education, finishing school work, off to my second job as a waitress, and then home by 11 p.m. It's aching to take that first step to take your daily dose of consistency, but one thing I keep in mind is that Arizona State has a strong and supportive Indigenous community! Together we can take these first steps toward motivation recovery as we continue to be safe and do our part in stopping the spread of the virus.

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Senior Savannah Jacobs looks to beading to keep her motivated during the semester.

SEVEN STEPS TO SELF MOTIVATION

one Prioritize your

physical and mental health. Reach out.

two Set small daily goals.

three Carve out time in

your day for work and relaxation.

four Remove

yourself from distractions.

five Take on study sessions with friends for schoolwork.

six Schedule virtual

get-togethers for fun.

seven Recognize the little things.

TOOLS TO HELP Try out free gratitude and happiness apps that help people learn to be more thankful and appreciative of life. These digital tools aim to increase happiness and overall improve wellness.

A Native Scholar’s Wellbeing

Comic by: Danielle Lucero (Pueblo of Isleta) PhD student: Justice Studies

As a Native student, I found myself struggling to take care of my mental, spiritual and physical health while being away from home at school. I read several articles about mental wellbeing and self-care tips, but I felt like they were missing a piece that addressed the struggle I was feeling. This comic is my attempt at offering some Indigenous self-care tips that address our mental, physical, spiritual and cultural wellbeing. Many of us

are struggling with school, our health, and worry for our families and communities. The tips I offer in this comic are all things that I’ve tried to adopt in my daily/weekly routine and I’ve found them to be profoundly helpful in getting through my week. I hope you find some useful tips and try some of the recommendations!

Tip #1: Waking up really early and greeting the sun as it rises! That always helps my spirit and mind!

Febe is meeting up with her fellow Indigenous scholars for a socially distanced gathering outside at a nearby park.

Hey Febe, how have you been keeping mentally and physically well during the pandemic?

I’ve been having a hard time because most of the “selfcare” tips come from very different worldviews than ours! What are some Indigenous practices for wellbeing during a pandemic?

Tip #2: When I'm feeling stressed, I go outside and find grass or dirt and wiggle my toes in it! So I can connect with the earth in a physical way!

Oh I know!

Let’s brainstorm together!

Tip #3: Moving my body! Stretching, working out or just going for a short walk outside always helps recenter me!

Tip #6: I also try to say at least one word a day in my language. For Isleta, we're encouraged to drink water when we're learning our language. On awful days, I'll drink a big glass of water and practice some Tiwa words.

A S U T U R N I N G P O I N T S M A G A Z I N E 11

ENABLE STUDENT SUCCESS

Tip #4: Being away from my family and community, I find that listening to music that reminds me of home or singing a song from my community really helps!

Tip #5: When I miss home or wish I could be with family, I put on a piece of regalia or an item that reminds me of our dances/ ceremonies!

Sometimes wearing my sash belt or turquoise earrings makes me feel grounded during my Zoom meetings.

LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE

A taste of home

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Neeshjízhii stew Roasted corn stew Serves: 5 person Prep: 15 minutes Cook: 4-5 hours INGREDIENTS

1.5 lbs.

Diced mutton backbone or meat substitute with beef

2 cups Neeshjízhii (dried roasted corn)

2 cups Diced squash (optional)

8 cups Water PREPARATION This dish can be slow-cooked in a Crockpot or on the stovetop. Both instructions are the same except for #6.

2)

In a large pot, pour in water and bring to a boil.

3)

Cut up the meat into cubes.

4)

Add in the steamed corn and the meat.

Note: the corn will double in size.

5)

Cover it and cook on high for 4 hours or until meat and corn are tender.

6)

If cooking in a crockpot, just set it and forget it! If cooking on the stovetop, stir the stew often and add more water if needed.

7)

Serve with frybread and Grandma’s favorite soda. Enjoy!

TIP Be sure to add in plenty of water so none needs to be added later.

Throughout all of the chaos and disruption that the COVID-19 pandemic has brought in 2020, the one constant for me has been reflection. As I shelter in place on O’odham lands trying to keep my mind occupied with routines and structure, my thoughts often take me back to cherished childhood moments on Dinétah. I recall jump roping with my Grandma Irene, a skilled weaver whose náneeskaadí still remains the best bread I’ve ever tasted. I remember picking corn from the field with my Nalílady Alice, who shared stories of making dolls out of corn silk when she was young. Growing up in a big family, I always enjoyed family gatherings because I knew there would be deer, elk or mutton on the menu, and my absolute favorite: steamed corn stew.

Food has always been a main staple for my family. Whether we raised and nourished it, hunted or butchered it, or simply picked it up at the store, we’ve always said blessings for the food for nourishing and bringing us together. Over the dinner table was where we shared stories and laughter with one another.

Reflecting on home now comes with a heartache as I know our people are hurting from this pandemic.

As much as I painstakingly yearn to return home and hug my family during this time of stress, grief and heartbreak, I know it is safer to stay put. For the time being, I find myself still connecting with home through prayer and cooking. Living in the time of a pandemic has reminded me of the power of food: not only do they nourish us, but contained within them are memories, stories, meaning and intent that are sparked alive with our senses. As I hold the dried steamed corn in my hands, watch and smell as they cook on the stovetop, I reflect on generations of kin before me who lovingly made it for their families and enjoyed it together. I reflect that they, too, endured disruptions in their own lifetimes that I cannot fathom, yet here I am – a descendant of theirs sharing the same meal with my own family that I hope one day my children will share with their grandchildren. As I cook meals of nourishment, I ensure that I do what my grandparents taught me: to share stories.

Although many of us cannot return home for the time being, don’t forget that home can never leave us. Nurture yourself through this difficult time with reflections on dishes that remind you of home. Write down the recipe of your cherished dish, hang it on your fridge, and share the story of what it means to you with Native Sun Devils on social media by using the hashtag #ATasteofHome.

A S U T U R N I N G P O I N T S M A G A Z I N E 13

LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE

1)

by: Taylor Notah

Banana bread Serves: 1 large loaf, 9 slices Prep: 15 minutes Cook: 55 minutes INGREDIENTS

½ cup Butter

½ teaspoon Salt

¼ teaspoon Baking soda

cup Sugar

1¾ cup Flour

1 teaspoon Vanilla extract

2 cups Eggs

1 teaspoon Baking powder

½ cup Walnuts (optional)

by: Nicholet Deschine Parkhurst

LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE

My favorite taste of home is a food item that I have fond memories of and that was important to my family: banana bread. My memories of making banana bread with my mother, Greta, and how delicious this bread is, are a source of comfort in a time of uncertainty and physical separation due to the current pandemic.

As a child, I would watch her mix the ingredients together. She would scoop flour from the big fabric bag of Bluebird flour. She would let me pack the brown sugar into a measuring cup.

I would watch as she would use a hand mixer to cream the butter and brown sugar together. When she mixed the wet and dry ingredients together, a little cloud of flour would puff from the top of the bowl.

Occasionally she would bake banana bread all day and our kitchen table would be covered with big loaves, small loaves, loaves with walnuts, and loaves without walnuts. The following week, I would accompany her from tribal office to tribal office and watch as she sold banana bread.

Sometimes she would leave an office with less than a handful of loaves left and at the next office workers would be sad there wasn’t enough banana bread for them to buy. People welcomed her to return with more banana bread in the following weeks.

I am thankful my mom gave me this opportunity to watch her make and sell banana bread. It is a reminder of how resilient we are and that when we need to, we find ways to support ourselves and loved ones. These memories are also important for me during the pandemic, to feel close to her, as we live in different states. While we can’t be together right now, I have her recipe box and her banana bread recipe that my own kids have been using to make “grandma’s banana bread” with some modifications from time to time by adding oats or zucchini, or replacing eggs with applesauce, piñons instead of walnuts.

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23 Created by Assiya Dauyek from the Noun Project

1 cup Mashed overripe bananas (~3 large bananas)

½ cup Chocolate chips (optional)

PREPARATION 1)

Preheat the oven to 350 degrees.

2)

Cream together butter and sugar.

3)

Add eggs and mix.

4)

Mix in mashed bananas and vanilla extract.

5)

Place this bowl of wet ingredients to the side.

6)

In a separate bowl, sift together flour, baking powder, baking soda and salt.

7)

Add the dry ingredients slowly into the bowl of wet ingredients while mixing.

Optional: Fold walnuts and/or chocolate chips into mixture.

8)

Pour mixture into a lightly greased and floured loaf pan (1 large loaf pan or 3 small loaf pans).

Optional: Sprinkle walnuts on top of loaf.

9)

Bake for 55 minutes, until a toothpick or cake tester, inserted in the center of loaf, comes out clean.

10) Let the hot pan cool for 10 minutes.

A young Savanna Castorena with her parents and sister.

(Photo courtesy of Savanna Castorena)

Nourishing our bodies: A call to action

SAVANNA CASTORENA MEXICAN/YAQUI

Major: Dietetics (Nutrition)

“ ... A diet doesn’t mean

”

A S U T U R N I N G P O I N T S M A G A Z I N E 15

TRANSFORM SOCIETY

one must starve.

Instead we should think of it as helping to nourish our body’s specific needs.

Growing up in a predominately MexicanAmerican household, I often heard family members talking about so-and-so (finally) being diagnosed with diabetes as if it were expected, almost anticipated. When I was 7 years old, I remember asking my dad what diabetes was. He could not explain to me exactly what it meant, except that it runs in the family and that it is serious.

My dad is Mexican with roots from Aguascalientes, Mexico. My mom is Mexican and Yaqui with roots from Sonora, Mexico. Tempe is my home, but Guadalupe is my hometown.

Raised outside of the town’s borders, I was not taught the Yoeme language, the traditional or cultural teachings. My twin sister and I weren’t taught Spanish for the fear that it would interfere with our western education. What we were taught was that we are Yaqui and we should be proud of that.

I believe our spirits have a way of calling us back to our true selves and our purpose in life. At the age of 12, I had a strong sense of awareness combined with my unique upbringing that I began to reconnect with my culture. In the seventh grade, I took my first American Indian studies course but there was little to no information in the textbooks about the Yaqui culture so I started asking my mom questions.

Due to the wide-reaching grip of historical trauma, my mom was also not taught the cultural teaching but she told me what she knew and learned growing up in Guadalupe.

As I learned more about what diabetes is and how much our people are affected by it, I realized quickly that advocacy and education are what’s needed to create major change. Thus began my journey at ASU where I intend to combine my two disciplines and work with my tribe as the head registered dietitian in the Town of Guadalupe. A registered dietitian nutritionist (RDN) is a licensed healthcare professional who is an expert in human nutrition who regulates, modifies and individualizes a patient’s diet depending on the patient’s nutritional needs.

A saying we like to reference in the field is, “All dietitians are nutritionists, but not all nutritionists are dietitians.”

Just as a doctor receives their credentials after successfully passing a certified board examination, an RDN does the same. We are like a sidekick to the other professions in the healthcare field, a Robin to the Batman. The difference is, not a lot of patients know that they can request to speak with an RDN because a doctor isn’t an expert on diet.

Sharing information such as this is vital to patients with diabetes so they can be stronger advocates for their health the next time they visit their primary care provider.

With the food sovereignty movement occurring within Indian Country, we must utilize Indigenous knowledge frameworks as a direct connection to our past and our ancestors. Type 2 diabetes is a

multifaceted disease that has a 90% prevention rate with the remaining 10% not in our control. When it comes to our health, an important framework we need to reframe is that a diet doesn’t mean one must starve. Instead we should think of it as helping to nourish our body’s specific needs. Type 2 diabetes disproportionately impacts our families and communities. Socioeconomic factors such as our environment, access to healthful foods, public policy, even exercise play as major influences on our health outcomes. What we can control is how we engage with the disease.

Currently we are in the middle of a pandemic with COVID-19, yet Type 2 diabetes has been an epidemic since 1994. Why aren’t we treating it with the same urgency? I challenge you to be your own health advocate. Reclaim your diet, reclaim your methods of self-care, and remember: the most powerful force in medicine is the self-advocating patient.

“I believe our spirits have a way of calling us back to our true selves and our purpose in life. ”

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Savanna showcasing her poster at the AIS 440: Research Symposium "Creating Visions for Future Nations" at the Tempe Mission Palms Hotel in the spring of 2018. (Photo courtesy of Savanna Castorena)

Diabetes is a chronic health condition that affects how your body turns food into energy and can lead to serious medical complications. Changing you and your loved ones’ lifestyles can make a huge step toward diabetes prevention as well as managing it. The bottom line is: preventing or improving diabetes is always a possibility through work and time.

16.1% 110%

Native American adults are twice as likely to develop type 2 diabetes compared to other races, specifically white adults (7.1%)

Stats

What to know ABOUT diabetes

increase in diagnosed diabetes from 1990 to 2009 among American Indian/ Alaskan Native youth aged 10-19 years

Types of diabetes Type 1 diabetes

Monogenic

Accounts for 5% of diagnosed cases.

•

• • • •

•

Your body’s pancreas produces little to no insulin at all.

Onset from environmental and genetic factors.

Common in younger, non-obese individuals.

Insulin is the form of treatment.

•

Type 2 diabetes Accounts for 95% of diagnosed cases.

• • •

Most cases are preventable.

Onset from diet.

Body is overstimulated by sugar and can’t use insulin properly.

Take back control through your diet For more on Type 2 diabetes:

Gestational •

Develops during pregnancy, resulting in a high blood glucose due to a carbohydrate intolerance. Typically goes away after pregnancy.

1. Get more physical activity. Research shows that aerobic exercise and resistance training can help control diabetes!

2. Get plenty of fiber. Did you know that fiber may help reduce your risk of diabetes by improving your blood sugar control? It can also lower your risk of heart disease!

3. Go for whole grains as it may reduce your risk of diabetes and help maintain blood sugar levels.

4. Make healthier choices. Incorporate essential nutrients, portion and variety control part of your healthy-eating plan.

5. Remember: the most important factor in healthy blood sugar management is following a nutritious, balanced diet.

FOOD FACT diabetesselfmanagement.com/newsresearch/2020/05/21/blueberriesimprove-glucose-control-in-men-withtype-2-diabetes/

Blueberries have the benefits of improving blood glucose levels related to type 2 diabetes!

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TRANSFORM SOCIETY

Savanna’s YouTube link: “Low Carb and T2D” youtu.be/Bonlf9M3ulM

The rarest form of diabetes, where one gene is mutated and usually develops before the age of 30.

This gene mutation can be spontaneous or inherited.

Varies from polygenic, like Type 1 and 2, that can depend on variables like diet, enivronment and multiple genetics factors.

by: SHALANNDRA BENALLY NAVAJO Major: Digital Culture - Art & Design

Creative Something that I have always wondered during the course of the pandemic and 2020 overall was how artists were able to work from home without the access to studio time. Prior to the pandemic, I was frequently in the ASU screenprinting studio. For me, leaving the studio was less than ideal having to move my newfound practice to my home considering I did not have my own equipment.

Ryan Allison and I were able to interview, including ourselves, three Indigenous art students on how they have adapted to their new found studio spaces, what they love the most about it, and how their space brought inspiration.

“... I know my work won’t be disturbed.

This space truly allows me to create in all of the ways that I want.”

- SHALANNDRA BENALLY

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DINÉ DIGITAL CULTURE - ART & DESIGN

I knew when I moved into my new one-bedroom apartment that my desk would be where I spent most of my time, so the space and how I use it had to be the most efficient for me. Having just the one space for my desk, I have a lot of different uses for my space whether it’s for class, work, screenprinting, drawing or creating in any way.

What I love the most about my workspace is the flexibility it has. Out of all the different artistic endeavors and projects this semester, it has been able to handle anything that has been thrown my way. I also love that I’m able to have this “safe space” of my own where I know my work won’t be disturbed. This space truly allows me to create in all of the ways that I want.

For me, the transition from working in the studio to working from home has been interesting. At first my space was very unorganized, but over time I’ve become very organized with my art supplies where I have shelves for my paints, drawing pads and other miscellaneous art supplies. Although I did own this desk pre-pandemic, I feel that now I’ve probably used my desk more within this past year than when I initially purchased it. The entire transition has been a huge learning curve since I am not one to sit down in one space for too long, but over time I have become very comfortable and happy with what my current studio/ workspace is.

(Photos by: Shalanndra Benally/Turning Points Magazine)

DINÉ BFA IN DRAWING, SCHOOL OF ART

(Photos by: Mya Scott)

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This past summer, I was blessed to be given studio space in my family’s home for my senior year. My dad sacrificed half of his office space, but he was glad to as he has always been the number one supporter of my art. In my studio, I have a designated area for painting, working on dry media, and a desk for my Zoom classes and online homework. I have all of my art supplies and materials organized in one place. My little studio has become my favorite place and I’m so glad it was put together just in time for my final and busiest year at ASU. I love being able to work on multiple projects at once. The greatest advantage of having a studio at home is being able to leave all my work out and ready to start again the next day. I also love having wall space to hang up my paintings. My art already occupies a lot of walls in my home, but it is nice to look up and see it in my own workspace while I am in the middle of a project. Seeing my work motivates me to work harder on my next piece.

Having this workspace helped me transition to working full time at home. While it’s nice being able to work anytime at home, I miss the studio environments on campus and sharing ideas with my friends. I miss being able to walk around the room, look at work in progress, and getting my professors’ immediate feedback. The environment at the Art Building has helped me create some of my best work and stay focused during the three hours of class time. It’s sometimes hard to stay focused at home, but I love having studio space here. I hope we’ll be able to return to on-campus learning for my last semester next spring!

by: RYAN ALLISON DINÉ Major: Graphic Design

(Photos by: Ryan Allison/Turning Points Magazine)

“What I love the most is the extra workspace I have which is three times bigger compared to my freshman year. ” - RAINI-SKYE ROGERS

LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE

HOPI & DINÉ GRAPHIC DESIGN

My workplace ties into my thoughts and work process. If it's clean, then there are no occupying thoughts that might affect my work. If it's messy, then I might not get anything done. Every drawing and writing helps me understand how I'm progressing in each studio class and motivates me to have another reference on a wall. It is also a visual description of what I am studying for my future career.

What I love the most is the extra workspace I have which is three times bigger compared to my freshman year. It gives me extra room to move 20 F A L L 2 0 2 0

around and have better organization of my studio supplies. I can also place my past writing/drawings work around my desk instead of pulling it out of notebooks or storage.

The transition at first was smooth and easily adjustable because I wouldn't have to be running to my next studio class or to the printing lab. However, I do miss staying at the design studios late and seeing acquaintances from time to time. Positively, in the end, all of my work has been moving two times as fast and I wouldn't have it any other way.

DINÉ GRAPHIC DESIGN

My workspace functions as an art studio and music studio. You’ll find several instruments and recording equipment sprinkled in with plenty of art supplies. Although it’s a relatively small area, I do my best to utilize every sliver of space.

What I love most about my work area is the fact I have all my supplies, whether music or design, within arms reach.

It was honestly nice to work in an area completely my own, however, time was limited with classes. It felt as if classes ended quickly and we all had to compete with one on one time with instructors. Being that this semester is a unique one, I did my best to have an open mind to the several different approaches to learning.

“My workspace functions as an art studio and music studio.”

- RYAN ALLISON

DINÉ & HISPANIC GRAPHIC DESIGN

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I had to set up my main workspace in the corner of my room. A lot of my work and supplies are spread around my room, but my workspace mainly consists of canvas, sketch books, different mediums, and materials for studio classes.

It’s pretty small, but it still allows me to get everything done comfortably.

What I love about my workspace is that I have access to all of my materials and mediums immediately opposed to taking what I’ll need for school on certain days, especially larger supplies.

The hardest part of the studio to home transition is the fact that I don’t get out as much as I used to, so my surroundings are limited. Not being able to interact and collaborate with other students also made the transition tough. However, the idea of being home, seeing my own work more often and still having those contacts comfort and inspire me.

The tight-knit Town of Guad +++ by: NOAH HUERTA PASCUA YAQUI

Major: Journalism - Public Relations

ENGAGE GLOBALLY

(Photos by: Shalanndra Benally/Turning Points Magazine)

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adalupe ++

As 2020 has shown, tribal communities in Arizona have been hit hard by COVID-19. Although this year has been fraught with unprecedented hardships, it has also brought moments for communities to reflect on the strength and resiliency of Indigenous peoples. The Town of Guadalupe is one of them.

“This pandemic was just a reminder that we know how to rally,” said Town of Guadalupe Mayor Valerie Molina. “And that we will continue to take care of one another.”

Guadalupe is a small town nestled between Phoenix, Tempe and Ahwatukee. Made up of mostly Pascua Yaqui tribal members and Mexican Americans, the Town has been here for over 100 years and has a population of 6,631 residents.

Serving as mayor since 2016, Molina has worked with Maricopa County as well as the Pascua Yaqui Tribe this year to combat COVID-19.

According to a Maricopa County Public Health Disease Control report, the Town’s case rate was more than 4.6 times the rate of the rest of Maricopa County from April to June of this year. The data also showed that Guadalupe had a rate of 1,659 cases per 100,000 persons compared to the county’s 354 per 100,000 persons. Though the Town received funding from the Cares Act, it was not nearly enough to protect Guadalupe’s residents. This led to the Town and tribe splitting the cost of the first testing blitz on May 28 and 29, which was open to all community and tribal members.

Molina met with tribal councilwomen Catalina Alvarez and Angelina ValenciaMatus to discuss what the Pascua Yaqui Tribe could do to support the Town and tribal members. The three concluded that Guadalupe would benefit from $2 million in tribal assistance. The very next day, Mayor Molina learned that this amount was approved by the tribe.

“I was floored,” said Molina. “We were getting $2 million dollars to help the community with more testing, more PPE and more education.”

The Town has since held more testing days, as well as sending out "promotoras" to educate residents and also assist those who have contracted the virus. Signs have also been placed all around the town urging Guadalupanos to wear masks and continue following the Centers for Disease Control and Prevention guidelines. Also assisting in the Town’s response was ASU’s COVID-19 Response Team, a team of student volunteers who tracked and responded to COVID-19 by assisting with case investigations, contact tracing, delivering supplies and assessing needs.

Nati Valenzuela (Pascua Yaqui) is a Guadalupe resident whose family was hit hard by COVID-19. She and members of her immediate family began testing positive for the virus. Valenzuela almost lost her father to the coronavirus, but he was able to fight it and eventually be cleared to return home. Her family was supported by the Town and tribe throughout their struggle with the virus.

They were provided with food, household

Free COVID-19 testing for Sun Devils, families & communities

ENGAGE GLOBALLY

The Arizona Department of Health Services has partnered with Arizona State University to launch several testing sites providing free saliva diagnostic testing for COVID-19 in high-need underserved communities around the state.

The tests are by appointment only. No walk-ins.

Children under 5 years old cannot receive saliva tests.

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supplies and medical supplies.

“I’m just so glad that he was able to pull through, I give thanks and feel so blessed to be part of such a wonderful community that cares about each other,” said Valenzuela. “Even right now we still continue to come together and help each other out.”

Helen Ramos (Pascua Yaqui) is another Guadalupe resident who had the virus. When her family contracted the virus, the Town and tribe quickly came to their aid.

“Family, friends and the Town helped me and my family during our quarantine,” said Ramos. “I will forever be grateful to live in a town where the community can come together to help without hesitation.”

Seeing the impacts of the coronavirus on Guadalupe, resident Natalia Macias (Pascua Yaqui) urged students to remain vigilant against the disease for the safety of everyone.

“I think it is important to be alert and vigilant during these times because we are living through a pandemic and this is new to everyone,” said Macias, an ASU senior majoring in elementary education. “Don’t think just because you are young that it cannot happen to you. Think of others who have family and elders at home and are at a higher risk.”

For Mayor Molina, the Town of Guadalupe’s handling of the pandemic have highlighted not only the strength of its residents, but also of the Town’s own inherent resiliency to continue thriving despite unprecedented times.

“Look at the Pascua Yaqui tribe, the Mexican government tried to drive them from their land in Mexico, they had to flee to avoid persecution,” said Molina. “Guadalupe’s strength comes from those who first settled here and made sure we would be here for generations.”

COVID Field Response: ASU graduate and Community Action Program case manager Esteban Fuerte loads a box into a vehicle in Guadalupe in August of 2020. (Photo by: Charlie Leight/ASU)

RESULTS IN 48 HOURS OR LESS

+

Reserve your time slot at:

asubioempportal.pointnclick.com Learn more about testing for ASU students, employees, the general public and ASU affiliates at:

+biodesign.asu.edu/research/clinical-testing/testing

Indigenizing archives by: Lourdes Pereira Major: Justice Studies & American Indian Studies

(Photos by: Shalanndra Benally/Turning Points Magazine)

Lourdes Pereira is this year's Miss Indigenous ASU 2020-2021.

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She is Hia-Ced O’odham and Yoeme and a member of the Tohono O’odham Nation. Lulu is a sophomore at ASU double majoring in Justice Studies and American Indian Studies. She sits on the American Indian advisory council for the Arizona Education Department and also works for Labriola National American Indian Data Center. Lulu is very passionate about educating, empowering and advocating for the Indigenous communities of North America and hopes to continue those efforts.

Indigenous peoples have always had archives and libraries.

We just didn’t refer to them by these designations. What we now know as archives stems from the European tradition of information management, which has been thrusted upon us by the colonizers. Before first contact, Indigenous peoples share their songs, stories and ancestral knowledge orally. This form of cultural transmission helped maintain our “archives and libraries,” which was steward by our cultural leaders and elders.

Unfortunately, the western management of knowledge has disrupted how we share information in our community hence it has had major effects on Indigenous collective memory.

Most archival materials derive from white anthropologists, historians and researchers without our free, prior and informed consent. These materials have contributed to the dehumanization of Indigenous peoples, which have horrific effects on the Native American community. It is because of their negative depictions of us that our people now deal with psychological self-identity issues. Our historical identity is in danger as only settler colonial archival documents are being chosen to fit their white-washed history. This is why having tribal archives is so vital to Native American communities. This would restorate our fundamental rights as sovereign nations and secure our memoryscapes for the next generation.

“Community-driven archives (CDA) were created for unrepresented communities to document and preserve their own identity.”

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Lourdes Pereira holds a photo of her maternal great-grandmother Fillman Bell (left) and her great-great-grandmother Rita Ortega at ASU's Labriola Center. Looking for Bell's book "The Quitobaquito Cemetery and Its History" was how Pereira first connected with the Labriola Center and now works there as a student worker. (Photo by: Shalanndra Benally/Turning Points Magazine)

Community-driven archives (CDA) were created for unrepresented communities to document and preserve their own identity. In contrast the community archives collections are materials gathered primarily by members of a community for their community and have ownership of their archival collection. That is why CDA work is so vital because our communities are able to reclaim our voices within the archival community.

In conjunction with the ASU CDA Initiative team, the Labriola National American Indian Data Center has been doing great work in paving the way for CDA events within different tribal communities.

At CDA events, Labriola goes over demonstrations with the ASU Native community and tribal communities on how to properly archive documents, pictures, books, and more.

Attendees even bring in oral

sacred objects in order for them to be properly preserved.

Labriola CDA events can help guide our communities on how to properly preserve our own materials and community members also get to keep all of their materials. It is an option on whether or not they would like to donate any materials– this environment does not force the community to give their documents or pictures to non-Indigenous memory institutions in order to keep them intact. Labriola is a perfect example of why we need our own people in the library and archival fields doing this vital work.

Learn more about starting your own archives by checking out these stories & links: + lib.asu.edu/labriola lib.asu.edu/communityarchives/news/DispatchesField-Alexander-Soto lib.asu.edu/communityarchives oan.srpmic-nsn.gov/wp-content/uploads/2020/09/ OAN_12_05_19.pdf A S U T U R N I N G P O I N T S M AG A Z I N E 27

LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE

materials that they’d wish to record such as knowledge, songs and stories. Scanners are available to help convert photos and documents over on a file digitally. The most important aspect of these events is that the community goes back with all of their archives.

Before COVID-19, one of the last CDA events was held at Salt River Pima-Maricopa Indian Community. It was an incredible event to be a part of. As a student worker at the Labriola Center, I helped share best archival practices to the community. In one instance, I helped an elder scan her photos that she brought in this cute cookie tin Christmas box and she started telling me about each picture. That ended up leading with her telling me stories of her life. It was an amazing experience and it is a memory I know I cherish to this day.

Now with COVID-19 protocols in place, Labriola has taken their CDA event virtual.

There are smaller adjustments to the material that can be distributed at this type, but the information is similar. Labriola still shares the importance of CDA and how it benefits our communities, emphasizing that nonIndigenous memory institutions do not have to take away our documents, pictures and

Center for Indian Education Arizona State University P.O. Box 871311 Tempe, AZ 85287-1311

We would like to thank the following for their TREMENDOUS support in developing Turning Points.

THANK YOU!

Office of the President

Native American Journalists Association

ASU Enterprise Marketing Hub

Courier Graphics Corp.

Walter Cronkite School of Journalism & Mass Communication

American Indian Student Support Services

Laura Gonzales-Macias

Office of American Indian Initiatives

Jacob Moore

Labriola National American Indian Data Center NAJA @ ASU Chapter

Annabell Bowen Rebecca Blatt

Lindsay Kinkade Heidi Easudes

Alexander Soto

Voices of O’odham Students at ASU

Chael Moore

Indigenous Wellness Alliance

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RED INK

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Red Planet Books and Comics

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If you are interested in contributing to Turning Points, please email us at TurningPoints@asu.edu