Turning Points Magazine - Fall 2018

issue 03

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TABLE OF CONTENTS Being Socially & Culturally Engaged

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The Path to Native Nation BY: SEQUOIA DANCE

Featured Stories

Engage Globally

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Starting from the Roots BY: ABIGAIL NEZ-JOHNSON

Transform Society

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Introspection in College BY: LEJEND YAZZIE

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Procrastinators Unite, Tomorrow: Confessions of a Master's Student

Dr. Leo Killsback gives insight on his passion in creating traditional artwork that, for him, began in college.

Faculty Hightlight

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BY: MIKHAIL SUNDUST

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BY: MARLENA ROBBINS

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Going Against the Grain BY: MELISSA LEFFLER

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Bridging Transitions BY: CHESTON DALANGYAWMA & TAYLOR NOTAH

Enable Student Success

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Sun Devil Parent Guide BY: STAFF

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This inspirational collective of Indigenous artists imparts advice for Native Sun Devils, from finding healthy outlets to thriving as introverts.

Dream Warriors BY: STAFF

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Acts of Resistance by a Native Scholar

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BY: DANIELLE LUCERO

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Grief & Loss BY: DANIELLE LUCERO

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#Adulting with State Farm BY: MARIAH MCGHEE

TABLE OF CONTENTS

Leverage our Ancestral Place & Knowledge

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Strength in Jewelry BY: QUINDREA YAZZIE

A swish for Native veterans and Indian Country, this monumental NCAA women's basketball game also highlighted four guest coaches who each made their mark in ASU sports.

Showdown of the Rez BY: STAFF

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An official publication of Arizona State University GRAPHIC DESIGN

Brian Skeet WRITERS

Cheston Dalangyawma Sequoia Dance Abigail Nez-Johnson Melissa Leffler Danielle Lucero Mariah McGhee Marlena Robbins Mikhail Sundust Lejend Yazzie CONTRIBUTORS

Savannah Jacobs COPY EDITORS

Dr. Jeremiah Chin SENIOR EDITORS

Taylor Notah Dr. Bryan McKinley Jones Brayboy COVER PHOTO

Showdown on the Rez event. (Photo courtesy of Taylor Notah.)

Follow us on social media

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Follow us! @ASUturningpointsmag

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ASU-Turning Points

Sparking inspiration “What could this next magazine look like?” This was asked by our senior editors when our team returned to our storyboard in the summer of 2018, and was a question that we continuously asked ourselves within Turning Points HQ leading up to the publication of this third issue that you now hold in your hands.

Reflecting on our first two issues, we never cease to be amazed at how far this magazine has grown over the course of a year. As these words are being written, Turning Points has celebrated its oneyear anniversary of being a Native college magazine.

With this issue comes changes within our foundation. We are incredibly grateful for Dr. Amanda Tachine’s leadership and guidance in the first year of the magazine, and as we transition into this new phase of a growing college publication, without her infectious energy and mentorship we acknowledge that our magazine wouldn’t have made the same impact as it did with her as our senior editor.

As part of our changes, we have thoughtfully switched our release dates from being at the end of the semester to having our copies reaching the hands of students at the beginning of each semester, a time best to equip them with helpful resources available within the magazine.

Despite these changes, our mission remains the same as the first issue: to continuously provide insider information to help guide our students toward success.

We strive to acknowledge and incorporate the diversity of ASU’s Indigenous voices

and experiences of various Nations. Issue 03 continuously dives further into topics that have yet to be talked about amid one another.

In this issue we feature student stories of transition, hardship, introspection and healing. How do we put one foot in front of the other when we experience loss in our college journey or feel overwhelmed in balancing work and family with our studies?

Balancing these stories are highlights of inspirational campus events that filled us with hope and inspiration.

There are also many firsts for our publication with this third issue: our cover story is our first-ever alumni feature on legendary Diné women’s basketball players who each left an imprint in ASU sports history; our first hands-on activity section is included within these pages; and a new section is added that highlights our inspirational Native faculty and staff.

As always, we hope this issue sparks inspiration within you.

This issue is dedicated to and in remembrance of Michael Begaye, Executive Director of American Indian Student Support Services. Ahéhee’ for your dedication to Native student success.

TABLE OF CONTENTS

Retweet us! @ASUTurningPoint

From left to right: Dr. Bryan Brayboy, Sequoia Dance, Dr. Jeremiah Chin, Danielle Lucero, Mariah McGhee, Taylor Notah and Brian Skeet.

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by: MIKHAIL SUNDUST AKIMEL O’OTHAM AND PEE POSH Major: Master of Public Administration

Faculty Highlight Dr. Leo Killsback BEING SOCIALLY & CULTURALLY ENGAGED

Dr. Leo Killsback started making traditional artwork as a freshman at Montana State University (MSU) because it reminded him of home.

“Home was about 200 miles away, but in Montana, it might as well have been 1,000 miles,” he said. Killsback is Cheyenne from the Northern Cheyenne tribal nation and grew up in the tiny reservation town of Busby, Montana. Moving from the reservation to Bozeman, a college town, was challenging.

“Culture shock is the appropriate word,” he said. “When I went to college for the first time I felt a need to reconnect because I felt like I wasn’t really prepared for what the world had out there.”

American Indian Studies, Assistant Professor Killsback graduated from MSU in 2003. He acquired a master’s degree and a doctorate in American Indian Studies from the University of Arizona in 2005 and 2010 respectively. Today he is a busy father, husband, researcher and assistant professor at Arizona State University in American Indian Studies (AIS), but as an undergraduate student at MSU, he was just learning to navigate college life while remaining connected to his culture.

Killsback learned to bead primarily from his grandmother, but when she passed away during his undergraduate years, he said it left a void in his community.

“There needed to be more people who could create these beautiful works of art that everybody in our tribal

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Examples of Dr. Killsback’s striking creations. (Photos courtesy of Mikhail Sundust.)

today to learn their language and cultural practices, but “our values are something that can be transferred,” he said. “Our culture, then, is not just the material culture.”

The same values our ancestors held, we hold.

And the same values that helped our relatives to endure hardships – whether centuries ago or just one generation ago – are the same values that will help today’s Native college students endure the challenges they face. Making ceremonial objects was Killsback’s way of finding his contribution to the survival of his culture.

“What really shaped my life is that I was taught to

never forget where I came from, to never be ashamed of who I was, and to hold on to what kept me motivated,” he said. “There was a transition period when pursuing my education was no longer an individual goal,” he said, but something he did for the betterment of his people.

Finally, he said, at the surface level, the act of making traditional art is just a great relaxing activity. It allows him to clear his mind and exercise his creativity. “I think it really helps alleviate stress and exercises different parts of the mind so...you don’t seek quick solutions for short-term problems.”

When it comes to beadwork,

he said, “you learn that there are no shortcuts. You really learn about patience.” Even now, as a busy academic professional, he will spend an evening beading to take his mind off research and return rejuvenated the next day. He has beaded moccasins for his two children and made jewelry for his wife, AIS assistant professor Cheryl Bennett.

Killsback’s practice of making traditional art connects him to his people, culture and values. That connection is something he hopes every Indigenous person will find, in their own way.

BEING SOCIALLY & CULTURALLY ENGAGED

nation deserves to have.”

Killsback makes a point of creating items with cultural and spiritual significance.

For example, he makes fans, pipe bags, war bonnets, and other regalia. As an experienced consultant in the repatriation of Indigenous cultural items, he reminds people that many traditional Native American artifacts found behind glass in museums are not just pretty relics of a bygone era; they are sacred and ceremonial items that people still use today.

“Our cultural practices are ongoing. People continue to use their sacred sites,” he said. “People still make and use...clothing, baskets, pottery, (and) jewelry...for ceremonies, dances, and celebrations.”

More importantly, he added, aesthetic beauty should always be secondary to spiritual beauty. “They are beautiful works of art, but they also have cultural meaning behind them.”

The substance of the myriad cultures of Indigenous peoples is not wholly contained by the artifacts and remnants of our ancestors. It is in the way we communicate, govern and endure. It is in our relationships and values.

It can be difficult for Native college students

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by: SEQUOIA DANCE SHOSHONE-BANNOCK/ASSINIBOINE Major: Master of Arts, Social and Cultural Pedagogy

The Path to Native Nation

BEING SOCIALLY & CULTURALLY ENGAGED

Native Nation is a unique and immersive theatrical experience that pivots on community input, from developing the script all the way to the final production.

Writing the script is Larissa FastHorse (Sicangu Lakota) with Michael John Garcés directing the production. In partnership between Los Angeles-based Cornerstone Theater Company and ASU Gammage for a Beyond Series performance, the final production of Native Nation will take place in April 2019.

For the past year, FastHorse and Garcés have been visiting communities in the Valley to meet with and hear from local Indigenous people and organizations.

They have organized story circles both on and off ASU campus to hear from the community on the broad topic of, “What is it like to be Indigenous here in Phoenix?” From these visits, FastHorse reviewed over 90 pages of single-spaced notes and created the first draft of the script, with fictional stories incorporating pieces and themes from the community input. As of the late fall of 2018, they are in the process of receiving feedback from the community by sharing the first draft of the script. The upcoming Community Script readings

are included below. Starting in this new year, Native Nation will be casting as well as looking for community members to help in all aspects of the play. There’s a space and place for everyone’s strength here!

I have have been working with Native Nation for a year.

The project has helped to teach me more about my story and how that story relates to others. I have been able to see Larissa and Michael work together in sparking conversation and placing value on Indigenous voices by just listening. I witnessed and experienced this listening in a way that reinforced the power and value of self and community narrative. Through my eyes, I see Native Nation as a process. We aren’t just contributing to a single experience-- we are building and strengthening our community while doing it. This is so much more than the end product, as it moves far beyond standards and definitions of Indigenous peoples and stories that outside communities impose.

Native Nation is not only important and necessary, it is a platform that elevates our voices to be seen and heard. Your story matters, my story matters, our stories matter.

N AT I V E N AT I O N WRITTEN BY LARISSA FASTHORSE DIRECTED BY MICHAEL JOHN GARCES

APRIL 27-28, 2019 STEELE INDIAN SCHOOL PARK Community Script Readings We would love to see you at our upcoming Community Script Readings:

Monday, January 28, 2019: 3:00 p.m. - 6:00 p.m.

ASU Center for Indian Education, Payne Hall Rm 301

Tuesday, January 29, 2019: 6:30 p.m. - 8:30 p.m.

Phoenix Indian School Visitor Center at Steele Indian School Park 200 E. Indian School Rd. Phoenix, AZ

Like us on Facebook

facebook.com/ASUGammageFan/ If you’d like to get involved or have questions about Native Nation, reach out to: Larissa FastHorse, Writer larissafasthorse@gmail.com

facebook.com/CornerstoneTheater/

Desiree Ong, ASU Gammage Program Manager Desiree Email: ong@asu.edu

Read more about Native Nation at: www.asugammage.com/shows-events/native-nation

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by: ABIGAIL NEZ-JOHNSON NAVAJO

(Photo by: Brian Skeet/Turning Points Magazine.)

Major: B.S Geography (Concentration in Meteorology & Climatology)

Starting from the Roots by: Abigail Nez-Johnson a little girl, I would help my mother transplant flowers and at my paternal grandparents’ ranch in Utah, my late análí asdzáníígíí used to grow corn, squash, watermelon, cantaloupe, wheat and alfalfa hay for the cows. When I moved out of my childhood home, I craved the botanical life.

There is a cultural significance in growing the things I do. In February 2018, I began volunteering at Native Health Agave Farms where we learn about our ancestors and how important agriculture was to them for food and medicinal purposes. Agriculture is just as important then as it is today.

My life journey has brought me to the Caribbean Islands, specifically to an island country called St. Kitts and Nevis, which located in the West Indies and is where my husband attends medical school. Nevis is a tad smaller than the City of Tempe and is filled with luscious plants, monkeys in trees, roaming cattle and sheep, a stratovolcano, endless ocean, starry nights, tropical fruits and delicious food. Here I continue to propagate plants, care for succulents, and grow

ENGAGE GLOBALLY

I like to say I got into my major in geography on accident. I was originally a journalism major with the intention of becoming a news reporter. I took a physical geography course for a science credit and realized that I was passionate about landforms, weather and land masses. Once I declared my major, my interests ignited in weather, plants, water and soil.

I became serious about gardening when I started taking plant courses in ASU’s Applied Biological Sciences program during my third year in January 2018. I particularly fell in love with being in the greenhouse for hours each week.

My passion for gardening also began to grow in my everyday life. In my free time, I found myself attending farmer’s markets, collecting seeds, visiting farms and growing plants in my apartment. I started reading books on plants, volunteering at gardens, and joined ASU Polytechnic’s Horticulture Club, which I found out is open to all majors.

Growing plants makes me feel closer to the people I love because it reminds me of my childhood. When I was

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herbs that I share with my friends.

I love how plants and gardening bring people together. I am determined to teach Native youth that gardening is overall enjoyable.

It’s a great past time where friends and family can create something that involves hard work with amazing results. To me, it’s important to have a relationship with Nahasdzáán (Mother Earth) and appreciate the biological process our food goes through to simply nourish our souls.

When I reflect on my schooling, the satisfaction of college achievements can be similar to planting-- both include seeing the fruition of hard work. With college, I see the amazing friendships that I’ve gained, the opportunity to travel, meeting my husband and incredible professors, being involved in clubs and organizations, and designing my life as I want it to be. The fruition of gardening is being able to smell highly fragranced plants like roses, basil,

thyme, mint or cilantro, and using the plants you have grown in your cooking.

With the highs come with lows, and in both gardening and college, the lows can include failure.

Sometimes things happen: your plant hardiness zone could not be supported by your chosen plant; the soil could be unhealthy; you have to worry about aphids, weeds and pests. With school, you make errors along the way and might receive a failing grade, but remember: seeds need to break dormancy and are much like humans. Humans need love, courage and strength.

You learn many life lessons along the way when planting. I’ve had to overcome obstacles to feel blissful and at peace within myself. Try not to focus on the lows and start witnessing the beautiful flourishing flowers, fruits and vegetables in your life.

Geography major Nez-Johnson’s love for gardening started at a young age, and has blossomed into a life passion. (Photo courtesy of Abigail Nez-Johnson.)

Gardening with Abigail

Want to garden but need help? Abigail’s tips on gardening:

1.

3.

Coffee Grounds To improve soil quality, I recommend composting.

Starbucks offers a bag of free coffee grounds for your plant’s soil. Check with your barista to see if used coffee grounds are available at your local Starbucks.

Valley resources

ENGAGE GLOBALLY

Join the Native Health Agave Farms community garden! It’s a great way to meet new people and learn about plants. Hosted by Native Health in Downtown Phoenix, the community garden invites volunteers to Garden Work Days where they meet every fourth Saturday of each month from 8 a.m. to 10 a.m. You can also learn about drought tolerant plants, indigenous plants and how to incorporate plants in your cooking through workshops and classes! + nativehealthphoenix.org/services/ community-health-and-wellness/gardens/ More resources: + Nativeseeds.org (nonprofit seed conservation organization that provides a limited number of seed packets at zero/reduced cost to Native Americans) + Keep Phoenix Beautiful keepphxbeautiful.org

2.

4.

Social networking When I was confused, I reached out to numerous Facebook groups. Enter “Gardening” in the Facebook Groups “Search” bar.

There’s a lot of groups that you can pick and choose from :).

Be Patient For plant’s sake! Be patient and enjoy the process. Take notes in a journal, take pictures, monitor the progress and most of all, enjoy learning! There will be a lot of trials and errors, but thankfully you’ll have the world wide web to guide you!

Happy growing!

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by: LEJEND YAZZIE DINÉ Major: Filmmaking Practices

Introspection in College especially regarding Indigenous peoples, women, the LGBTQ+ community and other marginalized communities. With filmmaking I want to tell the stories that are not told.

It’s important for Native people to have the ability to see others who look like them or who share the same experience as Self-reflective them. Even if non-Natives Checklist aren’t able to relate to the Does my major make me characters in my films, then happy? they are at least exposed Am I excited to go to class to experiences other than everyday or do I dread going? their own. Activism in the Do I see myself working longmainstream media is one term in this field of work? way to raise awareness in How does this impact my a creative way to convey community? an important message. I How will I use what I learn here want to explore themes to help other Native people? of Indigenous feminism, alternative effects of What are the benefits of changing it? colonialism, mental illness, decolonizing mindsets and Could my new major acquire more. me new and better job opportunities?

Often, as an Indigenous student, I feel doubt about being here. During those Considering exploring times I have to remind myself that this is other majors? Give careful ancestral Akimel O’otham and Pee Posh consideration to all of your homelands, that there was a time not so options. Above are questions long ago that Native people were barred I asked when I considered changing my major. from entering higher education, that there is active genocidal acts on Indigenous people, and that still I continue to exist and resist.

Upcoming Indigenous My existence despite mental health and filmmakers to look out for: social issues continues. I deserve my place + Taika Waititi here at ASU and I will continue to take every + Shaandiin Tome opportunity, like the film festival, school or + Sterlin Harjo + Michelle St. John articles, that I can to expand my knowledge.

For more on changing majors, visit:

webapp4.asu.edu/admissionresponse/confirmmajor

TRANSFORM SOCIETY

As a freshman, I came into ASU wanting to pursue Justice Studies. As I went through the program, however, I realized that I wanted to continue in Filmmaking instead, a decision made after careful deliberation and a lot of introspection. Before ASU I went to an art high school where I took every type of art class I could. Film was one of the classes that I thrived in. Coming into Justice Studies, I told myself that I was going to put film on the back burner and work on it when I could. However, I wasn’t prepared for how much time reading, writing essays and running to class everyday would take.

During my first semester, I fell hard into my depression: I wasn’t motivated to go to class, I’d shelter myself in my room, do the bare minimum to maintain my GPA for my scholarship, and there were times where I didn’t see a reason for living. There were a lot of factors to my decline in mental health, but one of the core reasons was because I was missing the creative outlet that I got from film.

It was when I got an internship with ASU’s Human Rights Film Festival during my second semester where I began to feel a lot more motivated to continue in school and life. As an intern, I was able to preview films, talk to filmmakers and distributors, and edit a trailer to promote the event. I worked on the Indigenous session, focusing on decolonization and strengths of Indigeneity, so I was also able to connect to my culture at the same time.

The internship put everything into perspective for me. It made me realize how great of an opportunity I had at the university and that I need to work harder to stay alive and succeed in school so that I can help my people. It also brought clarity to my dilemma about what I wanted to do for the rest of my life.

I want a career in filmmaking. I still have a passion for activism and social justice,

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by: MARLENA ROBBINS DINÉ, MESCALERO APACHE & SPANISH M.S. American Indian Studies - Indigenous Rights & Social Justice

Master’s graduate Marlena Robbins working at home with her son Lium.

(Photo by: Brian Skeet/Turning Points Magazine)

TRANSFORM SOCIETY

I took two years off from school after completing my undergrad to reevaluate my priorities and find a master’s degree worth pursuing. I knew my study habits were no match for law school having just barely graduated with a Bachelor of Science in Criminal Justice after seven years, but my ambition was still intact and I am stubborn.

When I found ASU’s American Indian Studies (AIS) masters program in Indigenous Rights and Social Justice, I knew this was my calling. I was reminded of the social and environmental impacts affecting tribal communities and saw this as my

chance to join the resistance.

As a single mother, the professors were understanding and I was able to bring my son along for the ride, granted he was kept entertained with a bag full snacks and his babysitter, the iPad. He is a constant reminder of my determination to teach him the truth in the face of a system designed to keep him compliant. Thankfully, he has built healthy friendships with several of the AIS professors, scheduling Minecraft appointments and adorning their offices with his artistic talent.

I did not know what to expect out of

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Robbins, who successfully defended her thesis “Art as a Spiritual Expression for Indigenous Wellbeing” in November 2018, smiles with her son at the ASU Tempe Art Museum. (Photo by: Brian Skeet/ Turning Points Magazine)

+++ the pressure. My thesis Art as a Spiritual Expression for Indigenous Wellbeing focuses on art as a form of creative release that supports balance, growth and harmony.

Art can take on many forms, meanings and have a multitude of emotional, mental, physical and spiritual effects on its creator as well as its audience. My research has taught me that I am human first with a line of ancestors stretching back thousands of years leading up to this very moment as I type these words. It has taught me that my experiences have shaped my perceptions and that my habits-- both good and bad-shape my existence. It has taught me to reflect on and deepen my connection to the world around me through thoughtful interactions as I further explore my purpose here as a Diné mother, daughter, sister and woman.

Defending my thesis is the last leg of my master’s program and though I have chosen to carelessly spend my time consuming Netflix, I am reminded of the commitment I took on in the beginning. Fortunately, I have several strong mentors dedicated to witnessing my growth: thank you Dr. Romero-Little, Dr. Vicenti-Carpio, Dr. Marley, Prof. Meders, Dr. Martinez and Dr. Riding In for your commitment to our success.

Marlena's tips Tips to succeed as a master’s student: Take care of yourself spiritually, mentally, emotionally and physically.

Get you know your professors, they are valuable resources.

Get to know your cohort, they are valuable allies.

Take time to create something (draw, color, write, sing, dance, paint, bead, sculpt, weave, etc.).

TRANSFORM SOCIETY

a master’s program except that it would be harder and require way more reading.

In hindsight, I was not the best student; I usually skimmed the readings 30 minutes before class and submitted 100 percent of my assignments precisely at the 11:59 p.m. deadline, not sooner. I often asked my professors for extensions or makeups due to my lack of appreciation for time and planning. During my 2017 Spring semester I received an “I” for Incomplete as a final grade for a paper that did no justice to the life and legacy of Vine Deloria.

I felt embarrassed, ashamed and bitter toward my abilities to continue pursuing this degree. Many times I felt like giving up and walking away, but the support system was too powerful to ignore and not take advantage of. I started attending office hours and for once in my entire collegiate career began getting to know my professors.

It is easy to get lost among the sea of university students, but there is simply no excuse for the AIS program. We are small but mighty, and the professors have more to share than their intellect; they are humans who were once students themselves.

I chose the thesis track and, as an already admitted procrastinator, proceeded to put my project off until I could no longer handle

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by: MELISSA LEFFLER DINÉ Major: Health Care Compliance & Regulations

Going against the grain:

Balancing motherhood in college

TRANSFORM SOCIETY

Sometimes when I look around at my other classmates, I feel so different from them. Donning fraternity shirts as they discuss last night’s football game, they seem so young and carefree. I on the other hand, walk in tardy, disheveled in a wrinkled work uniform with bags under my eyes. As my teacher begins to lecture, I find my mind wandering. I am unable to focus on class. I am distracted, stressed about paying for my daughter’s daycare tuition. As I look around at my younger carefree classmates, I think to myself, “I can’t relate to any of these people!” The more I thought this, the more I began to feel isolated in school.

In the beginning of my first semester at ASU, I was struggling in my math class. I showed up late, took an exam and scored terribly. Panicked, I left class as quickly as I could.

As I staggered out the building, I came across a dimly lit yoga room. It was quiet, so I decided to take a few minutes to breathe. I sat down and made a weak attempt to perform a few yoga stretches. Minutes later, an unexpected tear streamed down my face. I had started crying. Unbeknownst to me, I had been holding onto a big ball of stress for weeks and it was finally coming out. I bawled my eyes out. After I regained composure, I realized that I needed a change. As I left the yoga room, I made a promise to myself to find a healthier way to balance my work, school and personal life.

I am not what you call a ‘typical’ college student. I am 30 years old, I am a single mother, I have to work to pay my own bills, and I am of three different ethnicities. I, however, identify with my Diné heritage the most; being on the reservation had a big influence on me.

As I reflect on my past and the many parts of me, I realize that I have walked a unique and special path. Not everyone has experienced the earthy aroma of wet clay after it has rained in Window Rock, or the sense of fulfilment from hearing your child’s laughter bursting with happiness. It then dawned on me that each and every one of my classmates have unique and special experiences of their own. I began to bond with my classmates by learning about their stories and who they were. Over time, talking to others changed my perspective where the feelings of isolation has faded away and I now find myself on common grounds with my peers.

This transformation has opened my eyes to understanding that everyone is on their own journey. We all struggle just as we all thrive and I no longer feel alone in school.

My goal of this article is to inspire my peers who may feel challenged or overwhelmed at school. I want everyone to know that you are not alone and that we all struggle. Our lives may be very different, but we are all connected and we can share our strength by leaning on each other for support.

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Attending ASU has been the best decision I have made in my life. I am educating myself and providing a better future for my family, but it does not come without challenges. Through years of trial and error, I have found there are easier ways to tackle school. Below I share some resources that I utilize in my personal life to help me stay present, productive and positive.

Support Systems Surround yourself with positive support.

AISSS has been a safe haven for me, and Student Success/Retention Coordinator Vickie Baldwin at the Downtown campus has been very supportive-- she provides positive conversation, support with scholarships and even snacks!

A tremendous support system for me is Helping Hands for Single Moms, a scholarship organization that provides financial and emotional support as well as resources like free backpacks for children, haircuts and emergency automobile services.

Scholarship recipients also have monthly meetings where we get to know each other and bond. + helpinghandsforsinglemoms.org

Treat Yo'self This step often gets skipped. It’s important to make time for yourself and do something special for you. I find that treating myself soothes my soul. I am able to get much more work done when I am happy, calm and content. It also helps to step outside, even for just 15 minutes. Taking a brisk walk, skateboarding or bike riding really helps clear the mind.

Self-Work

I emphasize the importance of self-work.

Push to improve yourself. I’m not ashamed to admit that I undergo counseling. Working through my problems has really helped to ground me and stay present in the moment.

If anyone out there is ever interested in counseling, Native American Connections is a great resource for mental health. + nativeconnections.org

Balance

When I tell people about the life I live, they think I’m crazy for working two jobs, attending school full-time and caring for my 3-year-old Isabelle, but I really enjoy my life.

I find there is beauty in the struggle. Maybe I am crazy, but I believe great strength is hidden in each and every one of us. When we challenge ourselves, we discover that strength and find a way to persevere and overcome. I wouldn’t change my struggles for a second. College has made me the strongest woman, mother and employee I have ever been. Be good to yourself and go against the grain-- never stop believing you are capable of anything.

TRANSFORM SOCIETY

Balance is key. As driven as one may be, you must take time to relax and decompress.

I have decided to find better, flexible jobs and am leaning more on scholarships in order to stay balanced. I set up my laptop and books at night before I put my daughter down for bed, and have calendars everywhere in my apartment that help me commit to my homework. Get classmates’ numbers and be part of a solid study group.

Health major Melissa Leffler (pictured with her daughter) commits balance within her roles as mother, college student and worker.

(Photo courtesy of Melissa Leffler.)

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by: TAYLOR NOTAH NAVAJO

by: CHESTON DALANGYAWMA HOPI

B.A. Journalism

Major: Criminal Justice & Criminology

Bridging transitions This is one of the 11 Marine Corps leadership principles that veteran, Criminology major, and former law enforcement officer Cheston Dalangyawma learned during his five years of active-duty service in the United States Marine Corps, and is one that he implements everyday.

“To me, this principle means to have self awareness, to recognize my strengths and weaknesses,” Dalangyawma (Hopi) said, “and to work on my weaknesses to become a well rounded person and father mentally, physically, emotionally, professionally.”

From the Village of Hotevilla on the Hopi reservation, Dalangyawma, 30, is one of the 105 self-identified Indigenous Military Affiliated Students currently enrolled at ASU*, where he is applying this principle into his studies to strive toward his dream job as a special agent with the FBI or U.S. Marshals Service after graduation.

“Special agents investigate major crimes

and track down dangerous fugitives who flee to reservations,” he said. “Non-Native agents don’t have that rapport with the reservation or know the local customs and beliefs. I feel that being Native might make the connection a lot easier as far as breaking any barriers that may make people unwilling to speak.”

His college journey isn’t that of a “traditional” pathway: a transfer student from Winslow’s Northland Pioneer College who had a 10-year gap between his studies, Dalangyawma’s higher education actually began while still in high school. Dual enrollment courses propelled him ahead of his peers where by the time he graduated, he was six credits away from receiving an associate degree in welding.

Accepted into ASU’s engineering program shortly after high school graduation, Dalangyawma had to reconsider college once he saw the costs.

“I was accepted and was offered multiple

“Know Yourself and Seek Self Improvement.”

TRANSFORM SOCIETY

Above Photo: Hopi veteran Cheston Dalangyama, pictured in Northern Iraqi during Operation Iraqi Freedom in 2009. (Photo courtesy of Cheston Dalangyawma.)

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scholarships,” he said, “but I felt that it wasn’t enough. I didn’t want to put the burden on my parents to pay for my education, so at 17, I decided to enlist into the United States Marine Corps and have the military pay for my education.”

At 18, Dalangyawma began his military service which led him all over the world. He was stationed for two and a half years at the California Marine Corps base Twentynine Palms where he was assigned to the 3rd Light Armored Reconnaissance Battalion. He was deployed to Iraq twice, in October 2007 and April 2009. Dalangyawma then left the Middle East when he requested to be transferred to Okinawa, where he served with the 3rd Maintenance Battalion for a year and a half.

While stationed at Okinawa, he tried completing his degree again but was unable to pass. “Being an armorer, I had to work long hours ensuring weapons were functional for field training exercises, safeguarding equipment valued over $1 million, and training of junior Marines in operating an armory,” he said. “This took a lot of time from my studying and it hurt my grades, so I didn’t do too well.”

Following a year in the USMC Reserves where he was assigned to 4th Tank Battalion, Alpha Company in Camp Pendleton, California, Dalangyawma attained the rank of sergeant when he was honorably discharged from service.

Upon returning home to the Hopi reservation, Dalangyawma worked as an Indian Health Services security officer and a federal police officer for three years.

“At first I didn’t want to do anything

with law enforcement,” he said, “On the reservation a lot of people, including myself, complained about the law enforcement and their response time. However, I decided that I should help fix the problem instead of complaining.”

Higher education knocked on Dalangyawma’s door once again when he was notified that his Post-9/11 G.I. Bill was about to expire, leading him to re-apply at ASU in the School of Criminology and Criminal Justice where he is currently in his third year. Just as Dalangyawma has given back through his military and law enforcement service, he strives to continue giving back as a college student by mentoring the youth as a SPARKS (Students Providing Awareness Resources and Knowledge to Start College) ambassador. Through SPARKS, Dalangyawma shares his life story and the challenges he encounters as an Indigenous student balancing family, school, work, and traditional responsibilities.

One key message he often imparts to the youth in his SPARKS speeches is: college can wait after high school.

“Just know what you want to pursue,” Dalangyawma said. “I tell students that it’s okay to gain real life experience (through) the workforce or military if they don’t feel ready to go straight to a university. You can always explore different options and you might get a more solid idea. Life never goes according to plan and one needs to have more than one backup plan.

Adapt and overcome.”

For Military Student Support, visit the Pat Tillman Veterans Center on all five campuses or online at:

eoss.asu.edu/sparks

veterans.asu.edu

Dalangyawma, who served as a federal police officer for three years, photographed in front of the Department of Interior in Washington, D.C. during National Police Week 2014 honoring fallen police officers. (Photo courtesy of Cheston Dalangyawma.)

TRANSFORM SOCIETY

SPARKS is dedicated to increasing college readiness, awareness and enrollment of K-12 students. For more info, visit:

* Source: Pat Tillman Veterans Center, Director Steve Borden 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

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Sun Devil Parent Guide Balancing parenthood with studies and/or work can be immensely challenging and is an important topic that often goes undiscussed.

As part of our mission of ensuring #NativeStudentSuccess, we asked

ourselves, “How can we support ASU’s student parents?” So we did some research and had a chat with ASU Family Resources’ Program Coordinator Maureen Duane. Here are a few things we found out: 480-965-9723 Program Coordinator: Maureen Duane Hassayampa Academic Village 1201 S. McAllister Ave. Tempe, AZ 85281

ASU Family Resources eoss.asu.edu/students-families

ASU Family Resources has served students, faculty and staff for over 20 years since 1989 and is “committed to supporting families in effectively managing their family, work and educational responsibilities.” They provide information that ranges from: + On/off campus child care & school resources +Temporary/Emergency/Sick child care + ASU dependent care + Family Financial Support Counseling + Support groups

+ Elder care referrals + Child care financial assistance & scholarships + Cap & Gown Loan Program + Breastfeeding & lactation services

Breastfeeding & Lactation Services ASU is committed to providing nursing mothers with resources to support their breastfeeding goals.

These spaces provide electrical outlets, comfy chairs and nearby running water. For campus locations, reservation information and more info

on these services, visit: Need to store milk on campus and have no access to a campus refrigerator? No problem. ASU Family Resources provides insulated coolers with ice packs. Contact Maureen Duane for more info.

eoss.asu.edu/students-families/breastfeeding

Maureen Duane’s Advice for Sun Devil Parents

ENABLE STUDENT SUCCESS

“As the saying goes, hope for the best and prepare for the worst. Ideally, you have your child care situation lined up prior to the start of the semester.

I recommend to have several backup options as children get sick, sometimes schedules do not mesh with child care/school schedules, transportation issues come up, etc.

Make it a habit of reaching out to your professors at the start of the semester. If a face-to-face conversation is not an option, send an email regarding your family responsibilities and what your options are if there is an emergency. Their response can help create a plan that works best for you, your family and your success in their class.”

Working Parents Network Created for ASU faculty and staff who are parents, grandparents, caregivers of children up to age 5.

For flyer search WPN on www.asu. edu and more info: Cindy Meza 480-965-4337 cindy.serrato@asu.edu

Financial Assistance Reporting child care expenses in financial aid ASU students who have “unusual expenses” (e.g., childcare, unexpected medical, additional course costs, purchase of a computer, change of housing plans, etc.) can request a review of their expenses by submitting a Student Review form to Financial Aid and Scholarship Services. webforms.asu.edu/eform/submit/student-budget-review-2019

Nina Mason Pulliam Legacy Scholars Program Applicants must be working toward their first college degree and is a current/entering freshman. Must meet at least one of the following eligibility criteria: + Dependent(s) in their household + Physical disability + Young adult (ages 18-25 years) for their own financial support

scholarships.asu.edu/scholarship/571

Tribal Scholarships Inquire with your tribal nation’s education department about scholarship opportunities available for student parents. If temporarily living away from the Navajo nation but pursuing college see Quality First Navajo Nation, Arizona Off-Reservation Scholarship program.

CCAMPIS (Child Care Access Means Parents in School) Child Care Subsidy Supports low-income, Pell-eligible undergrad student parents whose child(dren) are enrolled at ASU’s Campus Children’s Center. Funded by the U.S. Department of Education. For scholarship eligibility requirements and more info, visit For info and eligibility requirements info: eoss.asu.edu/students-families/oncampus/ccampis-child-care-subsidy

Employee Assistance Office

cfo.asu.edu/hr-eao 480-965-2271 at shelly.christy@asu.edu or call 480-965-2271

Sun Devil Child Care Subsidy Intended to help ASU student parents with their coursework-related child care costs and is funded by the Graduate and Professional Student Association and Undergraduate Student Governments. For scholarship eligibility requirements and more info, visit For info and eligibility requirements info: eoss.asu.edu/students-families/financial

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Acts of Resistance by a Native Scholar!

Often times Native students are required to be in school during important moments in Indigenous history. It can be very difficult for them to have to choose between their schoolwork and their desire to be a part of Indigenous movements. For me, I desperately wanted to drop out of Harvard and go to Standing Rock to fight for our rights to

R WATE IS LIFE

C o m i c b y : D a n i e l l e L u c e ro

land, water, and for our sovereignty. It was during this deep internal struggle where I started to think about small ways in which I can resist and exert my presence in institutions that were not built for me. As a result, this comic follows our newly born Native Scholar, Febe, and how she embodies resistance through small acts meaningful acts.

202 no more freeways on O’odham land!

When I have time I try to attend rallies And protests.

But sometimes that can be hard and Being a student, I don’t have a lot of time to atttend and help organize...

So here are 4 ways I resist in my daily life as graduate student!

2: Leaving notes of land acknowledgement on empty classroom chalk boards!

1: Drinking coffee from a mug that lets people know what’s up!

3: Turning in an assignment that privileges my indigenous knowledge...and humor!

4: Wearing your favorite Native designed t-shirt to class!

ENABLE STUDENT SUCCESS

As you can see, there are lots of small ways to resist and assert your place in this institution! What are some of your Favorite ways to assert your place and celebrate your indigeneity?

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by: DANIELLE LUCERO PUEBLO ISLETA Study: PhD in Justice Studies

Grief & Loss The loss of a loved one is a difficult topic.

For Natives, it’s a topic that goes undiscussed, avoided and is often times taboo, but what do you do when you’re in school and someone important passes away?

ENABLE STUDENT SUCCESS

There isn’t a handbook or a Google search that’ll give you answers. My words aren’t going to give many answers, but they can walk you through what I did when it happened to me. Hopefully you will find some comfort, resources and advice within my story.

It was the first week of the semester. My parents were in town helping me move into a new apartment when we got a phone call: my beloved uncle was in the hospital and it didn’t look good. So we scrambled, loud imaginary sirens wailed in my head as I helped my dad purchase a plane ticket to rush to his younger

Lucero’s ofrenda (altar) to her uncle is a beautiful mix of her Pueblo and Chicana cultures, organized to honor and remember. The pottery at the center represents Lucero’s heart and healing. (Photo by: Brian Skeet/Turning Points Magazine.)

brother’s aid in New Mexico.

A few hours after my dad landed, we received dreaded phone call number two: my uncle passed away.

I sat alone on the floor in my unfurnished apartment and cried a deep aching sob, a sorrow so deep that I was grateful to be alone at that moment. Being the oldest child, I knew my role to be strong, hold it together, be there for others and deal with my own grief later. I told myself, “Get off the ground, wipe your eyes and be strong for your family.”

Compartmentalization is what it’s called-- placing portions of your life in boxes that you can return

to another time. It’s good in moderation and a useful skill to learn; it can also be a recipe for disaster if you forget to process boxes or run out of room in your imaginary storage unit.

My mom asked what I wanted to do about school and homework, and both came barreling forward. I was supposed to start a research assistantship, had articles to read, a conference proposal due, and still needed to buy books for class. Panic ensued-- how am I supposed to sit in class and discuss Foucault while a sense of emotional numbness is engulfing my entire being?

“Get off the ground, wipe your eyes and be strong for your family.”

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Danielle's Tips

Email your academic advisor and

let them know what is going on. Be as honest as you feel comfortable with and do not ask for permission.

Inform them you’ll be going home to take care of yourself, your family and bury your loved one. Use dates on how long you’ll be gone and ask them to email your professors on your behalf.

If you don’t have an academic advisor, email your professors directly. Share however much you feel comfortable with. In the Pueblo world, our funerals are several days and I wrote my professors something along the lines of, “Following traditional Pueblo ceremonies, our funerals last a total of four days and I will need to be gone from ___ to ____ to participate in this ceremony and be with family.”

I learned these tips through trial and error, and through tips from friends and professors. In this instance, I sent zero emails because writing the words “my uncle passed away” made my heart ache. It meant that he really was gone.

home mimicked how I felt internally: a mess, confused about where things should go. That night I slept on the floor and sobbed uncontrollably.

My advice is to cry, cry and cry again when you feel ache or sorrow because trying to deny it will only cause an implosion later. Grief demands to be felt and heard. We must respect and honor that. I felt myself disappearing into this wave of sorrow and facade of strength; it felt

helped me navigate the ASU Counseling Center and were compassionate and appreciated my vulnerability.

In the mornings when I wake up, I still have about 30 seconds where I forget that my uncle is gone. They are a beautiful 30 seconds.

Then I get out of bed and tackle the day the best I can. Some days are better than others. Some days I can’t listen to the radio because music causes my heart to ache, other days music is my only solace.

I’m still on this journey, and if there’s anything to take away from my story, it’s this: vulnerability is to be admired, not be ashamed of. Professors, advisors and students are human-- trust in their humanity to work with you through this process of healing. Be as open and honest with people as you are comfortable with, but make sure you let people know what is going on. You don’t need to suffer alone and you are most definitely a strong Indigenous soul.

Remember that!

“Grief demands to be felt and heard.

We must respect and honor that.”

EMPACT-24 Hour ASU Counseling & Crisis Support Line: 480-921-1006 For considerations & resources for grieving students visit: Student Advocacy and Assistance

eeos.asu.edu/dos/srr/StudentAdvocacyandAssistance

ENABLE STUDENT SUCCESS

Returning to Phoenix, I felt guilt and loneliness.

My world had just been permanently altered yet I was expected to carry on with business as usual. I almost quit school, but I knew how proud both my uncle was of my ambitious goals and my dad is of my presence in these institutions that weren’t made for our family. I decided to keep going for my family and myself.

The state of my new apartment when I returned

good to emote my grief so holistically.

That first week back was a blur. I was operating in this haze of grief. It’s something that I’m still learning to cope with by allowing grief a place within my studies because compartmentalizing it, denying its impact on my school work is not something I could disassociate from.

Confront your grief head on. I went to my professors’ office hours to talk with them about how I was struggling through this tough time.

The first professor I visited, I couldn’t make it through the whole speech I prepared and started crying. When they handed me a Kleenex and shared their own story with grief, I realized that we all experience loss.

We have moments in life where we do everything to hold it together, but we’re not invincible; we will fall apart and must embrace vulnerability. I’m privileged to have an advisor who supported and encouraged me to be honest with my grief, and professors who

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by: MARIAH MCGHEE YANKTON SIOUX Major: Business Entrepreneurship

#Adulting My name is Mariah McGhee and I am a sophomore at Arizona State University. I received a full-ride scholarship from the True Sioux Hope Foundation and I am studying Business Entrepreneurship.

I am a full-time student and work 20 hours a week at the Center for Indian Education.

Working while in school really helps me to not have to stress about money. I have always been good about knowing how much money I am able to spend, but budgeting as a college student is a different story.

As a college student, a lot can change within a year.

Last year I was a freshman

Budget

To view the simple tools that I used, visit the link + www.statefarm.com/simple-insights/financial/three-things-tosave-for-all-year-round.

There, you will find the simple steps that I followed as well as the links to a budgeting worksheet and Next Door’s online video class on budgeting.

with

who lived in a dorm and had a meal plan. Now I live in an apartment that is paid for by my scholarship, but that doesn’t mean that I don’t have to worry about other expenses.

I now buy and cook my own meals, which means I make weekend trips to the grocery store for meals that’ll last me throughout the week. I also care for a puppy and commute to campus with my car, which means that every now and then, an oil change or a vet visit can sneak up on me. Also, I’m a teenage girl and I like to shop… a lot.

Budgeting is trial and error, you cannot know exactly how much you will spend in a

month, a week or even in a day.

Expenses come up and when they do, you want to be sure you have more than enough money to support yourself.

I am from South Dakota, so I cannot go to my parent’s house on weekends to get free meals. It wasn’t until Coach John from State Farm Next Door mentioned “non-monthly expenses” and provided budgeting info where I was able to be even more mindful in my savings.

“Non-monthly expenses” are expenses that don’t happen every single month, yet are expenses that you know will eventually happen. For me, buying plane tickets to go

home is considered such an expense because I do not go home a lot, maybe two times a semester. I try to buy my tickets months in advance to get them as cheap as possible and they’re usually around $200 to $300 roundtrip.

Other common examples you may want to set money aside for could be regular car maintenance or annual pet visits like I mentioned above.

Using some simple, straight forward budgeting tools provided by Coach John, I followed these steps on how to be mindful about nonmonthly expenses and include them in my budget:

Step 1: Jot down fixed expenses

Step 2: Jot down varible expenses

Step 3: Jot down Non-monthly

Step 4: Now subtract your Monthly income

expenses.

ENABLE STUDENT SUCCESS

So now that I have a sense of how much I should be saving monthly for plane tickets home four times a year, I can be even more mindful in my spending by keeping this amount noted in a budget worksheet. Then I’ll know if I need to change my spending habits to make more room for my non-monthly goal of $100 a month for plane tickets. Instead of taking a big dip into my bank account by paying $300 at once each time I buy a ticket, I can save beforehand so that it won’t feel like such

from your toal Expenses and this is what you have leftover.

a huge hit to my bank account when I travel back home. This way I’ll feel confident with other expenses like dog food, gas and dining out, knowing I’m already planning for my flights back home. Having extra money also comes in handy while in college for when I want to do things such as go see a movie or do other fun activities off-campus, so I encourage all students to be mindful of their budgeting to lessen the many stresses of #adulting.

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by: QUINDREA YAZZIE DINÉ Major: Journalism & Mass Communication

Strength in Jewelry

“When you wear Native jewelry... that is what protects you”

For Social and Cultural Pedagogy graduate student Sequoia Dance, each beadwork jewelry she owns holds significant representation, meaning and effort put into it as far as material, design, and colors.

“Our tribe is known for beadwork,” Dance (Shoshone-Bannock/Assiniboine) said. “One thing that I have learned in making beadwork is (that) a lot of people aim for perfection, but I have been taught from multiple people and tribes to always leave one bead intentionally in the wrong spot or have the wrong color. We as humans can never be perfect and perfection is not something that we should necessarily strive for.”

Whether it was gifted to her by a tribal member, family or if she bought it from a vendor, each piece of her’s has a story behind it.

When she graduated with her bachelor’s from Washington State University, she was gifted with jewelry and is a reminder of how much she has accomplished and motivates her to continue her education.

“I was the former Miss Shoshone Bannock and before that, (wearing jewelry) was still important to me, but it became a lot more important (in) recognizing that anywhere I go outside of our community, I am representing my family, myself, (and) my community,” Dance said.

“I try to wear beadwork of any kind on almost a daily basis.”

e

zzie Ya

Wearing Navajo jewelry gives Civil Engineering senior Desiree Yazzie a sense of belonging to her tribe and her family. Her pieces reminds her of her family who made the jewelry as well as the strength and reason behind the gifting.

“When I was little, my mom made a necklace for me when she worked at Navajo Arts and Crafts in Window Rock,” she said. “One day when she was working, she saw one that was really expensive and she thought to herself, ‘Oh, I can make this myself.’” Yazzie describes the necklace as being very simple and eye-catching with bits of turquoise contrasting the darker shades of the materials.

The necklace has become a part of who Yazzie is today.

Wearing it in high school and now in college has made the piece more special for her. Yazzie explains that wearing her Native jewelry is important to her.

“All the jewelry that I have received in my life is my family’s,” said Yazzie. “In a way they are taking care of you.”

“Oh, I can make this myself.”

LEVERAGE ANCESTRAL PLACE

For ASU Cross Country and Track runner Daangoiina Haven (Navajo), there is a lot of representation, exercise, wellness and traditional stories that go into detail about the different aspects of Navajo jewelry. Some include the way the jewelry is stored, the purpose behind each design and piece, and how it protects and identifies the wearer.

“My mom and grandma taught me a lot about the significance of jewelry when I was growing up,” Haven, an Exercise and Wellness major and junior, said. “I learned more about it in my Kinaaldá ceremony. They would tell me to put all my jewelry in a basket and to always keep it in there to make sure it was protected.”

Since her Kinaaldá (a traditional Diné puberty ceremony), Haven has continued this tradition of keeping her jewelry in her basket for safe keeping, including baby bracelets that was given to her when she was younger. She hopes to pass them down to her children so they can pass it down to theirs as a symbol of identity and protection.

“When you wear Native jewelry, specifically turquoise, that is what protects you and the Holy People will bless you because they know you are wearing turquoise,” Haven said. “Every day you should wear a piece of jewelry, either turquoise or silver. It is very important.”

nce Da Des ire

Haven a n ii

Sequ oia

Daan go

Native American students at ASU share their passion and pride for wearing traditional jewelry pieces off of the reservation as a sign of identity and strength.

(Photos courtesy of: Daangoiina Haven, Sequoia Dance, and Desiree Yazzie.)

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by: TAYLOR NOTAH NAVAJO B.A. Journalism

We Are Dream Warriors at ASU

LEVERAGE ANCESTRAL PLACE

3,035 Native students. That is the figure that marked a record-high in the university’s Native student enrollment during the Fall 2018 semester. Correlated with this achievement was a visit in September from the Dream Warriors, a collective of artists who travel Indian Country to “empower others to embody, teach and live their heartwork.”

Frank Waln (Sicangu Lakota), Tall Paul (Anishinaabe), Mic Jordan (Ojibwe), Lyla June (Diné/Cheyenne), and Tanaya Winder (Southern Ute/Duckwater Shoshone/Pyramid Lake Paiute) address personal, historical, ancestral and intergenerational trauma through art and discussions.

Kickstarting their national “Heal It Tour” at ASU, their message to Sun Devils was simple yet mighty: resist through self-empowerment.

“Know who you are because these systems aren’t built for us. They’ll try to steal your light and tell you who you are,” Waln said. “Remain grounded and rooted in your community, culture, land and who you are. Go forward in that way and I think you’ll do good.”

Brought to ASU in a collaboration between Poetry Across the Nations, the Alliance of Indigenous Peoples, the Center for Indian Education and [archi]TEXTS, their visit consisted of live performances and intimate poetry and songwriting workshops for the ASU community.

“It feels like a blessing to do what we do,” Winder, the group’s founder, said. “We pick up a lot of people’s stories and pain. When you’re taking all of that in, that energy needs an outlet. Thinking about how all of our traumas…

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Main image: Rapper Frank Waln telling students his creative processes during a writing workshop at the Secret Garden on Sept. 7. (Photo by: Taylor Notah/Turning Points Magazine.)

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the Lakota phrases “Wokiksuye Mi Oyate/Wokiksuye Mi Tiwah” (translation: “Remembrance of my Nation, Remembrance of my family”).

“My great-grandparents were the last people in my family to speak Lakota, (which they) took to the grave because the boarding schools never taught anything to my mom and her siblings,” Waln said. “So I decided to start writing songs in Lakota to maybe heal those wounds that my grandmother took to her grave.”

For both Winder and Mic Jordan, songwriting is a type of diary.

“I’m really shy and awkward, but I love poetry and writing,” Winder said.

“There’s not anybody that I share my thoughts with, but the page and the song, that’s where I feel like I can share. Each song is a prayer.”

Mic Jordan discovered the healing powers of music at a young age growing up on the Turtle Mountain Indian Reservation in North Dakota.

“Music for me has always been a diary that somebody found,” Mic Jordan said. “There’s something about music that just hits the soul at a time when you need it the most. I fell in love with hip hop because a lot of their stories were parallel with what we were going through on the rez: they were stories of struggle.”

In helping Indigenous youth heal today, the Dream Warriors were asked for their advice to introverts in college.

Here is what they had to say.

LEVERAGE ANCESTRAL PLACE

and healing are connected, we wrote (the song ‘A History of Hearts Breaking’) as a gift to process all of that.”

The artists bring their own creative tools and personal experiences to the songwriting table, opening up conversations on hard-hitting topics such as drug use and language loss, and addressing these subjects by highlighting sobriety and language revitalization.

For multi-instrumentalist Lyla June, her song “All Nations Rise” is a song of healing for listeners.

“I wanted to write about getting our people back on their feet,” June said.

“As Indigenous peoples, we’ve been beaten down for so long sometimes it’s hard to have hope and get up in the morning. (The song gives) them the courage to drive.”

In Tall Paul’s “Prayers in a Song” (written and submitted as his senior project while attending the University of Minnesota), he raps in both English and Ojibwe, marking it as a powerful song on identity and is used as a revitalization tool by educators across the country. “(Growing) up on the city or on the rez, there’s a chance that you didn’t grow up with your language and culture due to colonization,” Tall Paul said. “I didn’t really know what it meant to be Native. When I got into college, I took (an Ojibwe) course and started learning about my language.”

Waln’s song “Wokiksuye” also touches on language in which he sings

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LEVERAGE ANCESTRAL PLACE

Tall Paul:

Frank Waln:

Mic Jordan:

(University of Minnesota) I was probably one of the most quiet kids in my high school. What helped me succeed in college was immersing myself in the communities on campus that I was comfortable with, (which) was the Native student groups (and offices). I made sure to establish relationships with the Native counselors on campus.

I got out of my shell in college because I made an effort to go out there, meet people and get help with my academics. I always tell people to get out of their comfort zones. As an incoming freshman who’s an introvert, I would say get comfortable first and slowly get out of those comfort zones.

(Columbia College Chicago, a Gates Millenium Scholar) If you are an introvert, it’s okay. Don’t ever believe that your voice or stories aren’t worth anything… because each and every one of us is a miracle. Less than one percent of our people survived. We are the special ones. I still struggle with being an introvert a lot, but now I know my voice and I try to chip in when I’m brave enough and when I think it matters.

(Minnesota State University Moorhead) By you already being yourself, you’re decolonizing both inside and outside.

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Collective photos of the Dream Warriors: (Photos by: Brian Skeet/Turning Points Magazine.)

Facilitators Dr. Bryan McKinley Jones Brayboy, playwright Larissa FastHorse and ASU English professor/poet Natalie Diaz joined the panel “Reimagining Indigenous Identities and Relationships: Conversation with Dream Warriors” at the Student Pavilion on Sept.

6, 2018. (Photos by: Brian Skeet/ Turning Points Magazine.)

Tanaya Winder:

(Stanford University) Maybe you’re introverted for a reason because this space wasn’t made for you.

When I went to Stanford, I drank the Kool-aid of like, ‘Oh yeah, this is all normal. We write, read books, go to lectures and we get this grade,’ but our ancestors never did that. We didn’t grade each other, we didn’t have a written language --not because we couldn’t, we knew of other nations who had it-- but because it was so easy to lie that way and we believed in the oral organic transfer of information. I tell introverts: don’t try to fit in.

(Stanford University, University of New Mexico) I wished someone told me to find more mentors and friends to help you. (Being) so introverted, I really need people who help me in different ways. If I was struggling to identify a person who could help me, just be really open and vulnerable. Say, ‘Hey, I’m really shy, I need a study buddy-- can you work with me?’ I think that’s how I survived Stanford looking back, was finding my loud, fierce friends... who didn’t take no for an answer. It’s just recognizing your strengths. As everyone was saying: know who you are, be okay with who you are, and figure out how you can use who you are to help in different ways.

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Lyla June:

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by: TAYLOR NOTAH NAVAJO B.A. Journalism

Showdown on the Rez On a cold, windy Saturday evening in Fort Defiance, Arizona, about 60 Native youth were doing basketball drills and warm ups inside the Bee Hółdzil Fighting Scouts Events Center. The sounds of dribbling Spalding basketballs and squeaks from stampeding sneakers echoed throughout the nearly empty 6,500-seated arena.

“I love basketball! I love basketball!” the youth yelled as the facilitators, Ryneldi Becenti and Dr. Michelle Tom, stood smiling at the center of the court.

Held one day before the ASU-Baylor women’s basketball match (dubbed the “Showdown on the Rez”) was a youth basketball clinic where these former Sun Devil legends imparted basketball wisdom-- and jokes-- to campers.

“Remember: when you’re doing any sport, your heels should not touch the floor,” four-time Hall of Famer Becenti said. “Always on your tippy toes! Don’t stomp like you’re running to the carnival.”

“Say mutton! Say ach’íí!”

Dr. Tom said as the group gathered for a photo at the end of the camp.

Invited as guest coaches to the Showdown game were Diné former Sun Devil players Becenti (‘93-’94), Dr. Tom (‘98-’99), Rainy Crisp (‘00-’03) and Kalene Carl (‘97), each leaving remarkable imprints in ASU sports history.

Hailed as the first NCAA women’s basketball game to be held on a reservation and nationally televised on ESPN2 on Veterans Day, November 11, the Showdown is a swish in recognizing Native

communities and veterans.

“For them to bring the game that we love so much to the rez (and) to a national limelight is recognition, being proud that we’re still here,” Dr. Tom said. “We deal with genocide and literally, a lot of people think we don’t exist. Being on ESPN just lets people know that we are still here, we are still surviving and we’re strong.”

Per capita, Native Americans make up the largest ethnic representation in the military, said ASU head coach Charli Turner Thorne.

“There was over 40,000 Native American Vietnam soldiers, so we (put) a huge emphasis on celebrating and honoring the troops, past and present,” she said.

Turnout on game day was huge.

Spectators nationwide tuned in to watch as the fourth-ranked Baylor Bears narrowly defeated No. 23 Arizona State with a 65-59 win. Despite the loss for ASU, the event (brought in partnership with the Office of American Indian Initiatives) was an overall win.

An estimated 5,609 spectators filled the arena that evening, making it “the largest crowd in the history of the Bee Hółdzil Fighting Scouts Events Center,” according to ASU Women’s Basketball Director of Operations Ryan Cohen.

For the Diné alumni, the event was also a win for passing on their love for rez ball to the youth, exemplifying one of the many ways they serve their communities.

A “gym rat” who first started shooting hoops at age five, Becenti holds many life accomplishments under her belt. Paving the way as the first Native player in the WNBA who played overseas in Sweden and Greece, she was also the first ASU player to have her jersey retired and hung from the rafters in Wells

“For the Diné alumni, the event was also a win for passing on their love for rez ball to the youth, exemplifying one of the many ways they serve their communities.”

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Forks u

Forks up! From left to right: Kalene Carl ('97), Dr. Michelle Tom ('98-'99), Ryneldi Becenti ('93-'94) and Rainy Crisp ('00-'03). (Photo by: Taylor Notah/Turning Points Magazine.)

volleyball teams.

“I always knew that I wanted to come back to the reservation and coach,” Crisp said. “(As a student), that homesick was always there. I missed home, I missed the atmosphere, I missed going to the flea market on Saturdays, and the food. At the same time, I wanted to do this for myself and make my family proud. When I graduated from ASU, I came back as a teacher at Navajo Prep for 12 years, then I went up to be an athletic director (which I’ve been) for two and a half years.”

Playing for the Lady Sun Devils in 1997, Kalene Carl, of Sawmill, Arizona, is a former civilian police officer and has currently served in the U.S. Air Force for a total of 14 years. Due to her military schedule, Turning Points was unable to get further insights from Carl.

Reflecting on these former players she once coached, Coach Charli sees the incredible imprints they leave behind not only at ASU, but the paths paved for all of Indian Country.

“They’ve utilized their education of basketball to become incredible leaders for their communities,” Coach Turner said. “Basketball is a vehicle for you to grow into a strong caring leader. It teaches you how to be tough, how to communicate authentically, have positive, healthy relationships, and dig deep and get things done no matter what.”

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Fargo Arena. Currently residing in Shiprock, New Mexico, she travels to reservations hosting numerous basketball camps and workshops, instilling hope within those she teaches.

“I always tell people basketball was my ticket, basketball took me everywhere,” she said. “In college I was very shy, but basketball was my getaway.

My dad always said, ‘Don’t be afraid to take steps further.’ Now I conduct basketball camps and I see the youth and their talent here. I keep telling them, ‘Practice hard and you can be out there, you can play at that level.’”

Dr. Tom is a first-generation college student who went on to achieve her bachelor’s and master’s degrees at ASU and then a medical degree at Florida’s NOVA Southeastern University, knowing she wanted to serve her community.

“Basketball was my first love, but (my lifelong dream) was coming back and working for Winslow Indian Health Care Center,” Dr. Tom said. “I just wanted to come home, help the community. (Medical school) took eight, nine years of my life… but basketball paid for my schooling. Now I’m a medical doctor in Winslow.”

Playing basketball since six or seven years old, Rainy Crisp comes from an educated family. Her mother was executive director at Navajo Preparatory School in Farmington, New Mexico, where Crisp now serves as Athletic Director for the girl’s basketball and

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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! Dr. Bryan McKinley Jones Brayboy

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Cornerstone Theater Company

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Office of the President Walter Cronkite School of Journalism & Mass Communication American Indian Student Support Services

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

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