Banned Books:Absolutely True Diary of a Part-Time Indian

At my home a “banned book” is a book collecting dust on a shelf, usually bought for one of my (adult) sons whom unfortunately, have yet to acquire a love of reading. The book sits there, silent, and then all of a sudden it screams out – read me, read me please. Well, mom picks it up to read. There is always a catalyst. So on Thanksgiving Day I read The Absolutely True Diary of a Part Time Indian by Sherman Alexie…. Librarians and media specialists were the catalysts this time. I recall a conversation I had this summer with my cousin whose husband is a middle school media specialist; she said “You have got to read this book!” then just last week I was browsing through the library site of my Alma Mater and ran across a blog post about banned books week, which included a segment on Alexie’s book. I went down to my son’s room, pulled that book out, dusted it off and it became my Thanksgiving read. No regrets. Powerful! I am not going to comment on the varied reasons parents want this book off the shelf…my only hope is that by banning it, it will get more attention, and the masses will read it and thus be exposed to the difficult issues that surround all of us: educational inequality, social injustices, and cultural misunderstandings. For it is only through exposure and education that we can achieve a more harmonious being. Isn’t it ironic that adults work to shelter their children from the essential societal dialogs that could lead to more integral understandings (education) of our shortcomings?

My take-aways can be categorized under the following themes:  self-identity, crossing borders, social justice, hope/courage, and supportive relationships.

Self-identity

Junior identifies as an intelligent, proud, quirky American Indian from the Spokane Indian reservation in Washington, who comes to the realization that the context of his reservation community is incompatible with the hopes and dreams he has for himself. He realizes that in order to receive a decent education he must leave the Rez (reservation) and enter the white-mans world, which then leads to constant emotional, social, and physical challenges. Recognizing and accepting his identity is exceptionally painful for Junior who analyzes, through his adolescent brain, the circumstances that have led to poverty, alcoholism and lack of self-worth among members of the Reservation. Although only an adolescent, I believe Junior is conflicted by his inability to change the circumstances of his people, and struggles with his conclusion that his only hope is to leave those circumstances.  Thus he accepts his identity as an Indian betraying his community by entering a white world.

Crossing borders

Junior, a recognized Indian name, remains a resident of his reservation, but commutes daily, as Arnold, his given name, to the suburban white high-school of Reardan. His need to navigate multiple border-crossings is overwhelming. Poor to rich(er) and Native American to white dominate his being. Culture shock and mental and physical fatigue accompany his daily “crossing” from home to school and school to home. He navigates distinct cultural experiences that include making friends and socializing, gaining knowledge and accessing academic resources; expressing pride and negotiating acceptance.

As an educator in a middle to upper-class, majority white, suburban school, I wonder how many of our students must “cross borders” on a daily basis. What can we as educators do to ease, understand and facilitate this border crossing? Arnold was accepted into his new community, and I believe the educational community that I am part of is also welcoming and accepting; however, I feel that it is our obligation to strive to facilitate less traumatic “border crossings” and I wonder what we can do as a community to achieve that?

Illustration pg. 43 by Ellen Forney

Hope and Courage

This coming of age novel is truly one of hope and courage. Junior’s hope for a better life led him to seek out a higher quality education; and it took great courage to put aside the forces of a group-oriented culture to enter one that focuses on the individual.  Indeed, leaving a community where the expectation is to put ones group above oneself, led to rejection and hostility which made his journey all the more difficult. Courage led him to walk many miles each day; led him to accept the loss of his life-long friend; led him to ask a white girl to the homecoming dance; and to share in the joy of learning whether that be on the basketball court or in the classroom.  Learning about his world through his story gave me hope as well; as it was clear that the students of Reardan learned through his realities, were empathetic and began to understand more about a the culture of one’s neighbor which at one time seemed to be a distant land.

Social Justice

A glimpse into the world of this Indian reservation highlights a variety of social justice issues that although are perpetuated within certain Indian lands, also exist in many areas of our society. Extreme poverty due to systematic societal inequities; educational inequality or simply no access to any decent education; cultural isolation and a sense of inferiority leading to a mirage of mental illness and addiction.  Wondering how to best address these issues?

Supportive Relationships

In the end it was very humbling to view the development of relationships between Junior and others. To experience the type of support, against all odds, that he received from his mother, father, sister and grandmother was sobering. The importance he gave to developing friendships within the Rez, at his new school, with his girl friend and among his teammates was courageous and genuine. The attention he gave to the advice his Rez teacher gave him, made a world of difference to his future. It certainly sends the message that no matter what our background and culture is we thrive on relationships and need support from loved ones both during challenging times as well as times of celebration.

A wonderful Thanksgiving read, ironically leading me to ponder – with this particular population should we be offering thanks or asking for forgiveness?

Identity, Pride, Optimism, Persistence – Keeping Languages and Cultures Alive

Simply put, my two days at the Smithsonian Folklife festival were not enough. I have been attending for 14 years, but this year I could have spent a full week. As it was, I immersed myself solely in one area, One World, Many Languages: Endangered Languages and Cultural Heritage. I was truly moved both personally and professionally. Words cannot do justice to the panels I listened to, the rituals I witnessed, and the music that surrounded me. But let me try and communicate the message I absorbed over those two days.

The pride, optimism and persistence of these groups of people will keep their languages and cultures alive! Through frequent visits to Otavalo when I lived long term in Ecuador, I had experienced first hand the language and culture of the Kichwa people. There was just something about all of these groups (Kichwa from Otavalo and Quichua Bolivia, Native American from Oregon, Hawaiian, Welsh, Garifuni from the Caribbean) coming together under one tent, exchanging ideas, experiences, hopes and dreams, all in the same space that made the experience simply surreal. They came from distinct lands, some had never left their communities let alone flown in an airplane to another continent; others were well travelled; many were tri-lingual – but ALL had similar experiences, values, and hopes. They were optimistic and positive, and pride filled their hearts. They want to protect their language and pass on their culture – in sum keep their lives alive! As a native English speaker and a teacher of Spanish as a second language I cannot deny the guilt I felt over those two days, for being a promoter of languages that initially took theirs over and have greatly influenced their way of life. However, never did any of them take a negative stance; they simply stated why their language and culture is important to humankind; what they are doing to preserve it, and the impact (both positive and challenging) the dominant languages have on their lifestyle.

Hawaiians as entire families, Masters of Hula, (a language in itself I quickly learned) owners of Quechuan language schools, as well as directors of music schools, and Garifuni drummers and dancers all came together to share their experiences through verbal and artistic presentations.  I walked away with a more thorough understanding of what encompasses culture, an expanded definition of language, and an appreciation of the impact a solid “community identity” has on the success of their efforts.   

Although I have not walked in the shoes of these individuals, through their honest, raw, positive and willful sharing, I felt that I was given the opportunity to try on their shoes and in doing so march with them on their journey toward revitalizing their languages and cultures.

A summarization of their thoughts, ideas, expressions and concerns:

A Quechuan Master from Bolivia – sitting in traditional dress (wool poncho) in 100 degree weather, speaking in 3 languages:

• We are all people. We are the same humanity. Be Proud.

• When you have a strong identity and are proud, you want to share that with others. It is wonderful to share and learn from others. It is a two way street.

• There is unity in diversity. Unidad en la diversidad.

• We need to preserve the symbolic value of our heritage, of our craft. Let’s not water it down, and let our crafts be mechanically reproduced.

From a Hawaiian Professor:

• Endangered languages are not in the same category as other languages. You must have a revitalization plan. You must speak solely that language in your home. English is the dominant language once you leave your home. An endangered language must stay dominant in the home.

• The Professor’s daughters added. I speak Hawaiian because it is a gift to give away to our people and I want to speak Hawaiian so the people can see this is our land; we are not the foreigners.

From a Colombian Scholar:

• There are 102 cultures in Columbia in danger of extinction.

• These cultures should not be seen as communities to study but communities within their own right.

From a Siletz young adult and a Siletz leader:

• There are only 5 fluent Siletz Dee-ni speakers and 12 casual ones (located in Oregon around Eugene).

• You have to make a commitment, a true priority to speak the language. With a commitment it wont work.

• You can create your own micro-community of learners; if you don’t it is very lonely.

All of these advocates of their languages referred to:

• Periods of time in history where they were prohibited to speak their language.

• Language and culture are thoroughly intertwined and cannot be separated.

• The day our language dies our people die.

Identity: the Heart of Cross-cultural Dialog

My school has recently launched a new strategic plan. One of the goals of this plan is to "provide targeted professional development to support a student body rich in diversity of thought and life experience." We all know that self-directed professional development  is powerful. This piece is on identity. I hope it will give teachers food for thought both to consider their own identities and the impact they have on supporting their students.

 Acknowledging, exploring, and understanding your identity can be scary, invigorating and reassuring all at the same time. It can be a very personal or public process depending on the journey you take or the reality of the context in which you live.

Identity exploration, both self-identity and community identity, is the “heart” of any effective dialog centered on cultural competency or cross-cultural communication. What is your personal story, that of your family, and of the communities that are the center of your lives? What are the values, perspectives, experiences and traditions that have molded your way of being? Many times it is the secrets that we discover (or keep), the contradictions that we encounter, and the evolving changes of beliefs and practices that occur as history presents itself that can influence our identities. Take the time to listen to your heart and contemplate your identity.

Apart from the need to engage in our own identity exploration is our need to recognize, acknowledge, honor and affirm the identities of our students (and our colleagues). What can we do to get to know our students and their families? The lenses they use as they enter our school community are unique and for some may seem out of focus. Our goal is not to change their lenses, but to understand them, and use that understanding to support and guide our students. Much of this we do, but if each of us were to focus on a particular student under our care this coming year (or even a colleague), one that possibly is struggling with his/her surroundings, and see how we can affirm and support them, what a difference we would make toward enhancing our school community.

Intentionally through my professional studies as well as through school related professional development I have engaged in a variety of identity exploration activities. Every time I engage in this process I learn something new about myself. Unintentionally, I have faced a multitude of identity experiences simply because I married into a family of another cultural background, lived long-term in another country, had children that became half American and half Ecuadorian, and brought them up (wow – they are both adults now!) as a single mother. These unintentional experiences of mine and of my boys, as well as together as a family unit, at times are reassuring; they can be difficult, even painful; they fill us with pride one day and bring us down the next. There is nothing wrong with any of these emotions; this is what happens when you spend a lot of your time navigating between two worlds; or simply, the context around you feels different than what you may expect or are accustomed to. 

It is important for us to recognize that these “unintentional identity pondering experiences” are occurring around us, in our classrooms, at our meetings, in the hallways, with our students, their parents, and with many of our colleagues. Many of our community members experience the “push and pull” of navigating two or more distinct worlds. Our school community at times may feel “foreign” to some no matter how hard we work to provide that sense of belonging. 

For some faculty and staff who have always lived and worked in and/or recognize their position within a majority environment (racially, ethnically, religiously….) it can be hard to imagine or even consider that others feel different or misunderstood, that they have these unintentional experiences, or simply put, that the process they go through to develop their sense of identity may be a bit more complicated than we realize.

By reflecting on our own identities we may extend the pathways that connect us to our students; by going above and beyond to understand and affirm the identities of our students and colleagues we will not only reach their hearts, but will strengthen our whole community. 

Full Circle: What Moved Margo

Your passions, belief systems, and values are what move you personally and professionally, correct? So clearly they won’t change, right? Your actions are what change, actions that support, reinforce, and make your values come alive.

I decided to look over my inaugural blog post communicating What Moves Me (Margo) which I wrote on June 13, 2012. I am amazed at the circular path of my life experiences, beliefs, and how much I really gravitate toward and act on those things that move me. In a nut shell what moved me one year ago was: reading the newspaper each day, visiting new destinations, observing the advice my older son gives to my younger one, reading a book by a profound philosopher or educator, and finally reflecting, playing, exploring all things water, waterfalls, lakes, oceans, and rivers.The sound and smell of water nurtures my soul. So as I sit here in solitude on the shores of Hilton Head Island South Carolina, a place I chose to re-group, re-energize and reflect upon a heartfelt year, I reflect on those things that truly move me. (Sincere thanks go to my cousin who so graciously lent me her home for a week.)

TRAVEL - Exploring the sites and sounds (and tastes!) of new places continues to move me. This year I explored Puerto Rico, Charleston and Hilton Head, South Carolina, as well as Savannah Georgia; each are destinations surrounded or influenced by waterways! Exploring the cobblestone streets, colonial and colorful homes and doorways as well as the glorious ocean views from Old San Juan while tasting freshly crushed mint in island mojitos and green plantain smashed into a meat filled Mofongo shell, enabled me to learn about a culture through all of my senses. South Carolina and Georgia, on the other hand, provided me with an introduction to the South.  Learning about the importance of the rivers for transportation and work, sitting on the dock viewing the shrimp boats as they arrived, viewing the “one room wide” homes of Charleston and the iron rod fences, staircases and balconies of Savannah was an introduction to southern architecture and culture. Touring old plantations and meeting Gullah people was humbling and eye-opening. Trying fried green tomatoes, shrimp and grits, and oysters advanced my food repertoire. But most of all, at each destination I found moments everyday to observe the oceans, rivers and lakes, feel the sea breeze and take in the natural treasures of our world. I am grateful for my traveling opportunities.

ADVICE FROM MY SONS-Charles got married last month. Whereas last year I appreciated and reflected on his help giving sound advice to his younger brother as he entered his senior year, this year there was a role reversal as Ricardo, the Best Man, offered his insight to Charles and Brittany. A few words from his toast:

“All jokes aside, these two have always been there for me whenever I have needed them. They have been through the rough like any other couple, and have come out a better and a stronger couple. They have displayed the responsibilities it takes to get married and have the compassion it takes to have a happy life together, and I am so honored to be apart of the journey. I love you both!” 

 

IMMIGRATION STORIES – No new stories to share, but I was in awe with the influence of immigrants on the re-election of President Obama; although there is still a lot of work to be done, to me this is a clear sign that not only are we a nation of immigrants but we are a nation where immigrants (along with minority sectors of the population) make a difference! Let’s hope that this year our government will make the needed progress on comprehensive immigration reform that will enable all members of our diverse society to take advantage and contribute to all the USA has to offer.
THE ALCHEMIST – It is simply a coincidence that one year later the book that has impacted me most is a book by another Paulo, another Brazilian! A family from my school gave this book to me as an end of year gift. When the new year began, the mom asked if I had read it. I apologized, and said no, I had spent the summer working on my dissertation. She said, “This will be a perfect book for you when you have finished.” It sat on my shelf for a year after graduating. I didn’t know much about it, but wanted to read it with no distractions; so it was my beach read! WOW, no regrets. I have always known what my “Personal Legend” was, but Paulo, at a very precise time, has encouraged me to:

• Rigorously seek it out.
• Accept the challenges (“Omens”) as necessary steps to       reach my Personal Legend.
• Realize that sometimes treasures are in our own backyards.
• Embrace spirituality through my own eyes and perspective.

Thank you Paulo Coelho. Your book was a gift to read with a message that I needed, enjoyed and will embrace!

It has been a joyful and heartfelt year. I look forward to embracing the “empty nest” and continuing on this journey toward, as Paulo has taught me, my Personal Legend.