ࡱ> HJGc )jbjb&& %<DDt#"8>Z$"^"   jllllll,R3    jT6jV@V~ b V0xV"" ""Teaching Notes Learning Objectives 1) To understand the importance of clear vision, mission and goals when developing a Native-centered facility on a public campus. 2) To become aware of the complexity of issues relating to protocol, policies and procedures when working with tribes and public institutions 3) To identify sustainable strategies for success when developing a Native-based program at a public agency 4) To understand the features of developing meaningful tribal partnerships 5) To identify successful strategies for long-term fund development and sustainability Additional Background information: While AV built the first Longhouse on a public college campus, many other colleges and universities followed including Peninsula College, Portland State University, Lane Community College and the University of Washington. Researching and comparing these experiences with this case would be a useful assignment for students. Intended Audience: Appropriate for students at any level in college. Especially appropriate for classes in public administration, non-profit management, arts administration, tribal governance, education, history, Federal Indian Law and Policy, and Native American Studies. Implementation: Depending upon the pedagogical approach used, the case could be done in a class of 10-100 students. In classes with more than 15-20 students, using numerous small groups is recommended to promote discussion involving all students. Two teaching approaches are as follows: Have all the students read all parts of the case in advance and then have different groups work on the discussion questions in each part and then report out to the whole This can also be taught as an interrupted case which involves progressive disclosure. This takes more time since each group would discuss Part 1, then read and discuss Part 2, then read and discuss Part 3, etc. Sections could also be combined so that several parts were read at one time. Of course, the instructor can also add or delete questions to fit with the class goals and time limits. Discussion Questions Part 1 Could this vision become reality? 1.Why do you think Mary Ellen Hillaire thought building a Longhouse at the college was so important? 2.What factors enhanced the odds of enacting the vision of building a Longhouse at AV? What factors stood in the way? Which factors could change? 3. How can diversity be enhanced on college campuses? What is the potential value of a Longhouse in this respect? 4. What role did the blanket for donations and the annual dinners at Squaxin play in the story of the founding of the Longhouse? 5.How do you keep a vision alive over tough times? 6. If you were Mary Ellen Hillaire what would you do to maintain the vision and bring it to fruition? 7.What are some of the ways that having a longhouse on a campus will enhance the educational experience for all students? All campus community members? Part 2 Changing circumstances improve the prospects 1.In what ways do you think it made a difference that AV was a new nontraditional college in terms of eventually building a Longhouse? 2.Who were the key stakeholders in making this happen? 3. Why did the college perception of the feasibility of building a Longhouse change? 4.Was the fact that this was the first ever Longhouse on a public college campus an obstacle or an opportunity? 5.Why did the new president move ahead to build the Longhouse while the preceding one did not? 6. What obligations, if any do state agencies have with respect to tribes? 7. What are some of the lessons youve learned from Part 1 and Part 2 of this case thus far about pursuing change? Part 3 The Longhouse is built but what should be its mission and how should it be funded ? What are some of the major dilemmas raised in Part 3 of this case? What do you see as the main advantages of the mission the Longhouse chose to embrace? In what ways might the growing international focus of the LH be beneficial or not? It is fairly common for programs such as the LH to be funded by grants. What are the pros and cons of this approach? The person hired to be the director of the LH was Native American, a member of the La du Flambeau Ojibwe with extensive experience running a non-profit agency. Why might she have risen to the top of the applicant pool in terms of her qualifications? Should being Native American be a requirement for this job? Should the person be a member of a Washington State tribe? What would be the advantages/disadvantages? What are some of the skills she needed to have to build this new initiative? In building an effective program, how would you balance the roles and responsibilities you have to both the college and to tribal people? Part 4 Balancing the Walk between Two Worlds What are some of the challenges you can envision when implementing a Native program at a state college? What should be the role of public service at higher education institutions? How would you balance your role and obligations as a state employee in your work with tribal communities? Who should have priority for the use of the LH as a facility? What are the key attributes the director of the LH needs to have to cope with the challenges presented in Part 4? The concept of ownership is an important part of Part 4 of this case. What are the important dimensions of ownership in this case and what are the critical tensions that often surround it? Collaboration is another key concept in this case. What is true collaboration and where are the various places in this case where this is practiced and tested? How is it nurtured and enhanced? Who are all the key stakeholders that the LH staff must collaborate with? What are the challenges? Part 5 Is this sustainable? How? What is its future? 1. What are the important dimensions of the Longhouse program that need to be sustained? Is financial stability the primary and/only important dimension? If not, what are the other dimensions that also need attention? 2. How should the Longhouse staff go about discussing and planning for sustainability? Who should be involved? 3.Brainstorm some of the ways the LH might expand its program and funding base. 4.What are the key features of successful fund development? Are those factors different when working in Indian Country? 5) What other kinds of support can be marshaled and leveraged to ensure the long term survival of the program? 6. What considerations should be taken into account about reaching out to the tribes for greater financial support for the Longhouse? 7. What are the overall lessons from this case about making change and being sustainable in the long run? 8. What about the ever-expanding role of indigenous peoples making connections through treaties, cultural activities? Will this form a tension with the original northwest tribal focus? Is it a natural and appropriate evolution or does it dilute the original mission? Suggestions for Additional Research For more information on the development of cultural centers with a strong community component see the following: Guyette, S. (1996) Planning For Balanced Development: Guide For Native American And Rural Communities. Clear Light Publishers Evans, M. (2010) After two decades, Chickasaw Cultural Center opens Indian Country Today http://www.indiancountrytoday.com/living/After-two-decades-Chickasaw-Cultural-Center-opens-101169919.html Caracciolo, D. (2009) By Their Very Presence: Rethinking Research and Partnering for Change with Educators and Artists from Long Island's Shinnecock Nation Cultural Center and Museum International Journal of Qualitative Studies in Education (Mar 2009. Vol.22,Iss.2;p.177-200 Bowechop, J. (2005) Forging Indigenous Methodologies on Cape Flattery: The Makah Museum as a Center of Collaborative Research. American Indian Quarterly 29: 1&2 (Winter and Spring: 2005): 263-273. W. Richard West (2000) The Changing Presentation of the American Indian: Museums and Native Cultures Seattle and Washington, D.C.: University of Washington Press and National Museum of the American Indian, 67-71. Sleeper-Smith, S., ed. (2009) Contesting Knowledge: Museums and Indigenous Perspectives. Lincoln: University of Nebraska Press. The First Nations House of Learning at the University of British Columbia  HYPERLINK "http://www.longhouse.ubc.ca/" http://www.longhouse.ubc.ca/ The Plateau Center for American Indian Studies of Washington State University  HYPERLINK "http://libarts.wsu.edu/plateaucenter/" http://libarts.wsu.edu/plateaucenter/ The Portland State University Native American Student and Community Center  HYPERLINK "http://www.pdx.edu/nativecenter/" http://www.pdx.edu/nativecenter/ Institute of American Indian Arts (IAIA) http://www.iaia.edu/ Ziibiwing Center of Anishinaabe Culture and Lifeways:  HYPERLINK "http://www.sagchip.org/ziibiwing/aboutus/mission.htm" http://www.sagchip.org/ziibiwing/aboutus/mission.htm The Poeh Center  HYPERLINK "http://www.poehcenter.com/" http://www.poehcenter.com/ PAGE  PAGE 5 $Ik "8a_`h~( + 3!Y!Z!!!!!!3"4"""#$$$%T%%&&&&&&&&&л暨hp:h0Jjhp:hUjhp:hUhp:h6hp:h6\hp:hhT,\hp:h\hp:h5CJ\aJ hp:hhp:h5\hp:h59$6HI "8aaUK & Fgdgdt))KKi^'2~(YO7 & Fgd & Fgdgd7( 4!5!Y!Z!!L"#($$%F&&&&''''(((Q(g(h())*)q)r)gd&*'+'^'_'`''''''(((%(&(((((((())*)+)S)T)U)o)p)q)s)x)y)ʿ䴥vʿfʿbXjh0JUhjhp:hU\j7hp:hU\hp:h0JmH sH #j&hp:hUmH sH jhp:hUmH sH hp:hmH sH jhp:hUhp:h0J\jhp:hU\hp:h\jhp:hU\ hp:h"r)s)t)u)v)w)x)))))))))h]h&`#$gdy))))))))))))h0JmHnHuhjh0JU h0J #1h;0/ =!"#$%DyK http://www.longhouse.ubc.ca/yK Rhttp://www.longhouse.ubc.ca/yX;H,]ą'c%DyK &http://libarts.wsu.edu/plateaucenter/yK dhttp://libarts.wsu.edu/plateaucenter/yX;H,]ą'cDyK !http://www.pdx.edu/nativecenter/yK Zhttp://www.pdx.edu/nativecenter/yX;H,]ą'caDyK 5http://www.sagchip.org/ziibiwing/aboutus/mission.htmyK http://www.sagchip.org/ziibiwing/aboutus/mission.htmyX;H,]ą'cDyK http://www.poehcenter.com/yK Nhttp://www.poehcenter.com/yX;H,]ą'cJ@J Normal dCJ_HaJmH sH tH DA@D Default Paragraph FontRiR 0 Table Normal4 l4a (k( 0No List >@> p:0Header H$d.O. p:0 Header Char> @> p:0Footer H$d.O!. p:0 Footer Char.)@1. p: Page Number6U@A6 p:0 Hyperlink >**#< z z z z z(#$6HI"8aa U K K i^'2~(YO7(45YZL(F !!!'"("Q"g"h"##*#q#r#s#t#u#v#w#######0@p{0@p{0@p{0@p{0@p{0@p{0@p{0@p{0@p{0@p{0@p{0@p{0@p{0@p{ 0@p{ 0@p{ 0@p{000000000000000000000000000000000000 00 00 00 00 00 0000 00 00 00 00 00 00 000000000000000000000000000000000000000000000000000000000000000000000000000000000pn&y))K7r))) *!_!!!"%"""#*#T#o##XXXXX !!8@0(  B S  ? 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