ࡱ> >@= +bjbj .:rr#||$*****CEEEEEE$nbii**~ **CC*0/0ii3l| : Teaching Notes Honoring Our Children Issues/Topics case includes: 1. Diversity and sensitivity with gender identification. 2. Effects of discrimination with a tribal community 3. Traditional and Contemporary Values in a tribal community. 4. Sovereignty in domestic relation issues Case Objectives: 1. To understand the social position of the Two Spirit population. 2. To explore limitations of federal laws and tribal sovereignty. 3. To determine tribal sovereignty in operation of schools. 4. To analyze the future existence of cultural knowledge among tribes. 5. To evaluate the importance of diversity within tribal communities. Intended Audience: This teaching case may be useful for students taking classes in education, Indian education, political science, sociology, psychology, and Native American Studies. Field Test Results: The pilot field test was conducted with a group of about 40 Native undergraduate students in March 2008 in a three hour time block. Both Part 1 (discussion groups) and Part 2 (role playing) was done after a brief introduction by the author/facilitator. About 60 minutes was spent on each part. There was no reporting out of the small discussion groups to the larger group due to limited time but the discussion were very productive in probing the different dimensions of the case. Students noted that they really enjoyed having each group work on different questions. Students voluntarily selected roles for Part 2 by picking up cards with the name of the role written on it. The School Board President, a key role, was played by a very capable upper division student who had previously demonstrated leadership abilities. The students did an excellent job in the role playing and seemed to have little difficulty improvising the different roles. Quite a few students said this was new information and an issue they had not previously thought about. The students rated the session and the case very highly and especially enjoyed the role playing and the opportunities for everyone to participate. In the years since the initial field testing the case has been used many times in different ways. Most common is using the small group discussions of the questions without the role play since the time available is often limited. Additional Background information: This case study was prompted by the efforts of one LGBT student who was supported by both Native parents and students to deal with a negative school environment. Despite all efforts, the petition was denied by the school board through pressure from the non-Native teaching staff. To date no one has attempted another petition for an LGBT club at that school. Hopefully this Story Problem identifies all the elements within a typical Indian community. Any national movement is unlikely to influence the outcome as Native communities remain isolated in various degrees. The outcome depends upon local decision-making. Time: Three hours for Discussion Groups and Role Playing Part I - Discussion Groups Directions: Have students form discussion groups to represent different perspectives of the Story Problem. Allow each group time to formulate their response to their questions. Depending upon the time the groups may or may not report out their conclusions to the whole. Group 1. Governance: Identify the political process to handle the petition. A. What is the authority held by the school board? Is it operating under tribal, state, or federal laws? B. What is the schools relationship with the tribal government? Does the friendship between the President and the Principal reflect positively or negatively on the issue before the school board? C. Does the tribal President exercise any authority over the petition? D. What is this groups recommendation as to handling the petition? Group 2. Examine the decision before the School Board A. What are the pros and cons on the petition before the School Board? B. Read the Equal Access Act and explore any other options or alternatives open to the School Board. C. What are the impacts of a decision to allow this club to be formed? What if the Board decides against it? Think of impacts to the affected students, their school community, the school board itself, and the larger tribal community? D. What is the likely recommendation on the petition by the School Board? Group 3. Analyze the role of the Tribal Council A. Identify what role a tribal council has in relation to 638 contracted schools and to public schools and the ways they might be similar or different. B. How do you think the tribal council would handle the petition? Is this a matter for the tribal council? What actions can be undertaken by them? C. Do you know of an example where federal laws apply on tribal lands ? D. Should the Tribal Council lend its support to this issue of diversity, or should they remand the decision back to the school board? Group 4. Examining what values exist in a tribal community A. List 10 traditional values that might be found in a tribal community and identify which ones support diversity? Are there any that might not? What are they and why do you think they might not support diversity? B. Does a typical tribal community value gender differences? Why? What might be cited as evidence of valuing gender diversity? C. Does the typical tribal community practice tolerance or acceptance? Why? What are examples of practice that promote acceptance and diversity? D. How does a tribal community handle conflict over values? Group 5. Describe the formation of Two Spirit organizations A. Read the report on the International Two Spirit organization in the Appendix and identify the rationale for creating this organization in an urban setting. In what specific ways might this rationale also apply to forming a club at this school? B. Would an LGBT club at the school be supportive and increase acceptance? How would the students achieve this? C. Besides discussions and support for its membership, what other functions could the LGBT club have? Group 6 Examine the issue from the standpoint of the school and the teachers and principal. A. What are the values that schools try to follow in terms of relationships with parents and their children? Does this have any influence on their consultation and involvement practices with the community? Are tribal communities different than non-tribal communities in this respect? B. Do the opinions of teachers matter on this issue? Why? Why might some teachers oppose the petition? Why might other teachers support it? How do teachers and school staff get their voices heard and negotiate their points of view on issues like this? C. What factors would influence how the principal acts in this situation? What are his options? Constraints? D. What positions(s) do you think would come from this group representing the school players --- teachers, staff, and principal? Part II Class Role Playing: Directions: Allocate time for students to read the following scenario. Ask students to volunteer for the various roles in a Role Play of the School Board Meeting. Those students without a role may assist those with a role to present their perspective. Allow students to briefly meet in these groups to prepare their own dialogue which can express their perspective and influence the discussion of this matter. Provide a time limit for the School Board meeting to be held. At the end of the School Board Meeting, have students reflect on the outcome and any other concerns on this matter. Needed for Roles 1. John the Native LGBT student 2. Bob the home room teacher 3. Teachers in Teachers Lounge 4. Teacher Representative to School Board 5. Grandmother 6. Parents of Gay Suicide Victim 7. Relatives of Gay Suicide Victim 8. Other Students 9. School Attorney 10. School Board Members 11. School Board President 12. High School Principal 13. Tribal President 14. Gay Tribal Council Member School Board Scenario: It is Tuesday evening and the school board meeting begins just as the sun sets in the west. In its reflection, different groups are entering the building. They take their seats thinking about recent conversations surrounding the petition forwarded by the students. Many teachers are present and have held a meeting to choose a Teacher Representative to voice their recommendation. Concerned parents and relatives of the gay student who committed suicide are also present. Sitting together are the President of the Tribal Council and a member of the tribal council who is gay. 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