issue 04
TABLE OF CONTENTS Leverage Our Ancestral Place & Knowledge
4
The Center for Indian Education: 60 years of Indigenous nation building
Featured Stories
BY: STAFF
8
Keeping the resilience: 40 years of the crown and sash BY: STAFF
Being Socially & Culturally Engaged
12
33rd Annual ASU Powwow
14
Reconnecting with identity: Indian Legal Program
BY: STAFF
Dive into the history and legacy of the University's first and largest Native student organization in 1959 called the Dawa-Chindi Indian Club.
The footsteps of Dawa-Chindi
pg
BY: TAYLOR NOTAH
6
BY: TOREY DOLAN
Enable Student Success
16
Professional development: Postcards from aunties and uncles BY: STAFF
18
ASU Native American Alumni Chapter BY: SHARON TOM
19 22 23
FAFSA: Friendly Advice from Student Aficionado
A Q&A with the 2018-2019 Miss and Mr. Indian ASU on the new resources they paved for future royalty courts.
BY: DELPHINA THOMAS
Building foundations
Healthcare 101
BY: K YLA SILAS & RANDALL MORIN, JR.
pg
10
BY: BRITTANY GENE
A Native scholar gets sick BY: DANIELLE LUCERO
Value Native Nation Building
21
State Farm: Think smart with your refund BY: DELPHINA THOMAS
TABLE OF CONTENTS
Transform Society
24
Indigenous Peoples March BY: CECILIA MAREK & MARLENA ROBBINS
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Three generations of past, present and future Sun Devils, the Allison family are known for their active campus involvement spanning nearly 30 years at the University.
A legacy of giving back BY: TAYLOR NOTAH
pg
26
An official publication of Arizona State University GRAPHIC DESIGN
Ravenna Curley Brittany Gene Brian Skeet WRITERS
Torey Dolan Brittany Gene Danielle Lucero Cecilia Marek Randall Morin Marlena Robbins Kyla Silas Delphina Thomas Sharon Tom CONTRIBUTORS
Shalanndra Benally Amanda Blackhorse COPY EDITORS
Rebecca Blatt SENIOR EDITORS
Taylor Notah Dr. Bryan McKinley Jones Brayboy COVER PHOTO
The Allison family. (Photo credit: Courtney Lively Photography) AWARDS
Awards our publication received in 2019 2019 CASE Dist. VII Awards of Excellence Bronze for “Special Constituency Magazines” 2019 National Native Media Awards Student Division Print / Online - Best Feature Story First Place - Tie “Showdown on the Rez” by Taylor Notah Student Division Print / Online General Excellence in Student Coverage Third Place Taylor Notah
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Legacy issue In 1971, my father Ferdinand Notah, left Fort Defiance, Arizona, to study agriculture at Arizona State University. At the age of 18, he created a legacy within my family for being the first to attend college and graduate. Many more in my family followed suit by achieving their own degrees. Recognizing the unique impact that my father had, I also began thinking about his footsteps at our shared alma mater and discovered he played a role in advocating for student resources that I had readily available as a student. This got me to think about those aunties and uncles within the Sun Devil family who also helped pave the way for what’s available for students today: American Indian Student Support Services, our annual signature events, the dozens of Native student and alumni orgs, scholarships and more. Turning Points is thankful for the connections made through the Native American Alumni Chapter. Without attending their meetings and networking, we wouldn’t have learned about the Dawa-Chindi club (pg. 6-7) and its ongoing legacy. We are honored that our alumni’s words weave the stories together in this issue. The level of recognition for our publication is also making a legacy of its own. Turning Points is currently in year three of being a small yet mighty publication, and we are being recognized institutionally and nationally in a way that hasn’t been done and seen before. Also weaved within these stories are threads of resilience, drive and determination. What makes the Native
Sun Devil community unique is that we’ve created our own home away from home and that the footsteps of our loved ones are imprinted here. Whether it is the three generations of the Allison family leading by example (pg. 26-27); our signature Native events and programs celebrating anniversaries unprecedented at the university (pgs. 4-5, 8-9, 12-15); or highlighting the myriad of ways our Indigenous students advocate (pgs. 1011, 24-25), it is the cumulation of these legacies that is the backbone of our success at ASU. What we hope you take away from this issue is this: you belong in your classrooms because our ancestors prayed for it and the Native students before us helped lay the foundation for our success. Read this issue and ask a family member about their own college journey. Learn their story and follow in their footsteps of determination. If you’re the first in your family to attend college, know that you are the one leading your family’s legacy. As always, we hope this magazine sparks inspiration within you. Sincerely, Turning Points Team
A S U T U R N I N G P O I N T S M A G A Z I N E 3
TABLE OF CONTENTS
@ASUturningpointsmag
Left to right: Brian Skeet, Danielle Lucero, Taylor Notah, Sequoia Dance, Brittany Gene, and Dr. Bryan Brayboy. (Not pictured: Ravenna Curley)
by: TURNING POINTS
The Center for Indian Education
60 years of Indigenous nation building LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE
Sixty years ago in 1959, Native American students attended school amid a national political landscape of assimilation, termination and urban relocation. That same year, the Center for Indian Education (CIE) was established at Arizona State University with the founding mission to serve the educational and cultural needs of children in Arizona’s 22 tribal nations and communities. “The Center was really born during this period of Indigenous activism,” said Teresa L. McCarty, former CIE co-director from 2009 to 2011 who has a doctorate in Cultural Anthropology. “It’s an incredible role that the Center played in forging this pathway for American Indian education, self-determination, nation building and sovereignty.” Founders Robert A. Roessel, Jr., G.D. McGrath, Irving W. Stout, Bruce Meador and George A. McGill (Omaha) outlined an essential philosophy 4 F A L L 2 0 1 9
for the Center that still flourishes today: providing research, teacher training, community outreach, policy advisement, leadership development, counseling, and student recruitment to enhance Indigenous education globally. Programs housed within CIE today include: Turning Points Magazine, a resource for Indigenous college students; the Journal of American Indian Education, a scholarly publication striving to improve Indigenous education through empirical research, knowledge generation and transmission to researchers and educational settings; teacher preparation cohorts that offer early childhood, elementary/secondary and special education teacher certification; the Critical Legal Preparation Program, a pathway to law initiative that assists students who have considered law school but may not have the resources necessary to attend; and much more.
Robert A. Roessel, Jr. & Ruth Wheeler Roessel (Diné) A lifetime of leadership
1959
Founded ASU’s Indian Education Research Center (now the Center for Indian Education)
1961
Founded the Journal of American Indian Education (JAIE), a preeminent scholarly publication
1966
Founded the Rough Rock Demonstration School (now the Rough Rock Community School) on a foundation of Navajo language, history and culture along with academics
1968
Became the first president of Navajo Community College, the first tribally owned community college (now Diné College) founded in 1968
19661968
Appointed to the War on Poverty Presidential Task Force and World Poverty Task Force by President Lyndon Johnson
1999
Inducted into ASU’s Hall of Fame
2005
Honored with the ASU Lifetime Achievement Award
Roessel was a professor of education at ASU, served on the JAIE editorial board, and authored the books "Pictorial History of the Navajo from 1860 to 1910," "Navajo Education: Its Problems and Progress," and "Indian Communities in Action." His wife Ruth was his lifelong academic partner and a renowned educator. A S U T U R N I N G P O I N T S M A G A Z I N E 5
LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE
What makes the Center unique is its rootedness in Native communities. Under the leadership of 11 directors from 1959 to present day, CIE has helped to produce generations of thriving Indigenous scholars who went on to make their unique marks globally. To current Director Bryan McKinley Jones Brayboy (Lumbee), the work done at CIE unleashes the power within each student. “Vine Deloria, Jr. famously said, ‘Power can neither be given nor received.’ I take that really seriously in that what I think we do isn’t empower people. What we do is help people unlock power that they already have and then figure out how to use it,” Brayboy, a senior advisor to the president, said. Brayboy says the key in stewarding the Center is ensuring that Indigenous knowledge will always be implemented into curriculum. “The future of Indigenous education is for us to build what we already know about how we want to educate our kids, and do it through schooling and other things,” he said. “The future is a really interesting mix of traditions and technologies, and we’ve always had technologies if you look at the canal system that surrounds the Valley. The Hohokum people created that. A loom, dyed wool and strings get used to create blankets is a technology. The future is about marrying the past with the present and guiding for generations of students who are going to come after us. But fundamentally, the future is about teaching young people about how to thrive in the society in which they will live.” While CIE’s work continues to make impacts beyond Arizona, its legacy for the future is to still assist Indigenous children and communities in creating futures of their own making. “The Center has been both a lightning rod and a magnet for bringing together people, programs and issues,” McCarty said. “I hope that Arizona State leadership recognizes the jewel that they have there in the Center and the work that has quietly and not-soquietly been done over all of these years. Without the Center, we would definitely not be in the place that we’re at today in terms of progressive and anti-colonial movements, and presence that are in the field.” Brayboy appreciates the University’s recognition of CIE’s unique impact in academia. “The University allows us to engage in really important work,” Brayboy said. “Between 1959 and 2019… each of those presidents had to commit to the Center’s success. It’s a testament to the University about the fact that there have been so many people that have seen the wisdom that the founders originally had in this and then provided whatever resources necessary to continue it to be successful.”
by: TAYLOR NOTAH DINÉ '18 BA Journalism
e
Th
th
e
tsteps o o f fo
Dawa-Chindi club
Dawa
Chindi
(Hopi term for "sun")
(Diné term for "devil")
ASU Native "Sun Devils"
*Note: Due to the limited pool of Dawa-Chindi members available for this story, I interviewed my father, Ferdinand Notah.
LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE
Seventy-one years after Arizona State University first opened its doors in 1886, Native American students and supporters debuted the university’s first and largest Native student organization called the Dawa-Chindi Indian Club. The footsteps of Dawa-Chindi show a bold history of self-determination in higher education that set the foundation for an abundance of resources, organizations and spaces for students today. Organized in 1957, Dawa-Chindi was geared toward providing resources for Indigenous college students attending ASU. Its mission was to promote the “academic, social and general well-being of its members through mutual respect and understanding,” according to ASU Archives documents. The club was sponsored by Robert A. Roessel, Jr. (founding director of the Indian Education Center, now known as Center for Indian Education) and Irving W. Stout (Dean of the Graduate College in 1958). Inclusive to both Natives and non-Natives, the club provided scholarship and counseling resources as well as academic encouragement. New attendees were welcomed with an initiation. “The first thing the club did was like an acquaintance meeting and having a picnic at Salt River,” said Pliny Draper (Diné), an alum who joined Dawa-Chindi in 1969 during his freshman year. “(About 40 of us) went out there, had a picnic and volleyball game.” Dawa-Chindi also hosted cultural campus events 6 F A L L 2 0 1 9
where songs and dances from home were celebrated at the Memorial Union. Annual conferences were hosted by the club for university, tribal and state entities, and Annie Wauneka (Diné) commended the students at the Fourth Annual Indian Education Conference on March 22, 1963. “(With) the Dawa-Chindi Club, you can see that the Indian students like to keep their values, so they’re forming these clubs to communicate as best they know how,” Wauneka, then-chairwoman of the Navajo Health Committee on the Navajo Tribal Council, said. “So you can see that the values are present, regardless of where the Indian is.” Rezball was even introduced to campus where teams such as the Renegades, Indian Devils and Cindi-ettes appealed to current and prospective Native Sun Devils, according to Ferdinand Notah (Diné) who joined in 1971. “The attractive thing about Dawa-Chindi was the idea of setting up a basketball team. The mission was to go out and play games on reservations, tournaments and all that,” said Notah, a ’75 alum. “We used to play other sororities’ teams. Our strategy was, ‘Let’s play reservation ball with them.’ It’s called Runn-Gun. You run down the court, shoot the ball, get the ball back, run on back. Everyone runs full speed. All of the sorority people couldn’t stand that pace. They get all tired, start substituting, then we start running them off the court. We had a pretty good record of winning games.” The groundwork of the club’s creation also
Top: A group photo of the Dawa-Chindi Indian Club featured in an ASU 1963 yearbook. Middle: Native American and Chicano students protesting in the 1970s. Student's sign reads: "ASU is a modern Custer. Wipeout Indians Chicanos." Bottom: A photo from an ASU 1964 yearbook shows Dawa-Chindi's annual activities, including songs and dances held at the Memorial Union. (Photos courtesy of University Archives, Arizona State University Libraries)
A S U T U R N I N G P O I N T S M A G A Z I N E 7
LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE
showcased the humble yet mighty beginnings of Native student voices championing for visibility. “It’s a long story of the Native students finding Dawa-Chindi and how we came here,” Draper said. “(They’re) little stories of struggling and fighting.” With the club’s presence, Native student visibility began rising within the student body in the following decades. “Back in ’69, the homecoming queen was a big deal,” Draper said. “In our tiny club of 69 members, we started a campaign for (Lauren King of Shiprock, New Mexico). Our campaign was ‘Too many Greeks, not enough Indians’ because we were competing against other Greek sororities. Come to vote at election, and she lost by 17 votes out of 26,000 students. She came in second. I thought, ‘Wow, our tiny Dawa-Chindi group did this. So we can do it.’ It’s the little stories of our Sun Devil fighting spirit that shows students can do anything. The numbers are against us, but it’s our intent in being here that strives us.” Six decades and many name changes later, DawaChindi and its legacy can still be seen in today’s Alliance of Indigenous Peoples. Its footsteps highlight that Indigenous advocacy in institutions have enabled today’s Native students to succeed in their higher education journeys today and tomorrow. “The world really is yours to take. Don’t confine yourself to just graduating from ASU. That’s just a starting point,” Draper said. “Use all of this knowledge of yours and pass it on.”
by: TURNING POINTS
Keeping the resilience LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE
40 years of the crown and sash
(Photo credit: Tashoni Morales & Lance Sanchez)
The Miss and Mr. Indian ASU Royalty Court has served as goodwill ambassadors of the University’s American Indian, Alaskan Native and Native Hawaiian community since 1979, when Joleen White (Quechan) was crowned as the first Miss Indian ASU. This year, the Spring 2019 pageant celebrated its 40th anniversary at Neeb Hall on the Tempe campus with the theme “Keeping the Resilience.” This year’s host was former Miss Indian ASU ’96 April Tinhorn (Diné, Hualapai, Chinese), who said the anniversary signifies the university’s long-standing Indigenous 8 F A L L 2 0 1 9
student presence. “(The 40th year signifies) that we come from a legacy,” Tinhorn said. “We have a history of Native scholars who may not have worn the sash, but have infiltrated and gone beyond that... We are four decades strong in being at ASU.” Experienced in Native pageantries, Tinhorn shared why this particular pageant is more than a title. “First and foremost, every contestant is a scholar and that’s not the case for mainstream pageants,” Tinhorn said. “These titles are really meant to be representative of the entire student body. To even run,
Now . . . The newly crowned 2019-2020 Miss and Mr. Indian ASU Royalty Court at the Sun Devil Stadium, April 13, 2019.
. . . and then The first Miss Indian ASU Pageant in 1979. (Left:) Joleen White, the University's first-crowned Miss Willie White)
you have to be a Native scholar in good standing. I see a lot of the formers making an impact in Indian Country.” Seven student contestants vied for the titles in this year’s pageant, including Terri Surveyor (Hopi, Diné, Arapaho, Cheyenne), Catalina Flores (Pascua Yaqui) and Ethan Tsosie (Diné). Representing the 2019-2020 MMIASU Royalty Court are first attendants Savannah Nelson (Diné) and Gabe Garcia (Tohono O’odham), Miss Indian ASU Tashoni Morales (Tachi-Yokut, Te-Moak W. Shoshone), and Mr. Indian ASU Lance Sanchez (Tohono O’odham).
Tinhorn also shared that advocacy was also a common thread in each contestant’s platform. “The overwhelming impression I got from all of the candidates was, ‘Dang, they’re all woke!’ They’re not just amazing public speakers, they’re aware of the issues that are going on. They’re changing things on campus… Even though we’re a small percentage, the current students are really speaking up and creating change of inclusion,” she said.
A S U T U R N I N G P O I N T S M A G A Z I N E 9
LEVERAGE OUR ANCESTRAL PLACE & KNOWLEDGE
Indian ASU. (Photos printed with permission from
Building foundations
A conversation with Mr. & Miss Indian ASU 2018 - 2019
BEING SOCIALLY & CULTURALLY ENGAGED
RANDALL "RJ" MORIN, JR. HIDATSA / CHIPPEWA / DAKOTA Major: Liberal Studies & Music KYLA SILAS HOPI Major: Family & Human Development
(Photo credit: Shalanndra Benally)
10 F A L L 2 0 1 9
What inspired you to run for the titles? Kyla: It’s a funny story. I knew former Miss ASU 2017-2018, Gypsy Pete, and she was at a NAHM event and allowed me to “pretend” to wear her sash. Afterward, my older sister and I began talking about “if” I ran and the message I’d send to my community and youth. I decided to run to make a statement for Indigenous youth. I wanted them to know they can come to college from a rural area as a firstgeneration student and continue to thrive off the reservation. I wanted to prove to them and myself that if your heart’s in it, you can make any change possible.
RJ and myself saw a huge issue with this because we’re full-time students and financially independent. So we took it upon ourselves and began booking events the week after gaining our titles. We made alliances with the other ASU Native member orgs and fundraised money. We encountered countless inappropriate culturally sensitive conversations, but through our tireless work attending over 125 events, we raised nearly $12,000 for the 40th annual pageant and scholarships for the new royalty court.
" Remain humble and resilient, and remember that RJ: The title itself we always exceeded my ideals and thoughts in everything help our about it. The numerous brothers and amazing people, other royalty and tribal sisters..."
Did the reign meet or defy your expectations of what you thought it was going to be like? Kyla: It definitely wasn’t what I initially thought it was going to be like. Unfortunately, the MMIASU committee had no funding for traveling or scholarships for the 2018-2019 MMIASU royalty court.
How did you utilize your platform to reach out to Native students? Kyla: My first event was visiting my tribe’s local elementary school where I shared the song that was taught to me and was used as my talent performance. I always share that it was this song that won me my title as Miss Indian ASU. It’s powerful for youth to hear that fact because it was our language that caught the attention of the audience and judges. I shared about being the eldest of six, the first to go to college in my family, growing up in poverty and living in a DV household. I wasn’t shy about sharing my experiences because I know Indigenous children know and see more than what they let on. I shared that they can leave their reservation for school without feeling guilty and that pursuing
RJ: This platform of a royalty title is not a part of the pretty face and flashy clothes. It is about the face for tribal youth to find someone like them succeeding and motivating them to further their education. There were many nights that left us with little sleep, but I knew that in the end that it was worth it because it meant that one more Indigenous youth would pursue an education or even change their life around to alter the path.
Is there a main message about your reign that you’d like to share with others? Kyla: I have learned that during this reign, as Indigenous people, we have a strong sense of identity when united as one. Not too many universities in the country have the strong support we have from the staff and faculty. We’re very fortunate to be able to say ASU has our back. Don’t take this for granted. Continue to rise and thrive, but don’t forget to acknowledge where you started. Remain humble and resilient, and remember that we always help our brothers and sisters in need. I am thankful to have been able to serve as your Miss Indian ASU 2018-2019. Askwali (thank you).
"If you aren’t putting yourself out there and branching out, you won’t grow..."
RJ: The message I hope to give from my reign is to chase those dreams, no matter how crazy. If you aren’t putting yourself out there and branching out, you won’t grow and receive what you need in life. Create that family that isn’t blood, and create memories that will last a lifetime.
A S U T U R N I N G P O I N T S M A G A Z I N E 11
BEING SOCIALLY & CULTURALLY ENGAGED
RJ: Niidoosha'o Marashi Randall Morin heec. Hiraacire'haa marashi Ixohgadagi shibisha heec miishahiig hiraacac. Madaxi Awaxaawi She'guhaag waahuc. harug Idaahacghiri mii'iraaghaa'ac. When running for the title of Mr. Indian ASU, I saw it as an opportunity to really put myself out there and introduce myself to the youth in such an impactful way. My life’s goal is to be the movement in a highly educated Indigenous youth and say that through education, the youth will have something with their name on it and not one person can take that away or discredit it in any form. In utilizing my platform, my main goal was to make an impact in any youth I came across. If I changed one student’s mind for the better, I took it as a success.
dignitaries I was able to meet, and the new family that was fostered made all of the late nights and long drives completely worth it. Amazing networking opportunities led to research opportunities, potential jobs and trips for myself that will ultimately create a deeper impact on tribal youth all throughout Indian Country.
higher education is a time to soak up all of the trainings, conferences and opportunities in the city. When it is their time to return to their reservation, they’re able to share and implement for the greater good.
by: TURNING POINTS
In Indian Country, a powwow is a cultural and spiritual ceremony that celebrates Native heritage. It is a cultural event that focuses on bringing families and communities together socially, personally and spiritually. It is a time to pass down cultural traditions from one generation to the next and a time for sharing, caring and laughter. Numerous dancers, singers, artisans and spectators travel hundreds of miles to attend
powwows across the country annually. A stopping point on the nation’s powwow circuit is our very own Powwow @ ASU, which this year marked a significant milestone. April 12-14, the Powwow @ ASU celebrated its 33rd year as the university’s signature cultural event by welcoming thousands at its new location: Sun Devil Stadium.
(This year’s new venue) really signifies the growth of our powwow. The Sun Devil Stadium is a state-of-the-art facility. It’s one of the highlights of our campus. To have it be the first cultural event there since its renovation… really shows ASU’s effort and willingness to work with us. To know that we can have our powwow there really just supports and recognizes our Native community where we can bring in an event to recognize our culture and history, our student achievements and population, and share that space with other people. -Annabell Bowen (Diné/Seneca), Office of American Indian Initiatives director
BEING SOCIALLY & CULTURALLY ENGAGED
(Photos by: Taylor Notah & Brian Skeet/Turning Points Magazine)
12 F SA P LRLI N2G0 129 0 1 8
Moving from a space like the Band Practice Field to the Stadium is pretty monumental because it’s an acknowledgement of ASU’s commitment to American Indian students. It’s another way that ASU is putting the foot forward to say, ‘You’re here, we know that you’re here, we’re acknowledging that you’re here, we want you here, and this is how we’re going to support you.’ It’s amazing to see that we’re continuing to grow in all different ways here at ASU. -Sahmie Joshevama (Hopi), Office of American Indian Initiatives coordinator
-Victor Hamburger, Senior Director of Strategic Initiatives for ASU Cultural Affairs, Senior Director of ASU 365 Community Union A S U T U R N I N G P O I N T S M A G A Z I N E 13
BEING SOCIALLY & CULTURALLY ENGAGED
With the ASU 365 Community Union, our goal is to utilize this stadium every day of the year… and turn it into a cultural hub for not just the ASU community but for our entire community. We reached out to Tahnee Baker and the committee because as a signature ASU event, the powwow should be the central point of our university’s focus. It was a tremendous opportunity to gather 12,000 (attendees) over the three days. It was a real testament to the work that the powwow committee has done. We’re really looking forward to hosting again in the future and continuing to build upon the success that the powwow committee have had.
by: TOREY DOLAN CHOCTAW Major: Juris Doctor (Law), Certificate in Federal Indian Law
BEING SOCIALLY & CULTURALLY ENGAGED
As an undergraduate, I shied away from Native American studies classes because I felt unsure of my identity. I was too white, too unaware and too disconnected from my Nation to publicly claim being Choctaw. However, I found a second chance through the Indian Legal Program (ILP) at the Sandra Day O’Connor College of Law. ILP is a specialty program that offers a legal certificate through the College of Law. This specialty is like gold, considering that Arizona is home to 22 federally recognized tribes that hold 27 percent of the state’s land, and that we live in a country with 573 federally recognized tribes and hundreds of state-recognized tribes. Out of 1.3 million attorneys in the United States, fewer than 3,000 are Native. Yet within that small universe, ILP is an institutional giant. Graduates work in large tribal enterprises, tribal governments, massive government agencies and prestigious law firms. They are judges, advocates, lobbyists, politicians and ultimately changemakers. ILP offers students rigorous courses that range from Cultural Resource Law to Economic Development. Students are required to take Federal Indian Law I, Federal Indian Law II, the Indian Legal Clinic 14 F A L L 2 0 1 9
and electives relevant to Indian Law, and they must write a substantial paper on an Indian law issue. The program is home to the Indian Legal Clinic, where students work under Professor Patty FergusonBohnee (Pointe-au-Chien Indian Tribe) on cases that may include administrative law, election law, criminal law, tribal law and more. In clinic, I managed multiple cases and was sworn in to the Gila River Indian Community Court and the Ak-Chin Indian Community Court. Closest to my heart was the Native Vote Election Protection Project, where I was the lead student attorney. This project is a joint-effort between ASU, the Inter-Tribal Council of Arizona, the Native American Bar Association of Arizona and the National Conference of the American Indians. It aims to collect and study data on voting in Indian Country and help people vote. Voting in Arizona is challenging because of complicated voter-ID laws. For Native people, it can be even more challenging due to problems with access to polls, early voting,
transportation and mail services on reservations. On the day of the 2018 midterm election, I arrived at the clinic at 5 a.m. to prepare the Native Vote hotline, which is available for anyone who has trouble voting in Arizona. That day, the clinic received 180 calls from across the state and across Indian Country. The ILP’s network of alumni and friends is expansive. I have met with both Federal District Court Judge Diane Humetewa (Hopi) and Ninth Circuit Judge William Canby, author of “Indian Law in a Nutshell.” Students travel during Fall Break and Spring Break to places such as Washington D.C., the Pechanga Reservation in Temecula, California, and the Winnebago Tribe of Nebraska. The professors also give personal and candid mentorship for your career. Among the ILP students, I found close friends from all over the country whom I now consider to be family. My friends validated my identity and reminded me that my ancestors went through too much for me to deny them and my tribe because of fear.
“Together, we realized that being Indigenous in law school brings a unique perspective. "
(Photo credit: Lynn French)
Together, we realized that being Indigenous in law school brings a unique perspective. In talking about property law, you’re not just talking about land; you know you’re talking about someone’s homeland. In learning about Johnson v. McIntosh, you realize the case refers to your ancestors as “fierce savages.” Having other Native students
around you makes a difference. Hearing other Indigenous voices challenge the law’s misconceptions makes a difference. Having Indigenous professors makes a difference. Ultimately, ILP has taught me to use my power to honor my responsibilities to my family, my tribe and Indian Country.
History of advocacy: ILP’s 30th anniversary with Executive Director Kate Rosier (Comanche) What is the significance of the program’s 30th anniversary? What’s exciting to me about it is that I feel it shows that the university (and) the college administration have put resources into this program for a long time, and the talent of our students and determination of the faculty have really made it one of the top programs on campus. We have so many groups who believe in it and want to see it be successful. We have had Native students in every class basically since the law school opened back in the late ’60s, early ’70s. As we grow, our students are getting more talented, more successful and are receiving much more mentorship than they used to. We are getting a different type of student. They all are very dedicated to contributing to Indian Country somehow, so that’s really exciting.
What role does ASU play in improving representation and access for justice within Indian Country? We’re playing a large role. We’re graduating talented students each year, and we’re trying to increase our reach by doing more work on the early outreach to young students, pre-law advising and making sure that when they graduate, they have the resources to be successful. An example of that is our Native American Pipeline to Law Initiative. We need more attorneys, and there are different ways that they can serve in that role. We’re doing quite a bit to get the word out and make sure that no matter where you want to go to school, ASU Law is a resource for people, and we’re happy to be a part of their support team. Even if they’re not at ASU, we can help them along their way.
Indian Legal Program’s Mission & Goals: To promote scholarship in the field of Indian law
To help train more Native and nonNative attorneys to be competent in the field of Indian law
To partner with tribes and work on issues that are important to the tribes
For more information: 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
by: TURNING POINTS
Professional development Postcards from Sun Devil aunties and uncles Arizona State University is home to a plethora of professional development resources, advice and connections all committed to the career success and advancement of our students and alums. As a Native college student, you are constantly building new skills, experiences and expertise that overall contributes to your professional toolbox that you take with you after graduating. We asked our ASU Native family to share their tips on professional development from an Indigenous perspective that Native Sun Devils should consider while pursuing their studies.
April Tinhorn (Hualapai/Diné/Chinese) ’96 BS in Computer Science (ASU), ’01 MA in Computer Science (John Hopkins University) Visionista of Tinhorn Consulting, LLC
Make a mission statement Come up with your own mission statement because a lot of uncertainty comes from, ‘Should I do this or not? Do I want to accept this position? Do I want to apply for this job? Should I go to grad school? Should I start working in the real world? Should I start my own business?’ Having that personal mission statement is going to help you say your yes’s with confidence and your no’s with no regrets. ENABLE STUDENT SUCCESS
Go out beyond your rez From a Native perspective, there’s an unsaid thing for us that we need to stay close to home or we need to be at home, but home is always there. The more we go out into other countries, meet other people and other ways of thinking, we’re exposing them to our culture. You get to share your experiences, and you learn about theirs. So go out there and be a part of that, because you’re going to learn things that you can bring back home if you want to come home. That’s how new ideas happen. That’s how innovation occurs. You’re always bringing you and home with you no matter where you go. 16 F A L L 2 0 1 9
Lifetime friendships made in college At ASU, I learned the importance of relationships. My college friends are still very good friends today. You don't think about the friends you make, but as you grow and become a professional, you can call on each other to help each other out. Those relationships that you make at ASU, they last a lifetime if you choose it.
Big professional nopes ‘Indian time’- Timeliness really colors the way people view your abilities. Talk about professional time, especially when you’re working with other cultures. It really does matter. Spell check- If they didn’t take the time to spell check this document, that means they don’t care about themselves and they’re not going to care about what we’re doing. Social media presence - There are ways that you show up before you physically show up. In today’s day and age, we have social media. I usually Google everybody before I meet them and their company. Make sure that your online personality is something that you’re not embarrassed that your mom or your grandma sees. Make sure that it’s showing you in the best light. To learn more about ASU's Career and Professional Development Services, visit:
Jim E. Warne, Tasunka akan wic`akte (Oglala Lakota) ’87 BS in Physical Education/Exercise Physiology, ’93 MS in Rehabilitation Administration (San Diego State University) President of consulting firm Warrior Society Development, LLC
Chase the extra credit! Do what you can that can count toward any extra credit or assignments for classes so that you’re killing two birds with one stone. Get experience with an Indian organization that may fit into an assignment or an internship. That way you can see the impacts that you’re getting from your education (and also) impacts for your people and future generations.
Indigenizing public speaking 101 We must pay attention to our traditional foundation as Indian people. As storytellers, we have (been presenting) for thousands of years, educating and sharing our story. When I was an undergrad, I would be more afraid to speak in front of people than take on three people in a football game. I remember those times when I was afraid to speak, but it takes practice. Once you learn how to present from a traditional storytelling standpoint, then it allows you to share your stories from a humble way where you can get up in front of people. Our stories must be told. We need more of us to be telling those stories.
Take the classes that benefit Indian Country I’ve written nearly $40 billion in grants over 22 years. I always encourage our students to take a grant writing class. You never know, you may be able to create your own program in language immersion, Native disabilities or Indian ed — whatever it is you may be interested in. I’ve been very fortunate to be a grant writer and educator, being able to make a difference for creating Indian programs both for universities and for tribes... (and training) members of the community to be grant writers. That’s what our students today have that opportunity to do: they have that mainstream American contemporary education, and when they combine that with traditional knowledge at the foundation, it creates great things for Indian people.
Kim Kanuho (Diné) ’02 BS in Urban Planning, ’05 MA in Urban & Environmental Planning President of community planning consulting firm Fourth World Design Group, LLC
Find your voice
Apply knowledge that you’re gaining from college back into tribal communities. When papers or projects are due, try to apply those to the issues and challenges of tribal communities. There’s not many books or guidelines of ‘How to’ when you get out into the world and work in our tribal nations; it’s going to take a lot of research, background, education to create solutions for the challenges that our tribal nations face.
Build the community Everyone has different gifts, skills and talents— we are unique in our own ways and we should be supporting one another as colleagues, friends and professionals to help uplift everybody. You can’t do everything yourself; it takes a team of people. If you continue to uplift and work with others, you can make a bigger, positive impact in your professions, projects and schoolwork. A S U T U R N I N G P O I N T S M A G A Z I N E 17
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Keep your communities in the forefront
It took me some time to figure out, ‘Am I doing this right?’ To be a leader in my profession, I had to find my own voice by utilizing my own natural instincts and it never made me stray the wrong direction— it has helped me keep myself grounded. Learn how to listen to your natural instincts and not to people who might put you down. My education, natural instincts and my passion for what I’m doing has never led me astray.
by: SHARON TOM NAVAJO ‘12 MBA, W.P. Carey School of Business
Once a Sun Devil, always a Sun Devil: ASU NATIVE AMERICAN ALUMNI CHAPTER
The Arizona State University Native American Alumni Chapter serves our Native American Sun Devils throughout the United States, making opportunities to come together, meet alumni, network, rekindle old friendships, and most importantly, to promote our alma mater and have fun! As one of the few special interest chapters sponsored by the ASU Alumni Association, we host quarterly meetings and different events throughout the year to be a vital connection for our Native alumni and the university.
STAY INVOLVED: CHAPTER MEETINGS & NETWORKING EVENTS
SCHOLARSHIP RESOURCES FOR CURRENT STUDENTS: Native American Alumni Chapter Scholarship Josiah N. Moore Memorial Scholarship Dollie Yazzie Student Leadership Award
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For more information on deadlines, requirements and more, visit the scholarship postings on My ASU Scholarship Portal.
Everyone is invited to attend board meetings to learn more about getting involved in chapter activities and events. We welcome fellow alums, current students, and community members to join, stay connected with ASU and serve as role models in our respective communities through outreach or being involved in community events. We are always seeking volunteers to assist in coordinating events and brainstorming new ideas.
ALUMNI SPRING BREAKFAST Every year during the ASU Powwow weekend, the chapter hosts a Breakfast Social and Mixer to connect with local and visiting alumni. We feature an ASU alumni speaker every year from different fields or backgrounds to share their educational or career path with current students and alumni who attend the event each year. It is one of our more popular events.
JOSIAH N. MOORE SCHOLARSHIP BENEFIT DINNER The Josiah N. Moore Memorial Scholarship Endowment was established in celebration of Josiah N. Moore by his family and the NAAC to fulfill his lifelong dream of providing and improving education for Native Americans attending ASU. Josiah N. Moore was an ASU professor and former chairman of the Tohono O’odham Nation. Each year, the chapter awards scholarships to current Native American students many of whom have gone on to transform their communities through their leadership and continued dedication to service. This signature event is one of the highlights of the year and we encourage alumni to be part of our event this year as we celebrate the 25th anniversary of this scholarship benefit dinner. Our next JNM Benefit dinner will be held Saturday, November 2 at the Tempe Mission Palms Hotel in Tempe.
AMERICAN INDIAN CONVOCATIONS In collaboration with the American Indian Student Support Services (AISSS) and other ASU programs, the chapter participates in the American Indian Convocations every semester to celebrate each new alumnus who receives their degree. We also give out the distinguished Dr. Frank Dukepoo Outstanding Scholar Award to a graduate who achieves a 4.0 GPA or better upon graduation. This is a wonderful experience as we welcome and congratulate new alumni members. 18 F A L L 2 0 1 9
Additional information:
by: DELPHINA THOMAS DINÉ Major: PhD in Justice Studies
Friendly Advice From Student Aficionado
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of school in third grade. That was the extent of their education, and I was never upset with them for not knowing about these topics. Second, despite having older siblings attending college, no one talked to me about the FAFSA, so I had to complete the form by myself with what little Yá’át’ééh, shí éí Tábąąhí nishłí, Tótsohnii báshishchiin, Honágháahnii dashicheii, Kinyaa’áanii information I had from my mom. I knew my mom’s dashinalí. social security number by heart because I’d fill More than 2,400 miles away from home, I out applications that requested her social security remember sitting outside of the Brown University number, then explain to her what the form was for and she’d sign. cashier’s office, crying my eyes out after being told Third, we didn’t have money to budget. Everything that I didn’t have enough aid to cover my student my mom received monthly was allocated for housing, account balance. I didn’t know what that meant and I utilities and food. Every so often she would give was overwhelmed. I couldn’t ask my mom to help me with thousands of dollars because I didn’t come from me money for a social activity I wanted to do with a friend. It wasn’t until years later that I realized she wealth. was giving me her last $5. I grew up in Indian Wells, Arizona, which is just As an adult I have learned a lot, not just 30 miles from the reservation line in Holbrook. Since academically but the ins and outs of financial aid, I was 10, I’ve wanted to be a professor which is benefits of scholarships and grants, and how to what I intend on pursuing after receiving my PhD. budget any excess gift aid I may Yet I never knew how I’d pay for my "I help students receive. As a graduate student, I was education. and parents who a financial aid counselor at ASU who Leaving the cashier’s office, I sat may feel lost in the used the tuition waiver and applied down and cried. Then a staff worker process and may for grants/scholarships. Leaving this in the Africana Studies Department, need a friendly face job in June 2018 to pursue my PhD who identified as Wampanoag, to reassure them stopped and asked if I was okay. left me feeling lost. Then I began Even though we barely knew to volunteer at events where I used that "everything is each other, I told her exactly what all of my gained knowledge to help going to be okay." happened and she reassured me that students who were like me years everything was going to be okay. And ago – sitting outside of financial aid it was. offices with their heads in their hands, overwhelmed I share this story because Native college students and trying to navigate the financial aid process. may not have any teachings about higher education Though unlike me, I wanted to catch them before costs. We all have our own stories of figuring it out they got there. through trial and error. For me, I came from a lowCurrently, I work part-time at South Mountain income, first-generation background where no one Community College as a financial aid outreach talked about financial aid, money and budgeting, and specialist. I primarily present financial aid information there are a few reasons for that. to students, local organizations and the public First, no one in my family knew anything about by hosting FAFSA workshops and help them the FAFSA (Free Application for Federal Student all complete verification. Finding this job was a Aid). My parents were separated by the time I miracle and something that I knew I had to do. I applied to college. My dad received his high school help students and parents who may feel lost in the diploma from Chilocco Indian Agricultural School in process and may need a friendly face to reassure Oklahoma, and my great-grandma took my mom out them that “everything is going to be okay.”
DELPHINA'S FINANCIAL AID TIPS
by: DELPHINA THOMAS DINÉ Major: PhD in Justice Studies
one Fill
out
the
FAFSA !
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Everyone should fill out the FAFSA, even if they believe that their parents make too much money or if they didn’t file taxes for the requested year. The FAFSA is important for students because it tells the financial aid office what the student qualifies for.
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Take advantage of what you pay for.
You are paying to attend college. Your tuition and fees help pay for many of the services and activities at ASU. So, take advantage of them!!! See a meeting you’re interested in learning more about? Go attend that meeting. Hear about a speaker giving an exciting talk? Go to it and take some notes! Have a question about financial aid? Go and seek out answers.
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Check on loans you accepted
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Before you seek loans with a bank, check if you have already accepted your subsidized loan. This loan does not accrue interest until you either leaves school completely or graduate. If you’ve already accepted this loan, check if you have accepted the unsubsidized loan.
ASU Financial Aid and Scholarship Services Call 24/7: 855-278-5080 For more information, visit:
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Your FAFSA answers correspond to the day you're applying. When you fill out the FAFSA, every question you answer should be answered as it corresponds to that day. One example I use is: If you or your parents got married today and completed the FAFSA today, then your marital status would be “Married.” If you got married today, and filled out the FAFSA yesterday, your marital status would be “Single.”
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The lowdown about verification and the data retrieval tool If you or your parents use the Data Retrieval Tool (DRT) rather than manually inputting the values in the FAFSA tax section, you have a much lower chance of being selected for verification. Verification essentially means that the Department of Education needs to verify that you or your parents’ income information is correct and the school’s financial aid office is required to request additional documentation to verify that information.
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Special circumstances part II Other items that are considered special circumstances include divorce or separation, loss of child support, loss of onetime income and financially contributing to family members not in your household. For a more extensive list, please contact ASU’s financial aid office to speak with a financial aid counselor.
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Parent info = Parent responsibility By providing your parents’ personal and tax information, they do not become responsible for paying for your education or your student loans.
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Requested items Requested items may include tax return transcripts, W-2s and letters of non-filing (if you did not file for that tax year). These items can be requested from IRS.gov and sent to you via mail and, in some instances, can be immediately retrieved online depending on whether you meet the qualifications.
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Special circumstances part I If you have a special circumstance regarding your income (such as your income decreasing by more than 25 percent since the requested tax year), you or your parents may be eligible to submit a Parent Review form or Student Income Reduction Review form and include supporting documentation to reduce the EFC. For instance: Say that you made $45,000 in 2017, but in 2019 you or your parent are making $30,000. That is more than a 30 percent reduction in income and could impact your financial NEED, EFC, and potentially open up room for more NEED-based grant and scholarship aid.
TH!NK SMART WITH YOUR REFUND
"Full disclosure: when I received my first refund from financial aid, I spent it on things that I didn't need..."
Build a strong financial background with these four helpful kinds of savings
+ The “I can touch” fund + “I know what I want I just need to pay for it” fund + Long-term savings
had this account for four years and it has come in handy many times. Recently, I found out that State Farm offers a Money Market & Savings Account where your money accrues compounded interest daily. One reason to open up a savings account is to create an “Emergency Fund.” These funds are especially important for students, like myself as an undergrad, who knows that they are expecting a cost toward the end of the semester and will need funds to apply to that purchase. It’s also really good for students who have unexpected costs during the semester like job loss, medical care, car repair, etc. I never thought to save my refund, but now, as an adult with more experience, if I receive a large refund I put away a large part of it in a separate savings account with a different bank than what I use for my checking account. State Farm offers a variety of savings accounts to work with your needs and provides a breakdown of each type of funds you can use your savings for.
For more information, visit:
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+ The emergency fund
Full disclosure: when I received my first financial aid refund, I spent it on things that I didn’t need and treated my sister and cousin on a trip to New York City. I had never received thousands of dollars at one time. I didn’t know what to do with it and ended up spending the first and last refund I received in my undergraduate career. I realized afterward that I should have saved the money toward traveling to and from Arizona during my breaks. I could have used that toward personal expenses that came up during the semester for hygiene products I ran out of. Instead, I spent the money and worked a lot during the semester at my work-study job just to make enough money for a plane ticket home. It wasn’t until I started my master’s degree that I received another refund and I was adamant about not spending it on frivolous things like I did before. So I researched savings accounts online and taught myself about the different accounts I could open. I decided to open a savings account with an online bank where my money could accrue interest. This was completely new to me and something I was never taught. I have
by: BRITTANY GENE DINÉ Major: Industrial Design, MS
ASU Health and Counseling Services ASU Health and Counseling Services offer clinical and counseling services at their locations on the Tempe, Downtown Phoenix, Polytechnic and West campuses. Think of the services that they provide as the nonemergency walk-in clinic at the Indian Health Services, but geared for students. They accept walk-ins and can schedule appointments for the following services:
Primary Care Primary care is where you can get any symptoms checked out. Whether you have a cough, cold or have a persistant pain, a health care provider here can help diagnose and prescribe medications and/ or other plans of care to help you get moving again.
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Patient Advocates Patient Care Advocates can help you get access to healthcare. They can enroll you in an insuance plan through the school or even state coverage. They can also assist with getting resources in the community. They are here to answer any healthrelated questions you have!
Counseling ASU Counseling Services offer confidential professional counseling and crisis services for students experiencing emotional concerns, problems in adjusting, and other factors that affect their mind, body and spirit.
Women's Health
Women's Health Services is there to care for health-related issues that mostly impact women. This includes pregnancy testing, breast health, immunizations and annual well-women's examinations.
Other services
ASU also offers other great services like laboratory and STI testing, massage therapy, accupuncture, asthma education, allergy shots and sports medicine!
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Healthcare 101
The breakdown to getting access to healthcare
Transitioning into campus life can be difficult. As an undergraduate, I had a strong grasp of what was expected in a classroom setting. I knew that it was important to meet my professors, create a schedule and form positive relationships to help support my goals. What I was not prepared for was the inevitable, which was getting sick. At home I could tell my parents and set an appointment with my healthcare provider and I’d be back on my feet in no time. However, in an unfamiliar city,
away from my loved ones, I had no idea where to go or what to do. Fast forward several years, I find myself back in the college setting as a master's student Many things have changed, but one thing I’ve noticed that hasn’t is how unprepared students are when it comes to taking care of their own health. I want to take some time to share with you and your loved ones on how to be prepared when suddenly you’re feeling under the weather.
Getting Started one
Determine if you have a health insurance plan Many students under the age of 26 find that being under their parent's insurance is their best option. For others who do not fall into this category, there are other options. ASU Health and Counseling Services offers access to patient care advocates who can assist you in obtaining coverage.
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Find a provider and facility that accepts your insurance Most insurances have an online portal where you can search for local providers and facilities that accept your insurance. If you're unable to log on, you can call the member number located on the back of your card to ask for assistance.
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Locate a regular pharmacy to fill prescriptions Again, you can check online in your patient portal to see where the most convenient pharmacy is located. Once you locate one, write down the name, address and phone number and store ID if there is one listed. A pharmacy can also give you your flu shot!
Using Indian Health Services In the event that you are choosing an Indian Health Services facility as your main provider, you should bring your tribal verification and social security card to become a new patient. Copies will not be accepted. Students who are not enrolled memebers can still obtain services if they are a descendent from an enrolled member and can provide proof.
Next Steps Now that you know where you will be getting help from, what do you bring to your appointment? I recommend placing all the following items in a pouch or wallet so it’s ready for you when you are feeling ill.
Identification
Allergy and meds list
A driver's license or passport are acceptable forms of identification.
If you have allergies, let your doctor know. Also inform your provider of any medication(s) you are currently taking so they know what medicines are safe to prescribe.
ALLERGY
VITAMINS
Insurance card
Copayment
Pharmacy information
You can obtain copies or download one from your insurance's website.
You can potentially have a copay for the visit. That information should be listed on your insurance card.
Your doctor will need to know where to send your prescription after your visit.
A Native Scholar Gets Sick
Comic by: Danielle Lucero (Isleta Pueblo) PHD Student Justice Studies
Google, 10 minutes later Oh no I don't feel too great but I have class and I've never been sick without my family nearby... what are you supposed to do?
I have Malaria? What!? I died three days ago?!
*Attempts to adult*
I need to call home!!!
supposed to go?
Febe, you're still alive. Go to IHS.
I don't want to wait 14 million years!
Hey!!! Niece!!! Just put some Vick's on and burn some sage!!! You'll be fine!
Then try out ASU Health Services! Don't you pay for that, anyway?
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Hi Mom, I'm not feeling good and I don't know what to do. The internet said I died three days ago. Where am I
by: CECILIA MAREK DINÉ / NIMIIPUU / HOPI American Indian Studies - Indigenous Rights and Social Justice, MS candidate
INDIGENOUS PEOPLES Reflections from MARCH Native women scholars Cecilia Marek Growing up on the Nez Perce reservation, my parents raised me to have pride in my culture and feel empowered by it. They encouraged me to fight for our people and work to create a better life for the next generations. Advocacy for Indigenous issues has continued to be a passion and personal responsibility for me so it seemed destined that my first trip to Washington, D.C. would be to attend the Indigenous Peoples March (IPM). As a student in the American Indian Studies master’s program, I can work toward this goal while strengthening my understanding of Indigenous rights and social justice. My thesis, which focuses on Indigenous women’s leadership in activism and advocacy, was partly why I joined AZ Rally. I felt fortunate to travel with Amanda Blackhorse to IPM to see first-hand how she works to combat racist mascots. The Washington football team’s merchandise lines the halls of Reagan National Airport, and I found it ironic that
my first experience in D.C. was being bombarded with the racist logo when we were traveling to advocate against it. I felt a mix of anger and frustration at seeing people in team jerseys and hats emblazoned with the racist logo and slur. The frustration remained the next morning as we met with D.C. Councilman David Grosso, and I shared my experience with him. To me, this specific experience and how it made me feel as an Indigenous person was the most impactful statement that I could have made. We were able to humanize the effect racist mascots have, and do so in a place where Native representation is extremely limited. The IPM left me feeling energized to carry on my life’s mission. Witnessing so many Indigenous people congregate at the Lincoln Memorial - a space that celebrates America’s legacy of displacement and white supremacy - affirmed that we can make a difference through direct action
"We Indigenized that space that day with our colorful regalia, traditional languages, and prayers and medicines that lingered in the air even after we dispersed."
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and asserting our voices. We Indigenized that space that day with our colorful regalia, traditional languages, and prayers and medicines that lingered in the air even after we dispersed. I felt so much pride hearing Amanda speak about racist mascots and the damage they do to our Native youth. I also felt humbled knowing that I have so much more to learn about fighting against institutions that manipulate our visibility and representation. It is important to me to honor my responsibilities in caring for my family and communities, just like many other Native students. Through my research and personal experiences, I continue to learn from the strong Indigenous women who have come before me on how to best work for change, with the goal of building for the next generations who will come after.
by: MARLENA ROBBINS DINÉ / MESCALERO APACHE / SPANISH '18 MS American Indian Studies - Indigenous Rights and Social Justice
Marlena Robbins My dad’s generation was embedded in the Washington team. It gave them pride and validation to be acknowledged by mainstream sports. Despite his team choice, he has always been a supportive influence, with his willingness to openly discuss opposing ideas intended to broaden our minds in the process. When I became a mom, my vision shifted and my son’s identity became priority: his long term understanding of his place in this world and how it is reflected back to him. AZ Rally has been that support system: a group of parents, individuals, community members and activists determined to reframe a toxic perception that has plagued the minds of billions. Washington was a new experience for me. I had only been to the East Coast once before when I was nine for my sister’s Army graduation. To see the famous white buildings in person as opposed to pictures in U.S. history textbooks made
me feel conflicted. I thought about the many Indigenous leaders walking through these buildings fighting for human decency only to be ignored, lied to, manipulated or turned away. I thought about Hastiin Ch’il Hajin and Asdzáá Tl'ógí (Navajo Chief Manuelito and Juanita) and their journey here to advocate for Diné rights. Amanda Blackhorse has advocated for the changing of the Washington team name and logo both in the legal and local realms of activism. Her voice opened the doors for AZ Rally to have a seat at the table in Washington, where we shared our stories with council members and representatives. It felt surreal to be in these spaces as a tourist with the mission of being acknowledged, heard and understood. I never envisioned this for myself as a young chizhi girl growing up on the rez. It is a further testament to the enrichment of our Native youth, that even in the most rural of areas, they should strive for a seat at the table. The march is what brought us to Washington. Without the intentional planning of many Indigenous communities willing to make this day heard around the
world, we would not have had these experiences to share. The many people from different nations convening in the same space, echoed an energy that can only be described as healing. By the end of the trip I felt exhausted, angry and blessed, conflicted about the atrocities this government has committed against tribes, and grateful for the lineage of our ancestors and descendants pushing for us to be here. There is still more work to be done. I feel confident in the new growing movements taking place throughout Indigenous country to be healthier, wiser and courageous in the face of a system designed to keep us compliant.
DINÉ Where would you recommend students start if they want to get involved in advocacy?
What is the most impactful way to educate someone about cultural appropriation and/or Native mascots?
I approach them and ask questions like, ‘Did you know the logo you are wearing or the term r-word is offensive to Native people?’ In my experience, it’s always been that the fans either get super defensive, aggressive or they don’t want to hear it and walk away. Very rarely have I talked to folks who were open to the education. This may seem pretty daunting, but you never know whose mind you will change. I would definitely take precautions when doing this. Your safety is important.
Start by educating yourself about the issue(s) you are interested in. There is a plethora of information online. I would look into credible sources and websites. There is so much information out there; educate yourself and get connected with folks in the movement. Volunteering and getting involved is an excellent way to start. We have to put in the hard work and learn to be a good relative in activist circles. Most of the activist work is about being a good relative, kinship and learning how to be a better human so we can help others. Be ready to do some work on yourself and be open to feedback from your community.
We need to educate folks even if it’s scary or if it takes us out of our comfort zone. It can be intimidating, but you will find that after speaking up, you will be more comfortable with it and find that you harness the power of our people within. Education is important, but it’s not our only tool to get people’s attention. That is where protests, rallies and other forms of resistance are important. We need to demand to be heard. I also think it’s important to understand that the responsibility shouldn’t always rest in Indigenous hands. Why do we have to exhaust ourselves to address these issues? Where is the responsibility from the rest of the community? That’s what protest does: It demands accountability from the non-Indigenous community when education has been exhausted.
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What do you do when you see someone wearing a slurskin shirt?
by: TAYLOR NOTAH DINÉ '18 BA Journalism
A legacy of giving back For the Allison family, Arizona State University holds many treasured memories. For parents Shawn and Eileen, their beloved alma mater where they first met. For grandmother Faye, it is where she received her master’s degree. And for their four children raised in ASU culture, it is where they first learned to count. “When the kids learned how to count, they would do one, two, three to form the pitchfork,” Eileen said. “They knew when they were toddlers how to throw the fork up.” From grandmother to grandson, this Diné family holds a nearly 30-year legacy at the institution where three generations are past, present and future Sun Devils recognized for their active campus involvement. Their legacy can be traced to the Sun Devil Fitness Complex in the summer of 1991.
Forks up! (Left to right) The Allison family: Shay, Shalee, Eileen, Junior, Shawn and Shandi. (Photo credit: Courtney Lively Photography)
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Starting the legacy “Back then we called it the Rec Center,” Eileen said. “I liked to play volleyball, so I went to the equipment desk where Shawn worked to check out a volleyball and that’s when we first met. I always made an effort to go check out a volleyball.” The decade that followed was foundational for their family. Four years after meeting, Shawn and Eileen wed. In 1994 Shawn kickstarted the family legacy when he received a BS in Finance followed with his MBA in 1996. In 1997 Shawn’s mother Faye received her Master of Social Work, and Eileen earned her BS in Construction Management in 1998. The pair have given back to ASU since. Today they can be seen applauding graduates at every American Indian Convocation, bringing dishes to annual Cal Seciwa Feasts, and cheering alongside Sparky at athletic events with their children in tow. They are also recognized members of the Native American Alumni
(Photo credit: Courtney Lively Photography)
Chapter. For Jacob Moore, ASU’s associate vice president of tribal affairs, the Allisons are one of many intergenerational Native families who have helped create warm communities for students. “Major universities can be pretty cold and oftentimes we don’t fit within those institutions when we come from tribal communities,” Moore (Lakota, Dakota, Akimel O’odham, Tohono O’odham) said. “With the help of the Allisons and others, they’ve helped to really build our own community within ASU where, as Native people, we have places where we can congregate, be friends, do things together at the university and create our own community.”
The next generation
That’s what I’m going to try to do when I grow up, just keep it going.” With Sun Devil parents, Shay said he had a unique support system unlike his Native peers. “A lot of people here get homesick, want to go back home and see their family, but all I have to do is go to an athletic event and I see my whole family there. That’s support for me,” he said. “My mom is my biggest fan. She always tells me to try my hardest, and I do.” Seeing her children grow from young children shadowing her on campus to navigating their own pathways fills Eileen with pride. “As a mom, it makes you happy to see your kid succeed and go on to study in college. It makes you happy inside that you planted that seed, you introduced them to college, and you pretty much told them you can do it.” Seeing their students thrive at ASU, the proud parents share the ingredients for Native student success that they instill in their kids. “We always tell the kids, ‘Go to the rec center. You never know who you’re going to meet there!’” Eileen said. “What you get out of your ASU experience is your efforts that you put into it. It’s on the student’s part to reach out, become active, meet people on campus to make your ASU experience the best experience possible. No matter where you’re from, there’s a place for everyone where they can fit in and contribute.”
“With the help of the Allisons... they've helped to really build our own community within ASU. "
Shawn credits everything to ASU. “I came here and when I left, not only did I leave with a degree, I left with a wife and a family.”
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TRANSFORM SOCIETY
Campuses were once the children’s playground. Now the university has become their choice for higher education. Their eldest child, Junior, has a lifelong connection to campus life and is an avid football fan. “I knew campus life by first and second grade just by visiting so many times as a kid,” said Junior, an ’18 graduate. “I lived on campus all four years, my first three years at Barrett and the Tooker House in my final year.” Current Sun Devils are Shay, a junior majoring in Electrical Engineering, and Shalee, a first-year student pursuing the same field her mother did. Through his parents, Shay saw examples of what it means to be a Sun Devil. “It’s about being an example to everyone that I surround, being an ambassador for ASU,” Shay said. “My parents would always drag us along (to events)… I like the Cal Seciwa Feast a lot just ’cause Cal Seciwa plays such a vital part here at ASU. My parents always bring food and try to keep it going.
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