Wisconsin Indian Education Association celebrates Native American Heritage Month


NOVEMBER 1, 2017


Brian Jackson


Wisconsin Indian Education Association

Office: (715) 588-3800

Email: brian.jackson@ldfschool.org

Wisconsin Indian Education Association celebrates Native American Heritage Month in November

Organization issues open Call-to-Action to strengthen relations, address disparities faced by American Indians and ending the use of race based mascots.

The Wisconsin Indian Education Association (WIEA) is proud to celebrate National American Indian Heritage Month during the month of November. On August 3, 1990, President of the United States George H. W. Bush declared the month of November as National American Indian Heritage Month, thereafter commonly referred to as Native American Heritage Month. The Bill reads in part that “the President has authorized and requested to call upon Federal, State and local Governments, groups and organizations and the people of the United States to observe such month with appropriate programs, ceremonies and activities.” Every year since, the Office of the President has issued a proclamation supporting the month as such. The landmark Bill honors America’s indigenous people.

In keeping with the essence of Native American Heritage Month, the Wisconsin Indian Education Association honors the unique culture, history and perseverance of the 11 federally recognized tribal nations within the state, as well as all Native nations across both North and South America.

WIEA President Brian Jackson says the organization is calling on tribal, state and local governments, public and private schools, tribal education programs and departments and civic groups alike to implement curriculum that strengthen educational offerings about Indigenous peoples in Wisconsin.

“For hundreds of years, American Indian history has been obscured, altered and in many instances erased from existence,” said Jackson. “It has long been a mission of WIEA to educate our non-Indian neighbors to the valuable contributions of Native Americans over the course of American history — many of which have allowed this country to attain a level of freedom and prosperity enjoyed by so many,” added Jackson.

As part of Native American Heritage Month, the Wisconsin Indian Education Association is issuing a call to action to address three main areas in closing the cultural divide while increasing the socioeconomic, educational and political position of Wisconsin’s tribal nations:

  • An open challenge to local governments, schools, civic organizations and individuals to learn more about the historical and contemporary connections of your local community to neighboring tribes and tribal communities in general.
  • Request that school districts employing race-based mascots develop an exit strategy away from the use of American Indian or other race based imagery within one (1) year. This request is especially critical if a school within the district you reside or a school within your school’s athletic conference currently uses a race based mascot.
  • Contact your legislator(s) to request a repeal of the 2013 Wisconsin Act 115, which makes it nearly impossible for those who object to race-based mascots and sports team names to bring about change at their school district.

Over the nearly 25-year history of WIEA, the group has remained a catalyst in the effort to incorporate historically accurate Native American curriculum into Wisconsin public schools. The effort gained support when former Governor Jim Doyle (D) signed into law Wisconsin Act 31, which requires public schools to offer historically accurate instruction on American Indian tribes in the state. Act 31 was born as a result of the ugly and sometimes violent protests of the late 80s and early 90s organized by non-Indian groups opposed to Chippewa Treaty Rights. Ultimately, District Judge Barbara Crabb ruled in favor of tribal spearers who sought a permanent injunction prohibiting non-Indian protesters from interfering with their court affirmed Treaty Rights, finding the protests to be racially motivated.

In addition to the call-to-action initiatives, WIEA will participate in a National Day-of-Action on Race Based Mascots, which is scheduled for Friday, November 17, 2017. Tribes, communities, universities and groups across the country plan to hold local and national events. From documentaries and movie showings, to book readings and workshops, and cultural events, the National Day-of-Action on Race Based Mascots brings to the forefront the social issues caused by Indian and other race based mascots.

“We’re encouraging everyone to participate in American Indian Heritage Month along with the November 17th National Day-of-Action on Raced Based Mascots,” said Jackson. “We all have a responsibility to add to the quality of life in our respective communities. When we act in the spirit of cooperation and unity, we create the framework for a positive future for people of all races and cultures in Wisconsin and beyond.”

Jackson says that WIEA, along with the Indian Mascot and Logo Task Force, offer a host of educational resources that provide historically accurate, authentic information on Wisconsin’s Native nations. “Much of the general public’s views and misconceptions of American Indians is due to the lack of meaningful information,” said Jackson. “WIEA is open to partnering to provide materials, training, resources and information to any group or organization interesting in broadening their knowledge base on American Indians – that also includes widening their network and fostering positive relationships,” Jackson added.

The American Indian Heritage or Native American Heritage Month designation aims to provide a platform for Native people in the United States to share their culture, traditions, music, crafts, dance and ways and concepts of life. This gives Native people and their allies the opportunity to express to their community, city, county and state officials their concerns and solutions for building bridges of understanding and cooperation in their local area.


For additional resources visit any one of the following websites:





About the Wisconsin Indian Education Association

The Wisconsin Indian Education Association (WIEA) was established in 1985 by a group of concerned Indian Educators to carry on the efforts of the former Great Lakes Inter-Tribal Council (GLITC) Education sub-committee.

The GLITC Education Committee began in the early 1970’s but was disbanded around 1983 because of a lack of funds.

A group of concerned Indian Educators began meeting in 1984 and after a series of meetings during that year, developed By-laws and a mission statement.

The group was formally organized in 1985 as the Wisconsin Indian Education Association.

The Association has seven regions throughout the State. Each region elects/appoints two representatives as WIEA Board members for a two-year term.

Each Region’s Board members are responsible for hosting a meeting in their region throughout the year to share and gather information for the Board to either act upon or disseminate to all other WIEA members.

The Board meets every month except December. Meetings are held in the various regions throughout the state in an effort to get input from the general membership regarding their issues and concerns.

New Resources Available for Grantseekers

New Resources Available for Fundraisers & Grantseekers

First Nations Development Institute (First Nations) is delighted to share new resources for grantseekers in order to help your organization in its sustainability efforts. You will find these resources on our website under the Grantseeker Resources section. This webpage includes webinars and other materials providing general tips regarding applying for and researching various funding opportunities, along with information on evaluation and First Nations’ own grantmaking process. It includes resources helpful to both nonprofits and tribal government programs.

In particular, today we are pleased to offer two new pre-recorded (on-demand) webinars that will be helpful to you and your communities as you create new initiatives and develop current programs to fulfill your missions. Please feel free to share this information with others. These webinars were developed based on feedback from grantees and applicants. Note: You’ll just need to add your email address and name to view either of these free webinars.

These webinars were made possible with the generous support of the W.K. Kellogg Foundation’s Catalyzing Community Giving Initiative, the San Manuel Band of Mission Indians, the U.S. Department of Agriculture’s Natural Resources Conservation Service, and the Native Arts Initiative: A Project of First Nations Development Institute.

You can also find these and other various webinars on the First Nations Knowledge webinar page at www.firstnations.org/fnk, and then click on any of the links to “Previous Webinars.”


College of Menominee Nation Wins Major Grant

The following is an announcement from Tribal College Journal of American Indian Higher Education.

The office of U.S. Senator Tammy Baldwin has announced a $798,199 grant from the U.S. Department of Education to help provide ACT preparation courses and leadership opportunities to Menominee Indian High School students. The award will be managed by the Sustainable Development Institute (SDI) of the College of Menominee Nation.

Project partners collaborating with SDI include the College of Menominee Nation’s teacher education program and digital media program, Menominee Indian School District; Menominee Tribal School; Mawaw Ceseniyah, a community-based Menominee culture and language organization; and the Bureau of Indian Affairs’ Midwest Region Fire Prevention program. The four-year grant will enhance and expand SDI’s successful youth enrichment program model known as the Sustainability Leadership Cohort. Funding will bring new multifaceted activities centered on fire, which will help introduce language and culture teachings, science, technology, engineering and math concepts, along with leadership and responsibility. The students will gain a better understanding of how Indigenous ecological knowledge and Western science can interact, and how to apply that understanding to address environmental issues both inside and outside the classroom.

The project team will be providing more ACT preparation opportunities for the Menominee Indian High School students to generate an increase in the number of students who take the ACT and apply to college. In addition to receiving ACT preparation, students will work with teams made up of in-service and pre-service teachers, language and culture practitioners, and CMN staff to develop science lessons for elementary classrooms using Indigenous knowledge as the base. This work will take place on the Menominee reservation in Wisconsin, at the College of Menominee Nation’s Keshena campus, the Menominee Tribal School, and in the Menominee Indian School District.

Both high school and undergraduate interns (pre-service teachers) will be hired in early 2018. Students will receive a stipend for participation in this program and have the opportunity to present their work at relevant conferences. Funding for the project, titled “Preparing Native Youth for the Future through the Sustainability Leadership Cohort,” is through the U.S. Department of Education’s Office of Elementary and Secondary Education and Office of Indian Education: Indian Education Discretionary Grants Programs: Demonstration Grants for Indian Children Program.

*Blog originally published here.

Dr. Bowman’s AEA Presentation Available Online Now!

Dr. Nicole Bowman presented, “Looking Backward but Moving Forward: Honoring the Sacred and Asserting the Sovereign in Indigenous Evaluation. at American Evaluation Associations, Evaluation 2017 conference.

*View Dr. Bowman’s slides online.

Presentation Abstract:

Culturally responsive evaluation (CRE) and culturally responsive Indigenous evaluation (CRIE) within the broader field of evaluation specialized designs is not often included in western literature nor known or used by the majority of mainstream evaluators.  In order to address this literature and practice gap, this article offers an origin story of CRIE prior to Colonial or European contact in the United States and gives a historical, theoretical, and practical foundation for conducting CRIE in a contemporary context.  Examples of evidence-based models and resources connect CRIE to western designs and provide concrete strategies for the field of evaluation going forward.  The article provides a new evaluation research, policy and practice for the field of evaluation to consider so that when working with Indigenous populations and Tribal governments a more culturally and contextually responsive, scientifically rigorous, and ethical evaluation can be conducted.

About AEA

The American Evaluation Association is a professional association of evaluators devoted to the application and exploration of program evaluation, personnel evaluation, technology, and many other forms of evaluation. Evaluation involves assessing the strengths and weaknesses of programs, policies, personnel, products, and organizations to improve their effectiveness. AEA has approximately 7300 members representing all 50 states in the United States as well as over 80 foreign countries.

The American Evaluation Association seeks to act in ways that embody our mission, vision, and values in pursuit of our defined policies and goals.

MISSION: The American Evaluation Association’s mission is to improve evaluation practices and methods, increase evaluation use, promote evaluation as a profession, and support the contribution of evaluation to the generation of theory and knowledge about effective human action.

VISION: The American Evaluation Association’s vision is to foster an inclusive, diverse, and international community of practice positioned as a respected source of information for and about the field of evaluation.

VALUES: The American Evaluation Association values excellence in evaluation practice, utilization of evaluation findings, and inclusion and diversity in the evaluation community.

i. We value high quality, ethically defensible, culturally responsive evaluation practices that lead to effective and humane organizations and ultimately to the enhancement of the public good.

ii. We value high quality, ethically defensible, culturally responsive evaluation practices that contribute to decision-making processes, program improvement, and policy formulation.

iii. We value a global and international evaluation community and understanding of evaluation practices.

iv. We value the continual development of evaluation professionals and the development of evaluators from under-represented groups.

v. We value inclusiveness and diversity, welcoming members at any point in their career, from any context, and representing a range of thought and approaches.

vi. We value efficient, effective, responsive, transparent, and socially responsible association operations.

Organization: AEA is led by a Board, advised by Task Forces and Working Groups, structured around Topical Interest Groups (TIGs), and aligned with recognized regional affiliate associations.  Learn more

Bylaws: The Bylaws of the American Evaluation Association serve as the legal foundation for Association operations.  Learn more

Awards: AEA’s awards program acknowledges outstanding contributions and service to the field of evaluation.  Learn more

Contacts: We welcome your inquiries about the association, membership, our annual conference, programs, or services. Please do not hesitate to contact the AEA office at any time.  Learn more

NCAI Policy Research Center’s 13th Annual Tribal Leader Scholar Forum Call for Proposals

The NCAI Policy Research Center’s 13th Annual Tribal Leader Scholar Forum Call for Proposals is NOW OPEN! The Tribal Leader/Scholar Forum provides an opportunity for researchers, practitioners, community members, and others to present their findings to tribal leaders, policymakers, and tribal members during NCAI’s Mid Year Conference.

Our theme for the 2018 Tribal Leader/Scholar Forum is Lighting the Way: New Paths from Research to Policy. This theme reflects the desire to shed light on future directions for policy in a way that is deeply informed by research and data in the context of tribal cultures and values. The Forum will take place on June 5, 2018 in Kansas City, MO.

CLICK HERE for the Call for Proposals and Sample Submission Template.

Tribal Colleges Now Offering Bachelor’s and Master’s Degree Programs


The American Indian Higher Education Consortium (AIHEC) has complied a list of Tribal Colleges now offering bachelor and master degree programs.  Currently, there are 14 institutions that offer baccalaureate programs and five that offer master’s degree programs.  For a complete list of the Tribal Colleges offering these advanced programs, please see: http://www.tribalcollegejournal.org/resource-guide-bachelors-and-masters-programs-at-tribal-colleges-and-universities/


Indigenous Professors Seeking Contributors

Robert Lee and Alan Velie are editing a series of volumes on the Native American Renaissance. The first, on literature,  has been published by University of Oklahoma Press. They are in the process of gathering articles for the second, on art, politics, religion, and economic development. They have most of the art pieces in hand; but are looking for contributors on politics, economics, and religion. If you are interested, please respond to Bob Lee at arobertlee@gol.comor Alan Velie at alanvelie@ou.edu.

Faculty Position in Indigenous Community Studies

Open Rank faculty position in Indigenous Community Studies University of
Wisconsin-Madison The Department of Civil Society and Community Studies
(School of Human Ecology) and the American Indian Studies Program (College
of Letters and Science) at the University of Wisconsin-Madison invite
applications for a tenure-track faculty position, open to all ranks in
Indigenous Community Studies.

Position Summary:
This position is for a joint appointment with 50% in the Department of Civil
Society and Community Studies (tenure home) and 50% in the American Indian
Studies Program. We seek a candidate with expertise in community-engaged
scholarship, indigenous methodologies/evaluation, community leadership,
civil society or nonprofits and with tribal expertise. The area of research
is open and may include community/tribal health, environmental health,
community/tribal nutrition, indigenous knowledge systems, traditional
ecological knowledge, community/tribal education, social justice,
incarceration, etc. The candidate’s research should focus on Indigenous
peoples and issues within North America with a particular focus on Wisconsin
communities. The position requires scholarship, teaching, and service in a
department and a program serving undergraduate and graduate students. Other
desirable attributes include strong research methods, oral and written
communication skills and the ability to interact with an interdisciplinary
and collaborative intellectual community. Native American and minority
candidates are encouraged to apply.
Degree and area of specialization:
Holds a doctoral degree in a discipline relevant to the units and position
e.g. psychology, human development and family studies, social work, American
Indian studies, anthropology, education or related disciplines. Employment
contingent upon completion of degree.

The successful candidate will:
– Build community-academic partnerships with tribal/urban Indian communities
especially in Wisconsin.
– Maintain a coherent and productive program of research excellence.
– Seek and secure funding to support research partnerships.
– Teach graduate and undergraduate courses (2:2 load) and contribute to
program development.
– Supervise student research and provide high quality academic mentoring.
– Participate in shared governance and other departmental and university
service activities as appropriate for career stage.

Application link:

Voices from Native Communities Blog Series

In celebration of Native American Heritage month, First Nations Development Institute is providing a new weekly blog series called Voices from Native Communities.  The blog will highlight how work in a community is transforming their community by healing historical trauma,  supporting youth leadership,  and addressing health and wellness.

Featured contributors will include the following:

October 2017 IPE TIG Newsletter


Indigenous Peoples in Evaluation
Topical Interest Group (IPE TIG) Newsletter
October 2017

October’s newsletter includes information on:

  • American Evaluation Association 2017
  • Relevant sessions and workshops
  • Places to visit in D.C
  • IPE TIG 2017 member involvement in exciting projects and endeavors

Please see the following link to view the full newsletter: IPE TIG Newsletter_October 2017