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.

Call for Submissions: Decolonize This

Call for submissions due October 30!

In nearly a year of a Trump presidency, the visibility of White supremacists has risen. Corporate and government partnership has brought back the Dakota Access and Keystone oil pipelines even amid the visceral impacts of climate change in this year’s devastating hurricanes and wildfires. Yet, the destructive course we’re on isn’t surprising given North America’s colonial history, where wealth was built on cultural oppression, land dispossession, and the exploitation of both people and land. What disruptive forces are destructive enough andcreative enough to transcend this legacy?

Decolonization is needed. We heard it loudly at Standing Rock. We hear it every day from oppressed people. But what does that look like? Is it all or nothing? Does the idea of it differ by generation? How much is really possible? And who benefits—how might breaking free from systems of White supremacy be liberating for everyone?

To answer these questions, YES! will turn to Indian Country. We’re looking for powerful ideas and evidence of solutions and profound change headed our way—and we’re looking for Native writers to tell these stories.

Subject areas might include:

  • The future of the White male-centered dominant culture. The aging of the general population, the unique disruptive force that millennials present. The increasingly multi-ethnic population.
  • The human relationship to the ecosystem.
  • The changing nature of dissent as Indigenous movements become global and social media allows people to find their community despite where they live.
  • Land reform and reconnection to land and water. Rights versus responsibilities to the natural world.
  • Language and cultural revitalization. How are Indigenous cultures experiencing renewal in the modern world? How do we combat cultural and political amnesia? How do we differentiate among appropriation, appreciation, and sharing?
  • What of truth, reconciliation, and governmental apologies? What might be an Indigenous approach to healing centered on responsibilities, resurgence, and relationships?
  • What kind of economic development can connect Indigenous homelands, cultures, and communities?
  • Solidarity and allies. What have we learned in the year after Standing Rock, when Native communities here joined the global Indigenous movement in challenging corporate-government systems that destroy sacred land and water for profit? How was Standing Rock a movement for decolonization?
  • What might a just nation-to-nation relationship among Indigenous nations and settlers look like?

Are you an Indigenous writer or photographer who has an idea for a reported feature, deeply researched think piece, or personal essay that belongs in this issue of YES! Magazine? Send pitches and leads to

Call for Articles/Indigenous Knowledge: Other Ways of Knowing Open Access Journal

Call for Articles – Indigenous Knowledge

IK: Other Ways of Knowing<>, a publication of Penn State Libraries Open Publishing, is currently seeking original research articles, book and new resource reviews, and field reports relating to indigenous knowledge for inclusion in upcoming issues. The journal particularly welcomes works with audio and visual components.

About the Journal

IK: Other Ways of Knowing is an online, multidisciplinary, peer-reviewed, open access journal concentrating on indigenous knowledge and its application to solve complex problems in areas such as health, agriculture, education, law, and the environment. The journal also fosters a better understanding and appreciation of the different indigenous perspectives regarding the human identity and its place in societies across the world.

Indigenous knowledge focuses on ways of knowing, seeing, and thinking that are passed down informally from generation to generation. The journal has a global scope and is interested in the research and application of indigenous knowledge in both “developing” and “developed” regions of the world. New issues of the journal are published twice per year, in June and December.

To Submit a Manuscript

Review the journal’s author guidelines<> to register with the journal and begin a submission. Please contact Mark Mattson, Managing Editor (<> with any additional questions.

Upcoming Deadline 1/15/17: Call for Papers


Call for Papers- Due January 15, 2017

Calling for papers for the first issues of 2017. AlterNative is a multidisciplinary, internationally peer-reviewed journal published continually online as well as in quarterly print issues. AlterNative presents scholarly research on Indigenous worldviews and experiences of decolonization from Indigenous perspectives from around the world. Visit the Author Information page to find out about the papers that are published and detailed author guidelines. ​

Download the call for papers here

Submit your paper via the online submission portal if you have a paper ready for publication in 2017.

Papers should be submitted by the 15th of January to be considered for the second issue of 2017. Early submission is recommended.


Midwest Comprehensive Center American Indian Education Newsletter July 2016

Midwest Comprehensive Center
American Indian Education Newsletter
July 2016

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Hawaii: Language immersion programs at public schools are bringing back the Hawaiian language after it was nearly wiped out by colonialism. Slate

Michigan: Title VII funding is being credited for the highest graduation rate among Native American students that Suttons Bay High School has seen in years. 9 & 10 News

Minnesota: Historical trauma contributes to high dropout rates; only slightly more than half of American Indian high school seniors in Minnesota graduated on time in 2015.Minnesota Public Radio News

New Mexico: A new ethnic studies program that includes a Native American course will be launched for all 13 of Albuquerque’s public high schools in August 2017. NBC News

New Mexico: The first Native Youth My Brother’s Keeper Hackathon provided a template for Native science, technology, engineering, and mathematics engagement.Education Dive

Montana: The Blackfeet Tribe will soon offer a full four-year degree program that will allow local residents to become fully qualified teachers without leaving the reservation, with the goal of having more Native teachers available to teach Native students.Montana Public Radio

Montana: The Stabilizing Indigenous Language Symposium focuses on saving Native American languages and immersion schools. Billings Gazette

National and International

The U.S. Department of Education 2013–2014 Civil Rights Data Collection report shows Native students continue to face obstacles that impact their academic success. Tribal Education Departments National Assembly

President Barack Obama honored two remarkable American Indian teachers at the White House on National Teacher Appreciation Day. Indian Country Today

A coalition of civil rights organizations, including the National Indian Education Association, says that while some of the proposed accountability regulations for the Every Student Succeeds Act are promising, they need to be clarified and strengthened. Education Week

Canada: New degree program in Indigenous Education puts indigenous knowledge and perspectives at the forefront of teacher training. Trent University News

Canada: Prime Minister Justin Trudeau says restoring indigenous languages is key to preventing youth suicides in First Nation communities. The Star


2016 National UNITY Conference (NEW!)
July 22–26, 2016, in Oklahoma City, Oklahoma
Conference website

From the website: “Celebrating 40 Years of UNITY! The national conference gathers more than 1,800 Native youth and advisors from across the country. UNITY’s mission is to foster the spiritual, mental, physical and social development of American Indian and Alaska Native youth, and to help build a strong, unified and self-reliant Native America through involvement of its youth. The five-day agenda will feature several nationally known keynote speakers, more than 30 workshops, a cultural exchange night, talent show, and awards banquet and dance.”

Indigenous Arts and Sciences Summer Workshop (NEW!)
July 25–29, 2016, in Baraboo, Wisconsin
Informational brochure

From the flyer: “Indigenous Arts and Sciences seeks to:

  • Bring people together interested in linking environmental and health concerns to academic achievement in science, math, social studies, language and the arts.
  • Integrate Indigenous perspectives and experience with Earth Partnership’s ecological restoration education programs in diverse watersheds and ecosystems.
  • Partner with communities to broaden participation and generate enthusiasm among Native youth for careers science and technology.
  • Address the needs of K–20 educators for culturally accurate and authentic resources across the curriculum.”

7th Annual Wyoming Native American Education Conference
August 10–11, 2016, in Riverton, Wyoming
Conference website

From the website: “Acquire tools for engaging students and improving achievement. Learn successes in reaching at-risk or traumatized children and unique needs of American Indian pupils. Understand what drives myths about Native American history and learn about Indian Education for All efforts in Montana. Special activities for students will be offered Aug. 11.”

2016 Native American Conference on Special Education
September 14–16, 2016, at the Sheraton Albuquerque in Albuquerque, New Mexico
Conference website

From the website: “The conference is designed to provide resources to families of children with disabilities, developmental delays, and special healthcare needs. Parents are taught skills and provided with information that will aid them in advocating on their child’s behalf, thus creating opportunities that will positively impact systems, policy, and delivery of services that promote equal and quality service. Tribal leaders and special education professionals will learn from their peers, constituents, students, parents, and other advocates in promoting equal education opportunities for students with special needs.”

2016 National Indian Education Association (NIEA) Convention and Trade Show
October 5–8, 2016, in Reno, Nevada
Conference website

From the website: “2016 NIEA Convention theme: ‘Building Education Nations by Engaging Families, Educators, and Leaders,’ brings together educators, students, and advocates sharing promising teaching strategies and seeking solutions for challenges faced by Native students. The three-day convention includes over 100 participatory workshops, research presentations, poster sessions, and keynote addresses by prominent educators and advocates.”

LaCosecha 2016—21st Annual Dual Language Conference (NEW!)
November 9–12, 2016, in Santa Fe, New Mexico
Conference information

From the website: “The Annual AISES National Conference is a one-of-kind, three-day event focusing on educational, professional and workforce development! Attendees include American Indian high school and college students, educators, professionals, tribal nations and tribal enterprises, universities, corporations, and government agencies! The AISES National conference has become the premier event for American Indian Science, Technology, Engineering and Math (STEM) students and professionals attracting over 1,800 attendees from across the country.”

2016 American Indian Science and Engineering Society (AISES) National Conference
November 10–12, 2016, in Minneapolis, Minnesota
Conference website

From the website: “The Annual AISES National Conference is a one-of-kind, three-day event focusing on educational, professional and workforce development! Attendees include American Indian high school and college students, educators, professionals, tribal nations and tribal enterprises, universities, corporations, and government agencies! The AISES National conference has become the premier event for American Indian Science, Technology, Engineering and Math (STEM) students and professionals attracting over 1,800 attendees from across the country.”



Alliance for Excellent Education (2016). Ensuring equity in ESSA: The role of N-size in subgroup accountability. Washington, DC: Author. Retrieved from

From the fact sheet: “This report recommends that states set their n-size as low as possible (ten or fewer students) to maximize the number of student subgroups created. This will ensure that states identify student subgroups with low academic performance and/or low high school graduation rates and provide targeted interventions to support the schools those students attend. Specifically, states should not require a subgroup to include more than ten students in order to include that subgroup for reporting and accountability purposes.”

National Indian Education Association. (2016). Native nations and American schools: The history of Natives in the American education system. Washington, DC: Author. Retrieved from

From the website: “NIEA [National Indian Education Association] has created the Native Nations and American Schools: The History of Natives in the American Education System to share information about the historical context and current status of Native Education. Our hope is that this document can serve as a guide for educators to utilize responsive education strategies and understand their Native students. This publication provides:

  • An Essential Understanding of Native Education
  • Promising Practices in Native Education
  • Key Native Education Legislation and Executive Orders
  • Current State of Native Education
  • Resources”

Wisconsin Department of Public Instruction. (2016). Promoting excellence for all e-course. Retrieved from

From the introduction: “This eCourse will help educators explore existing beliefs, performance data, and instructional strategies, in order to build the skills of being a race-conscious educator, a competent data user, and an agile instructor responsive to the reality of Wisconsin’s achievement gaps. This learning is intended to have relevance to teaching, leadership, or school improvement planning.”



Cwik, M. F., Tingey, L., Lee, A., Suttle, R., Lake, K., Walkup, J. T., & Barlow, A. (2016).Development and piloting of a brief intervention for suicidal American Indian adolescents. Retrieved from

From the abstract: “American Indian (AI) adolescents have the highest suicide death and attempt rates of any U.S. group, yet few interventions have been developed or evaluated for this population. This paper presents the first adaptation of a brief evidence-based intervention for AI adolescents from one reservation who made a suicide attempt.”

Ngai, P., & Koehn, P. (2016). Teacher/family partnerships for student learning: Lessons from Indian education for all in Montana. Journal of American Indian Education, 55(1), 23–48.

From the abstract: “The article reports learning outcomes from a program aimed at creating partnerships among middle-school teachers and Native families in a western Montana urban school district involved in implementing the Indian Education for All Act.”

MWCC is unable to locate a link to a free, full-text version of this resource.

Van Ryzin, M., Vincent, C., & Hoover J. (2016). Initial exploration of a construct representing Native language and culture (NLC) in elementary and middle school instruction. Journal of American Indian Education, 55(1), 74–101.

From the abstract: “In this study, we take the first steps toward a formal exploration of the effects of NLC on AI/AN performance by attempting to define a scientifically defensible set of variables that can measure the degree to which teachers and schools make use of NLC in instruction.”

MWCC is unable to locate a link to a free, full-text version of this resource.


This work was originally produced by the Midwest Comprehensive Center at American Institutes for Research and Bowman Performance Consulting with funds from the U.S. Department of Education under cooperative agreement number S283B120020. The content does not necessarily reflect the position or policy of the Department of Education, the Midwest Comprehensive Center, Bowman Performance Consulting, or AIR, nor does mention or visual representation of trade names, commercial products, or organizations imply endorsement by the federal government.



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Get Your Papers in for The AlterNative Journal By June 15th!


AlterNative: An International Journal of Indigenous Peoples is a multidisciplinary, internationally peer-reviewed journal published continuously online as well as in quarterly print issues. AlterNative presents scholarly research on Indigenous worldviews and experiences of decolonization from Indigenous perspectives from around the world.

Authors wanting to be considered for publication in 2016 should submit their paper via the online submission portal no later than the 15th of June.
Please download a pdf of this call for papers and circulate it among your networks.