Halito akana (Hello friends),
This issue of the Cultural Survival Quarterly is dedicated to uplifting the work of Indigenous educators and youth to revitalize knowledge systems and pass on languages and lifeways to future generations. Indigenous education honors the important roles of both Elders and youth as knowledge carriers and nurtures their leadership and creativity as they contribute to a thriving community. In this issue, we are happy to highlight the dedication of several of our youth fellows who are contributing to their cultures and communities through Indigenous education and working to build cultural pride among youth.
Cultural Survival’s Board Chair, Kaimana Barcarse (Kanaka Hawai’i), recently spoke about the difference between Indigenous education and western education. He said, “In my mind, a lot of western education teaches ‘about’ something. Sometimes it’s followed up with labs or practicum, but most times, it seeks in the realm of theory. Indigenous education happens by simply doing, by following the direction of the Elders who were taught by their Elders and their Elders before them.” This intergenerational transfer of knowledge is rooted in place and community and nurtured and shared through culture, ceremony, stories, and language. It honors our ancestors and their wisdom while ensuring the resiliency of our cultures and communities and safeguarding our future for generations to come. Indigenous education strengthens self-determination, cultural identity and pride, and resistance to erasure of our lifeways and knowledge systems. For this knowledge transfer to happen, our communities must have autonomy over our educational systems and the resources needed to implement them.
In my own communities, the Choctaw Nation of Oklahoma and the Chickasaw Nation are ensuring the revitalization of our languages by bringing together Elders and youth and offering opportunities for people who want to learn, speak, and teach. This includes both traditional and modern methodologies such as immersive language programs and internships, cultural events and gatherings, youth camps and excursions, in-person and online classes, publishing books, and developing software and apps. Continual community care and investment in learning opportunities allow Choctaw and Chickasaw people to keep our languages, lifeways, and knowledge systems alive. I am grateful for these spaces to learn from and also give back to my communities as we co-create our Indigenous futures.
As Indigenous Peoples exercise self-determination and unlearn from colonial systems that have been imposed upon us, we are decolonizing and re-Indigenizing education while providing essential tools aligned with linguistic and cultural practices. Join Cultural Survival as we support Indigenous Peoples in safeguarding knowledge systems and languages for future generations. Ensure that Indigenous Peoples are engaged in decision-making and act in solidarity with us as we reclaim and reoccupy our ancestral and traditional homelands. Secure a future guided by the wisdom and leadership of Indigenous Peoples by supporting our ongoing work. Please give generously at www.cs.org/donate.
Hטchi yakoke li hoke (I thank you all so much),
Aimee Roberson (Choctaw and Chickasaw),
Executive Director
