Newspapers / The Carolina Indian Voice … / March 24, 1977, edition 1 / Page 2
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BH Page 2, The Carolina Indian EDITORIAL ...rhe voice of rhe drum is on offering ro rhe Spinr of rhe > A ILIF^ m K11k. 1sound arouses rhe p I Hj 1^ mind and mokes men feel rhe Q j» ^ mm mysrery and power of rhings. rAV7t -BLACK Elk Reader Expresses Views on Indian Education In Robeson County Dear Rmce. AS I SEE IT Druce Dorron V V T *'* LETTERS TO THE EDITOR Luther H. Lockieor succumbs Mr. Luther H. Locklear, 83, died Tuesday night in Hamlet Hospital. Funeral services are incomplete, but will be announced by Locklear and Son Funeral Home, which was founded by the deceased in 1948. His son, Samuel Locklear, now ruiis the funeral home business. willing to work hard and do'the day to day things that are so necessary for success. The color of a man’s skin is of little consequence against the onslaught of the day to day steps to fulfillment. Dissension Within Ranks Hurts Cause 1 honored and respected Mr. Luther H. Locklear. He was a man who dared to do what was thought “not for Indians’’ back in 1948 when he established his fimeral home. He proved, in his own quiet way, that the color of a man’s skin is incidental. Locklear and Son Funeral Home is modem and respected in the mortuary business. He built a firm foundation for his son who follows in his steps. May we always honor those hearty warriors like Mr. Luther H. *Locklear who paved the way for the rest of us. Because of him, and those who advocated his ways, young Indian youth can accomplish • any task, become whatever they want to become if they are willing to do the persevering things necessary for victory. Dear Sir: I extend sincere condolences to the family in their time of bereavement. Rrst American Cooperoffve, Inc. Q reality I respected the man so very much because he was a modest man who just went about his task doing it well and unobtrusively. I thought of Mr. Locklear and others of like stature as I observed ground breaking ceremonies for the tobacco warehouse of the First American Cooperative, Inc. Wednesday. There was a sense of “we can do it’ ’ at the ceremonies and I mused on my elders who have paid unbelievable prices in paving the way for today’s children. More and more. I appreciate my elders like Mr. Locklear who persevered and made today’s progressive changes possible by the solid and non- inflammatory way he went about doing his life’s task. He was a trend setter. He entered an until then closed field and showed just by working at it every day that a man can do what ever he wants to do if he is Notice To Readers Due to the press of business explore the pros and cons and the North Carolina Indian Unity Conference in Greensboro which was attended by the editor, our series of articles on Indian Education will begin next week. I agree wholeheartedly with Dr. George* • Blue Spruce’s ideas about the Indian situa tion in North Carolina in an article written in the Fayette ville Times on Thursday, Mar ch 17th. There are many ways imput from HEW can help wiih the problems of Indians. One of the biggest problems is the bitter disunity between Indian people. We cannot get together. I hate to say it, but if the programs funded for us were supervised by whites we would know who the chiefs were and who they were working for. Bringing monies into Robeson County, hiring our so called Indian leaders for .supervision, or should 1 say one that would sway the way of whites. We’ve had a bad day. And we have had plenty. pleasure of getting to know how some of our leaders work. A while back my political science professor introduced to our class a local Indian leader to speak to us. I wondered what he would say! First American Cooperative, Inc. should and will be a monument to their perseverence and long suffering. Just who are our leaders? Are they the ones who leave for Washington (with more money in mind)? Are they the ones who are itching for positions in Raleigh? I had the 1 know from past experience that I worked like a fool for him to help get him elected to a position that would give the Indians a voice in the legisla ture. He won. But in class he said he only finished out the term of a legislative member whose seat was vacated due to death. That much I knew was true, but he forgot how hard people worked to get him re elected to that seat. He next ran for judge and lost. We don't need a judge. We are all aware of our social problems. We need people interested in finding a solution for them and not a position for him. Jeannette Oxendine Roate 3 Maxton, NC 28364 Prospect Beauty Shop Letters to Editor Policy Indian Education. LETTER TO THE EDITOR Join with us next week as we begin our exploration of Indian Education in Robeson County and elsewhere. The series of articles will be opened and will We want, in the,life of the series, toexpresourown ideas on Indian education as well as the view.s and opinions of students, parents. educators, administrators, and, yes. even those who do not agree with us on Indian education or hardly anthing else.' Letters to the editor are welcome. We encourage our readers to express themselves subject to the following condi tions: ter. If no telephone number, then reader should personally deliver letter to the office of The Carolina Indian Voice located on Highway 711, East, Perribroke, for verification. Letters should include the signed name, address and telephone number of the wri- The editors reserve the right to reject letters of a libelous nature or those considered in bad taste. YOUR DIRECTORS OF FIRST AMERICAN COOPERATIVE WAREHOUSE-'The Warehouse With The Community Spirit” INVITE The Tobocco Farming Community To Come To o Fish Fry. The Directors Encourage You To Come And Look Over The Site of Your Warehouse With the "Hottest” Sole And Friendliest Service. WAREHOUSE LOCATED ON HIGHWAY 711 -2 MILES FROM LUMBERTON, 7 .MILES FROM PEMBROKE SATURDAY, MARCH 26 •Serving From 12 until 2:00 p.m. “Bring Your Whole Family And A Big Appetite. See Your Future In The Making.” I noted with interest last week your announcement in the Carolina Indian Voice of your intent to begin a series of articles on Indian Education programs in Robe,son County. I am enihu.siastic about the articles and 1 hope .they will bring to light the true story about the potential of Indian Education and its impact on the edueati'in of not only our Indian children, but all children in Robe.son County. 1 have chosen to address my comments about Indian Education prior to the release of your series as I am very sensitive to challenging the ideas of other Indians less it appear we are back-biting each other. I have been moved .several times to react to some of the articles which have been released, but have chosen as my method of modus operand! to react individually to those with whom I disagree rather than publicly. My intent in this letter is not to react to other opinions, but simply to share with all my assessment of the Indian Education program as it now exists and some implications for future programming which I believe can improve the Indian Education program. As a school media specialist. 1 have been very involved in the Indian Education program. I have often said that the lEA monies are the most flexible monies available to our school system, and they still are. When 1 returned to teaching some five years ago, it was the culmination of the ESEA Title I and 1! programs which had appropriated monies for educational enrichment in disadvantaged areas. I was gratified at the amount of materials and equipment which had been acquired under the auspices of Title 1 and Title II programs as well as additional educational programs. However, there were still restrictions placed on these monies as to how they could be used, by whom and exactly what could be purcha.sed with the monies. The same type of restrictions are placed on state monies which are made available to the schocdsTn .fN ,tyf>e$. oT materials which can be purchiBed . with no equipment to be purchased at all with state monies. With all these restrictions, you can imagine my excitement when I was told that I had $3,000 to spend in materials and equipment with no strings attached under the Indian Education program. For the first lime since I had worked in our schools in school library services, 1 had an opportunity to purchase materials and equipment which we needed and could not purchase with other budgets. Teachers had an opportunity to request learning materials and equipment which they needed and never had an opportunity to purchase. They could now look in professional magazines and in educational exhibits and find something they could use and needed and not have to say, "I sure would like to have that." Now they could say, “I would like to have that,” with the confidence th^t they could get it for their respective classrooms. Indian Education program monies became an extra lever for adding to the total educational program, not only in the area of Indian materials, but in materials and equipment which could enhance the overall experience of the students, not to mention the motivation of classroom teachers who could not request materials with a certain degree of assurance that they could receive the materials. dilficull to mingle and participate with whites, and Blacks when other beneficial and educational opportunities have arisen. As a parent. I want my children to know that there are inequalities and injustices in almost every facet of our life, but that they are not to use them as crutches, but learn that they have a right to pursue their own individual course of action, not as an Indian or one who expects certain privileges as an Indian, but that regardless of the composition of groups and racial mixes, they can still successfully adjust and achieve and COMPETE. As a parent. I've heard my daughters ask why visitors have come into the classrooms and asked how many Indian children were in the room. They have also questioned why students are singled out because of race. This is understandable since they both attended a private integrated school before our Indian schools were ever desegregated, a decision which I have never regretted since they were able to adjust to an integrated situation but still maintain confidence and pride in themselves and in their Indianness. I would hope that lEA monies would be utilized to provide special programs in which they could participate, however, since they are Lumbee, and since we do live in an integrated society, 1 would also hope that these special programs and activities would serve a purpose of enriching their experiences as human beings and as an integral part of society, not just as Indians and in an isolated experience for Indians only. I have had the opportunity to work with young people of all ages and in a variety of educational experiences and activities, and because our children have been isolated in our homes, our predominantly Indian communities and our Indian churches, they have found ii our own community, because we will not train them here, but in a larger community which will encompass not only the specialized training but a complex siKial order designed to require survival skills of all- not only Indian.s-but all ethnic groups. We can begin to work as parents, as Indians, and as community leaders, to instill in our children their right as individuals to make their own independent decisions and to develop their skills and abilities to function in any type of group or community. We must let our children know that their “indianness” is not to be ashamed of, but neither is it to be used as a crutch. Positive self-concepts must begin with us as we pass them along to our children. We must believe in ourselves and our own abilities in order to motivate our children to fulfill theirs. is not visibly "Indians Only.' we become a party to this kind of action, then we should never again protest those signs from the past although we cover them up now ourselves through short sighted thinking. Thursday, March 2( As an indiaiT, I know what it is to have the hypocritical “brainwashing” of equal opportunity, citizenship rights,' and freedom of equality, and have learned this lesson even more vividly as a woman. However, as an Indian, I believe that I am first a human being, and that each of my experiences in an isolated and segregated environment has made me more determined to find my rightful place in any situation in which I may find myself. I did not leam that determination in an isolated Indian situation, but the roots were planted there and branched out when I was tested and tried in a white Southern Baptist girls’ school at the early age of fifteen, when I was quick to let potential employers know that I was Indian for fear (hey would find out and fire me, when I found out that regardless of my ethnic status, I had to perform at a satisfactory level if I wanted to continue my job, when I had to compete with white. Black and Indian men to prove that an Indian and a woman could do the same caliber of work that they could, and even when 1 served as an “instant” Indian to make up a tri-racial staff. Unfortunately. the hardest lessons were learned once 1 had left my home community where my experiences had been so isolated, but 1 fee! that they are lessons which I hope have led me to seven years of service for the benefit of Indian people as well as other people and ten years of service to our youth in our public schools. My competition came,in later years but I often wonder what • ■achieyemenis- 'coj^d* ^ have been if I had learned to compete with whites and Blacks from the early years. Egotistically, I would like to think 1 could have achieved many great things and played a more active role in promoting the advancement of Indian people and other disadvantaged people. As an Indian. I want the best possible education for my children, but then so does the white parent and the Black parent. And if I have set this as my goal, then as a teacher, I must work diligently to strive to give my best to students, and as a parent, 1 must become more aware and more actively involved in the school community where my children will be educated. Some of us are more fortunate than some of our Indian parents who statistics reveal have less than 7th grade education. We can understand what a needs assessment and measureable objectives are, but when one stands before a group of parents and starts quoting terminology and reading federal guidelines, then they become as one of those who “talk the language, but cannot walk the walk.” It is easy to find problems with what is wrong, but accepting the willingness to give of your time and effort to solve the problems is another matter. I must admit that 1 have not attended a meeting of the lEA coi..jnittee at eitherof the schools where my children attend, however. I have submitted my ideas and opinions on questionnaires. I also realize that questionnaires are one of (he most invalid tools to be utilized in an assessment of disadvantaged and low- educational level achievement bodies, and 1 must admit 1 have little use for their measurement. What must be considered is that it Recently, federal auditors were in Robeson County to conduct an audit of the lEA program, it is my understanding that the Indian Education Act specified that Indian parents would have the responsibility for deciding which programs would best meet the special needs of Indian students. In my forty-five minute discussion with these auditors, they were more interested in why we needed a stapler or a calculator and how these tools would benefit Indian students and whether or not they were being used just for Indian students. They refused to look at the applicability of programs and materials which had been purchased in our predominantly Indian schools, our former all-Indian schools, which are still located in predominantly Indian communities. My view, and one which I emphaticaliy expressed to them, is that our former all- Indian schools are still situated in predominantly Indian communties, and that the programs and materials were benefitting the Indian community and the Indian students although some of the benefits might also be given to non-Indian students. This did not relinquish the benefits to the Indian students, but enrichment of the community and the school curriculum for all students. The fact that some non-Indian students might receive benefits and services certainly did not diminish the services to Indian students. Unfortunately, I did not talk the way they wanted me to talk, so they spent two weeks on our campus but never came back to talk with me ^,^ut the, types and quality (rf m^tepal^, purchased with lEA'.^onles’or io. .check proper recofdl 'X'hi'ch 1 agreed iq show and ask them to come back and check. takes the skill of a community developer who can communicate with the community and-relate the needs of the community to the various levels which require needs assessments and measurable objectives. As .an Indian, I question how difficult it is to relate these needs since those of us who have been bom and reared in Robeson County know these needs only too well, but are not all adept at translating them into federal "terminology” and beauracratic expertise. If we as Indians want our children to reap the full benefits of lEA monies, then I think we must begin to think seriously of what we want beyond how the money is expended. What kinds of occupations and careers do we want our children to feed into? What community roles do we want our children to fill? If we want doctors, lawyers, teachers, scientists and political officer holders, then we must expand our reasoning and thinking beyond It is my sincere belief that we must expand our thinking beyond isolating lEA programs and services, and build programs and services which will meet our needs of educational enrichment, cultural enrichment, specialized services and programs in educational skills, and activities to expand classroom learning experiences, and we must do this in the framework of providing the services to Indian students but not denying access and participation by non- Indian students. To do so, is to defeat the long-term objectives and goals which we as Indians want for our children, and that is to grow up with the equal chance to participate in any function or activity in our society as an equal human being and neither be used as an instant Indian nor singled out as an Indian in racial condescension. '^6 have already seen a change in the Indian Education program guidelines because we have allowed ourselves to think narrowly about Just how we should use the money. I am afraid that many of our parents have placed “Indian only” signs like those we used to see years ago on the money and have failed to look beyond the benefits which they could bring to our children. We have deviated from the original intent of the lEA program to allow us to decide for ourselves what was best for our children, and because of our limited view, we have now allowed our decisions to be made for us. I cannot speak to other programs in other schools, but what once was a class for accelerated and gifted students using a team of teacher specialist in subject areas to challenge students to their fullest potential, has now become an all-Indian group with a classroom teacher to teach ail subjects because the auditors said that our monies should be spent on Indian students only. While the teacher is qualified and a capable teacher, he must now reach several levels of ability rather than using the teaching team to challenge the highest levels and motivate the accelerated and gifted children to their fullest potential. These children are not having their special needs met- . their needs are being met as Indian students and not as accelerated and gifted students. It is my understanding that the federal auditors will make a report and send it back to the Board of Education for revievs and that the Board will have the option to accept the report or to react to the suggestions. I .sincerely hope that the Indian parents will have an opportunity to know the contents of the report, and that we will not allow the beauracrats to make the decisions for our children for us. At the time of their audit I became very upset and called on other community leaders to help identify their real purpose and intent, and I was told it would be best to react to them after they had submitted their report. I am still waiting, because many of the things I have said here I plan to say to William Demmert in the Office of Indian Education of the U. S. Department of Health. Education and Welfare. 1 hope that other Indian parents will join with me in the reaction of having our decisions made for us, but far more important than reacting, is becoming involved in the education of our children, and that means looking beyond our schools as well as looking into them as to just what we really want for our children. Let us not be deceived that just because some federal auditors or other beauracrats fly into the area, that they have the power to control our affairs. No federal government office has the power to come into local government units and make changes, only recommendations. Commissioners authority to accept or reject federal recommendations, and it may well come to the point where we as Indians must ask our County Commissioners to remind the federal beauracracy of the appropriate and proper lines of authority. Let us not fall into their trap of wanting to divert lEA monies to other Indian groups and tribes while accusing us of “misusing funds” for non- Indian students, but let us stand firm and use our political leaverage to let them know that we are aware of our needs and (he legal stipulation giving us the authority to determine programs and services which we need for our children. And while we pursue the course of action to provide these services. I hope that we will not deny them to others, but will meet our needs as well as the needs of others. Respectfully. Ruth Diol Woods Route 2 Box 142 Pembroke. NC 26072 Acres The = Mayoj DesJ Mayor Re( Strickli Pembrol! FREEDOM HAij,' Our trip to Wash:-;: Annual Conference withCii-JJ and the cities informative. We are now m Manager-Council j' Government, andifyn problems, please ^ McDuffie Cumminisy' help you with ihnj,, If you know (^,1 i -I people interested :* considered foranaitj one of the miliianj please contact C- Our County Charlie Rose soils:yl have the work can be done ■ Our study numbering and st: . study have been we hope to movecef near future. Weaska with us on our stra: to open bids the 1!:^ Street and other strac: -i be paved and resuii't ^ C There b rto right* the wrong thing. TUTORS ion All octfve Pembroke area cn on Morch 29,19F p.m. The rne«tin$d| In the recreoHon Presbyterion Chut- Potes Supply Co | change in dofeth 24fh to Mordt 291*.? Pembrokt Drug Center, Odom ond W 3rd. Pembroke NC N How to keep a safe home Q: How can I help prevent poisoning accidents around the house: A: Number one, keep household products beyond the reach of young sters and locked up when not in use. While in use, however, never let them out of sight, even when an swering the phone or door bell. Also, keep items always in original con tainers, never in cups or soft dnnk bottles. Any one, especially mistake the "pop.” Never callft ane “candy.” Avtta ing dr^s in front c'in dren. They like to Cg grown-ups. Finally, clean medicine cabinet f’F ically and be suie'-P* safety packaginf securely after ever!;i j C li pemBRotec^NHit?? It is my understanding that in some schools in the county, materials and equipment purchased through lEA monies are kept in separate collections. The only difference in this and those signs we saw on restrooms several years ago is that the sign THE CAROLINA INDIAN VOIY Pubibhed Each Week By THE LUMDEE PUBLISHING CO.. INC. P.O. Box 1075, Pembroke. N.C. 2M7J T Telephone No. (919) 521-2836^ U Subscription Rates ^ INSTATE I 1 Yeor (Includes N.C. Sales Tax) . : 2 Years ■■-■■A (Includes N.C. Sales Tax) OUT OF STATE 1 Year ■ “ 2 Years , .. * God gront me the serenity to occepf the * change, couroge to change the things I con, ond ► to know the difference. ► Managing Editor Bruce^ni ► Associate Editor ConneeB^ * Associate Editor GanyL ',. ^ Circulation Manager .... Donnie ► THE CAROLINA INDIAN VOICE desires to be noii^ ► of a change of address. Send your address cW CAROLINA INDIAN VOICE, P.O. Box 1075. Class Postage Paid at Pembroke. N.C. * ’
The Carolina Indian Voice (Pembroke, N.C.)
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March 24, 1977, edition 1
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