Page 31 - 2018_Jour_85-1_Societal-Issues

Schools and Societal Issues 31

Members of both the Native American and Appalachian cultures emphasized a sense
of family, place, and the value of tradition; at an early age they teach their young about the
past. Public schools play an important role in providing early education opportunities, but
community input is needed to balance with state funding needs. One teacher observed,
During the New Mexico trip we were able to meet with the New Mexico
Department of Education. One topic I teach is about how Native Americans
have been able to gain autonomy and make decisions about how they teach their
children. We were able to meet with one of the directors, and they were able to tell
us about the differences this autonomy has meant for education in their state today
compared to other states that may not have a strong Native American population.
We were able to gain understanding of a historical set of events and their effect on
today’s society. (Doug, personal correspondence, June 20, 2017)
Tension still exists between first nations and the state. Local politics now include people
who in the past went to boarding schools to learn to assimilate. Once-ignored local voices
have more relevance in state and educational policies.
Of course, differences also exist between the two places and cultures. The Native
population demonstrated appreciation of heritage through the arts; the Native Americans
were happy the Ohio teachers were interested in what they created. In Appalachia,
community members do not concentrate attention on craft to the same extent as those in
the Pueblo. Thus, the Ohio teachers did not understand what they were observing when
they met individuals nationally known for artistic ability. One reflected, “Showing how
they embrace their past with the modern world through art and literature is something I
hope to use with my students, so they learn to embrace their own heritage” (Brent, personal
correspondence, June 20, 2017). Some teachers took advantage of the situation to learn
more about the crafts demonstrated by their hosts to incorporate into their experiences.
Teachers and pueblo residents defied and deflated mutual misconceptions as they
encountered educated Native Americans and Appalachians. Dramatic lines have divided
people in both cultures into zones of education and poverty, including and excluding
people in each community. As educators, the participants knew how these lines created
hope or despair: “As I realize the rich oral histories that the Pueblos possess, as well as their
modern struggles with identity and poverty, I will draw parallels to our own Appalachian
heritage and our ongoing strengths and challenges” (Aaron, personal communication, June

Dr. Denise Shockley is Superintendent, Gallia-Vinton Educational Service Center, Rio
Grande, Ohio and a member of Beta Alpha Chapter in Ohio State Organization. 90_
dshockley@seovec.org

Dr. Ronald V. Morris is a professor in the Department of History, Ball State University,
Muncie, Indiana. RVMorris@BSU.edu