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Title
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Proposed Academic Programs at and Uses of the Longhouse, 1983
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Date
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1983
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extracted text
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June 1, 1983
To: The Board of
Trust~es
From: Byron L. Youtz, Provost
The attached document presents the proposed academic ·program and uses of the Native
American Longhouse under consideration for the campus of The Evergre~n State Colle-ge.
The original draft of this document was prepared by members of the Longhouse Plar.ning
CoCJmittee. That draft has been reviewed and revised prior to presentation for your
consideration and discussion.
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As you can judge from this and previous discussions, we believe that the realization
of a traditional Longhouse and associated academic spaces for the Native Americ~n
Studies Program on this campus \odll make The Evergreen State College an exceptionally
attractive educational opportunity for Indian Students throughout the Pacific
Xorthwest. It ~Till provide the cultural setting in which Indian students will be able
to retain contact with and deepen their appreciation of their native traditions while
preparing academically to meet their needs in a plural society with which they are
continually in contact. This combination of a traditional native Longhouse and a
modern, state-supported college will be virtually unique in the country. It will
represent to the Native American society, as well as to the peoples of other cultures,
the comrnitr.1ent of the college to Native American Studies and to quality education for
~u.i.un &tUI:ieHt::; .in a culturally o.i V~r::;e Wol·ld.
\....../
An additional outstanding coritribution which this Longhouse will make to the campus is
the opportunity which it will provide to all of our students for contact with the
richness of Native American ·culture. This Longhousc a:Lea "Jill be a living, \Wrking
example of traditicn, hospitality and native art. It will provide un excellent
opportunity to students from the predominant culture to experience cultural diversity
and learn from the richness of other cultures.
Ve present this academic program with the realization that it is probably only the
begi~ning phase of what could develop into a stroog and prominent part of the college
curriculum as the Longhouse reaches toward its full potential.
Sincerely,
~~'·#~
Byron L. Youtz
Vice President & Provost
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INTRODUCTION
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Dr. Ernest Boyer, former U.S. Commissioner of Education and former Chancellor of the
··State University of New York, stated in a keynote address at the TESC Conference on
Alternative Education in September, 1981, "I believe that in the 1980's innovators
~ust tackle the toughest of all assignments.
We must somehow find the way to bridge:
to preserve individual differences and acknowledge the uniqueness of each student ·
ll'hile also building a greater social understanding which gives meaning to individual
_lives. Putting it another way, •••• we must help students to confront their
-separateness and recognize their togetherness."
,The development of a Native American Longhouse on the campus of The Evergreen State
College will be a unique step in the direction suggested by Dr. Boyer on behalf of one
of the major c·ultural groups in the State of Washington. It will provide a rich
setting where all of our students may confront cultural differences, acknowledge
uniqueness, build social understanding and recognize togetherness. It will provide a
cultural home where Indian students may preserve a heFitage and give meaning to their
individual lives.
This Longhouse will be a symbol to the ·Indian peoples of this state of the commitment
of The Evergreen State College to provirlin~ ~!'P.ciR1 ~ducRtion~;tl opportunities to
· 'ian students in tht: future, as we have done in the past.
Mary Ellen Hillaire came to Evergreen in 1972 '~th a special vision for the higher
education of her people. This vision found reality through the invitation to
alternatives which the college provided, and Mary opened the door to Native American
Studies. A key part of her vision was the development of a traditional space in lvhich
this educational vision could be sustained, a . cultural home for rediscovering and
retaining the traditions of the Indian people while preparing for the world of work in
\lhatever cultural.setting might be -required. In this traditional space the Indian
student, while keeping faith with his or her cultural heritage, can develop academic
skills to meet the demands of a plural society •.
The Evergreen State College is in a unique position to perform this cross cultural
tducational function. \ve .have a commitment to Affirmative Action goals which are far
in advance of any other educational institution in the state. We have a flexible
turricular structure which fosters and nourishes specially designed educational
~rograms for special clienteles.
He are located in a part of the state which has more
btive American tribes and bands than does any other educational institution in the
state. \~e have a mandate, through the nell C.P .E. Six Year Plan for Higher Education
in the State of Washington, to serve the entire state with our unique educational
progrruns. It is therefore entirely fitting that we should. become the site of this
unique educational structure.
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ACADE:-tiC PI{QGRAM
'"'e proposed Longhouse and associated academic spaces ~11 serve as . the focus and
·mary settjng for Native American Studies on the ~vergreen State College Campus. It
will provide an academic home for the following Native American Studies activities:
1.)
Northwest Native American Studies Specialty Area
The major goal of the Northwest Native American Studies Specialty Area is to
provide an open educational opportunity for Native Americans to study; it is not
merely a place to study Native Americans. However, this interdisciplinary ~rea
is designed to serve ·f\.,ro specifically different student groups: Indian students
who are interested in living and enriching their unique cultural heritage while
developing strategies for self-determination in the plur,a listic society in which
we live, and students interested in learning about traditional Native American
. cultures and values, including the dynamics for change in a plural society.
The Northwest Native American Specialty Area will include at least one major
program and two auxiliary programs each year, as well as · a minimum of one course
each year. In addition, the specialty area will collaborate and design symposium
components with other areas on topics such as health, science, art, environmental
studies and management. The college's new emphasis on Indian Education within
our Teacher Certification Program provides a new and special opportunity for
collaboration. In particular, this area will provide programs to prepare Native
American stud~nts to enter the Teacher Certification Program and will advise
students wishing to pr.epare to b.::com.:: c.:::rtifitd tec:u:Ju~n~. Thls area will also
provide a-setting in which the non~Indian Teacher Certification student may
satisfy the new Standards for Certification requirement for cross-cultural
experience.
Within the cultural setting familiar to Native Americans, this area will provide
opportunities for students to prepare themselves for the following career
path...-ays, taking advantage of the curriculum available within the rest of the
college, as well: Indian Affairs, Tribal Government, Indian Education, Marine
Studies, Environmental Studies, Health Studies, Social Services, Community
.Developrnent, Nanagement Studies, Computer Studies, Traditional and Contemporary
'Expressive Arts. Each student ~~11 have an interview with a member of the Native
American Studies faculty and plan an individualized course of study to prepare
the best curriculum possible for satisfying that student's particular educational
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needs.
Students within the -Northwest Native American Studies will work to develop the
following abilities: Individual Identity, Group Loyalty and Personal Au~hdrity.
Having developed these abilities and the particular set of skills they need,
students will be able to return to their communities and have a positive impact
on the world around them.
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The
IJ<·~:n·e-OdC'nted
Native American Contributions !Q. !!!s College Curriculum.
fQllo.,!lng subjects for study would be available through the Nntive American
Program, on a periodic basis, to the .students of the campus as a whole:
~tl!dies
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Native American Studies
Survey of Indian History
Sociocultural Anthropology*
Comparative Philosophy
Contemporary Problems
Tri hal Government
Treaties and La.,;s
Political Geography
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i Literature and Hythology*
J• Contemporary Drama*
- a.
-b.
c.
d.
e.
-f.
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_,h.
k.
1.
m.
n.
Native. Languages
Native American Religions*
Native American Husic*
Native American Dance* ·
2D and 3D Art*
p. Ethnobotany
- q. Native American Nutrition
r. Traditional Native Architecture
· and Technology*
-o.
*Subjects for which the I.onghouse facility is particularly beneficial.
3.) Other contributions to the College.
Provide a resource for the development of Native American Curriculum materials
for the schools or for other classes ~n campus.
Provide culturally diverse opportunities and curriculum skills for teacher
certification students of all races.
Increase the attractiveness of the campus for Third World studcntG.
Be an artistic resource for the traditional and contemporary Indian Arts.
Serve as an archive and ·research center for the study of Native American affairs.
Provide space for cultural events such as:
displays.
Ceremonies, Art exhibits and
.
Summary:
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. h summary, the proposed Longhouse will serve a number of functions for the campus.:
a) ·The Longhouse will provide a focus and primary setting for Native American
Studies on the Evergr~en State College campus.
b) It ~~11 be an important recruitment tool for Indian students by providing a
culturally relevant setting for a specially designed academic program.
c) It will be a place where the cultural, spiritual and artistic elements of the
Native American can be preserved.
d) It will be a living museum· and a place for demonstration and discussion
between Native and non-Native Americans. It will be a place to celebrate Indian
culture und a place of inspiration to Native Americans and non-Native Ame1·icans
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alike.
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e) It will be a center of communication and a bridge between cultures. It will
provide ~ significant cross-culturul experj ence for non-Native Americans,
incluJing our Tl•acher Certification studC'nts.
f) It will SC'rve as nn Affirmativ<> Action effort, easing the trnnsitjon _for
1973-86_NAS_8D38_02_46