Reflecting on the Power of Language
Throughout this year I have been committed not only to the Minneapolis Residency Program, moreover my continued Master's studies in Holistic Health at St. Catherine University. While I have sometimes briefly mentioned my work in that program and the parallels I have witnessed from that work into my classroom, in this blog post it is an overt bridge and recognition of this research work I have been conducting in collaboration with two phenomenal teammates for the past year and a half. This work has been creating a new language for me--both awareness of the academic language of research, and literally new words and phrases in Ojibwe. Being a bi-lingual learner and a seeker of various perspectives is a life-long skill and it has profoundly impacted the way I which to teach children.
I know before reflecting on the power of language, I need to create the context about our research work. The following are excerpts from our Master's thesis: the abstract and my personal lens. I have also embedded links to our thesis presentation, and at the end conclude with a blog reflection of how this has impacted my classroom and my teaching.
I AM From stardust dreams and staring into the Void, from the window of a young girl—
stuck.
Impatiently, waiting. Believe that One day people will be free.
I AM From journeys across oceans and never really knowing where to belong. From
Gemutlichkeit und Gewalt, wrapped in father’s stories. Where Lulu und Fritz go on unbounded adventures. Rhyming, tenderly holding attention and hearts. Loving innocence of
childhood, I teach. With every beat of the daily rhythm, my heart grows stronger in pulse
with power of education.
I AM from the chords of Bach and Schumann, descendent of shoemaker and musician,
floating through time on melody memories, hearing dissonance in realities. Whisked away
from family illness and trauma, I keep my eyes on blue skies . Always to return. Soaring to
greater heights than imagined, only to fall, grounded in heartbreak.
I AM from a long line of unbreakable women, holding down the fort. Prioritizing family and future over fairness for themselves. Educated, strong and stoic, sacrificing is within my birthright and blood. And I choose to Thrive. I AM From honoring my ancestors and walking a
different path, knowing I am borrowing earthly time from our children. I rise.
I AM from You are my sunshine cat calls and whispers of family secrets, resting in the
comfortable bed of Minnesota Nice covering tension and unrest. I AM From warm embrace of grandmothers, mothers, daughters, cloaked in grief and soothed by love. Raised by my
mother’s mother, I remember. I remember her smell and the way she permed her hair, trying on clip-on earrings and that pearl necklace; putting on privilege and glancing in the mirror.
I AM From Now and Then Sisterhood and belly laughter dancing. Weaving together our
creative juices as we flow through life together, aging gracefully and not at all. Collecting
passion and placing it in the water, we drink of ideas with a thirst for transformation and
telling of stories. We Are From hopes of healing and collective dreaming. We Are From the
secret life of bees bringing sweet honey and the rock back home.
I know before reflecting on the power of language, I need to create the context about our research work. The following are excerpts from our Master's thesis: the abstract and my personal lens. I have also embedded links to our thesis presentation, and at the end conclude with a blog reflection of how this has impacted my classroom and my teaching.
Abstract
American Indians in the United States have endured a collective history of deliberate mass
extermination efforts for over 500 years, resulting in cumulative emotional and psychological trauma across generations, termed Historical Trauma (HT). Mounting research continues to explore the
myriad of psychological, physical, mental and spiritual responses to this trauma, known as Historical Trauma Response (HTR), in current American Indian populations. The majority of research
regarding HT pertains to historical tragedies, inequities, disparities, and ongoing deficits in the
American Indian population with an emphasis on what can be done to fix it. Furthermore, a gap exists in contemporary Western research to integrate American Indian perspectives and healing HT. Based on Indigenous Inquiry and using a Talking Circle method, this qualitative study describes 10
American Indian perspectives on healing Historical Trauma. The Talking Circle process of
storytelling illuminated elements of an interrelated path of healing. Themes that arose from
collaborator’s narratives are: connection, traditional healing, and purpose. These results give insight
to the strengths of American Indian ancestry and culture as important components to healing HT
through community. This study provides insight for American Indian community leaders as well as
policy makers, educators and healthcare professionals working with American Indian populations.
There is need for further research to explore Indigenous research methods, and to further validate and engage American Indians in healing through Indigenous ways.
Keywords: American Indian, Historical Trauma, Indigenous research, Talking Circle, healing, traditional healing.extermination efforts for over 500 years, resulting in cumulative emotional and psychological trauma across generations, termed Historical Trauma (HT). Mounting research continues to explore the
myriad of psychological, physical, mental and spiritual responses to this trauma, known as Historical Trauma Response (HTR), in current American Indian populations. The majority of research
regarding HT pertains to historical tragedies, inequities, disparities, and ongoing deficits in the
American Indian population with an emphasis on what can be done to fix it. Furthermore, a gap exists in contemporary Western research to integrate American Indian perspectives and healing HT. Based on Indigenous Inquiry and using a Talking Circle method, this qualitative study describes 10
American Indian perspectives on healing Historical Trauma. The Talking Circle process of
storytelling illuminated elements of an interrelated path of healing. Themes that arose from
collaborator’s narratives are: connection, traditional healing, and purpose. These results give insight
to the strengths of American Indian ancestry and culture as important components to healing HT
through community. This study provides insight for American Indian community leaders as well as
policy makers, educators and healthcare professionals working with American Indian populations.
There is need for further research to explore Indigenous research methods, and to further validate and engage American Indians in healing through Indigenous ways.
Personal and Professional Lenses
Aho Mitakuye Oyasin. Everything I have experienced in this moment is in relationship to all my relatives. This phrase was taught to me along my journeys and reiterated throughout many healing experiences in connection with my Lakota friends who have welcomed me as family. My path to bring me here has been wonderfully influenced by so many teachers and guides. It has not been a surprise, yet an adventurous path to becoming a teacher myself. Whenever I think of my own journey, I feel a heart connection to those whose footsteps I have walked in. My grandmother who raised me, my second grade teacher who encouraged me, my mentors who believed in me, and my friends who have shown me a different way of being, and taken me in as family. In and beside their steps, I continue to heal. For years I have sought a journey of healing--of transformation, rebalancing, centering, remaining grounded in my authentic self. Without having wanted to learn and grow, I would not have learned so much about myself and the beauty that exists. Therefore I consider myself a lifelong learner.
I began Holistic Health graduate studies at St. Catherine University in 2015 because I had
already personally experienced the transformative power of shifting my thinking, and
discovered the revealing physical and researched evidence of psychoneuroimmunology. In
2014 I had completed a personal/professional growth program and then became trained in the modality as a Higher Brain Living Facilitator. In my personal life I began to bridge the concept of
healing and higher potential. I could see objectively that healing is important work for
everyone. It is the work of forgiveness, of finding and maintaining priorities and eliminating
detrimental behavior and thought patterns. Seeking my family history and my own connected identity, I was able to understand the intergenerational trauma of my own family. Tracing back five
generations, I discovered interconnected patterns of codependency and women being the
family martyr. I knew I did not wish to continue that pattern for myself nor my future
children. I began to live purposefully for future generations.
already personally experienced the transformative power of shifting my thinking, and
discovered the revealing physical and researched evidence of psychoneuroimmunology. In
2014 I had completed a personal/professional growth program and then became trained in the modality as a Higher Brain Living Facilitator. In my personal life I began to bridge the concept of
healing and higher potential. I could see objectively that healing is important work for
everyone. It is the work of forgiveness, of finding and maintaining priorities and eliminating
detrimental behavior and thought patterns. Seeking my family history and my own connected identity, I was able to understand the intergenerational trauma of my own family. Tracing back five
generations, I discovered interconnected patterns of codependency and women being the
family martyr. I knew I did not wish to continue that pattern for myself nor my future
children. I began to live purposefully for future generations.
As is everyone a being layered with identity, my present moment picture of self is filled with passion and purpose for community-based work, creativity and joy of teaching, and priority of family. I have come to this point in my life when I witnessed my return. My return home to Minnesota was after many opportunities and travels. My undergraduate degree was in Visual Arts and Art History, at Wells College in New York. This education greatly served building my analytical and artistic
awareness and desire to tell stories. I love listening to and telling stories that are meaningful
for people and create beauty in the world. Thus, it was a natural translation to combine my
educational background and passion for working with children as a career. I began teaching
directly after my college years and fell in love with teaching. My teaching career has been a
range of ages and subjects. From preschool to adult ESL, from community art to public
education, I resounded with the notion that we are lifelong learners. For the past five years, I have been teaching Elementary age children in the Minneapolis Public School district, and am currently a Kindergarten teacher at Bancroft Elementary school.
awareness and desire to tell stories. I love listening to and telling stories that are meaningful
for people and create beauty in the world. Thus, it was a natural translation to combine my
educational background and passion for working with children as a career. I began teaching
directly after my college years and fell in love with teaching. My teaching career has been a
range of ages and subjects. From preschool to adult ESL, from community art to public
education, I resounded with the notion that we are lifelong learners. For the past five years, I have been teaching Elementary age children in the Minneapolis Public School district, and am currently a Kindergarten teacher at Bancroft Elementary school.
My focus on education resounded within this research project, because as a teacher in the
urban public schools I witnessed the realities of American Indian children and the need for
healing within the community. The statistics and projected future for American Indian
children in the United States education system are dismal, and yet firmly believe that these
children, like any other, are capable and deserve a bright future. Prior to beginning this
research sequence I knew I wanted to commit to a research project that impacted how and
what we teach--to expand our vision to enable a more equitable outlook for our future
generations. When I first began teaching in Minneapolis, I wanted to intentionally address the achievement gap, and work feverishly towards equality, because it was difficult to witness the
suffering of my students. There was a significant need and evidence that students and their
families were enduring trauma—both current and historical. At the time, I did not know how to communicate why there was a need for healing, yet it was an intuitive knowing that systematic
oppression was arising in the daily stress of these children. Since taking that teaching job five years ago I have been committed to learning and developing myself to better understand and
transform our current education system to serve those under privileged. I attempt to see,
everyday, how the privilege I have as a white, educated woman works in the world--and to use it for good.
urban public schools I witnessed the realities of American Indian children and the need for
healing within the community. The statistics and projected future for American Indian
children in the United States education system are dismal, and yet firmly believe that these
children, like any other, are capable and deserve a bright future. Prior to beginning this
research sequence I knew I wanted to commit to a research project that impacted how and
what we teach--to expand our vision to enable a more equitable outlook for our future
generations. When I first began teaching in Minneapolis, I wanted to intentionally address the achievement gap, and work feverishly towards equality, because it was difficult to witness the
suffering of my students. There was a significant need and evidence that students and their
families were enduring trauma—both current and historical. At the time, I did not know how to communicate why there was a need for healing, yet it was an intuitive knowing that systematic
oppression was arising in the daily stress of these children. Since taking that teaching job five years ago I have been committed to learning and developing myself to better understand and
transform our current education system to serve those under privileged. I attempt to see,
everyday, how the privilege I have as a white, educated woman works in the world--and to use it for good.
Now, I see how my past led me to this specific research project, and how my lense has
influenced our process. My personal and professional life transformed in many ways. I
developed myself through various modalities, and theoretic models. I became a Landmark
Introduction Leader, to empower transformation. As mentioned previously, I was trained as a Higher Brain Living Facilitator, to better understand and address the need for evolution and growing our human potential. I am continuing my studies as a graduate student in the Master of Arts in
Holistic Health Studies and completed a coach certificate training through the Institute of
Integrative Nutrition. All of these experiences and the acquiring of knowledge was an effort
to seek perspective from outside of my own limited view--to expand to something greater.
That expansion, that greatness has been experienced through being in community with people--hearing and sharing stories, feeling connected and mutual respect. While this has been my
experience, I also see how often times trauma isolates people and creates a feeling of not
belonging. Researching HT was a confirmation of this, and an awakening, a naming to the
suffering that I could not previously name. In the growth mindset, I felt committed to seeking a solution after learning in depth of the problem. That idea in itself--seeing the problem as it is and
then seeking a solution, alone has had immeasurable impact on my life and the life of my
students.
influenced our process. My personal and professional life transformed in many ways. I
developed myself through various modalities, and theoretic models. I became a Landmark
Introduction Leader, to empower transformation. As mentioned previously, I was trained as a Higher Brain Living Facilitator, to better understand and address the need for evolution and growing our human potential. I am continuing my studies as a graduate student in the Master of Arts in
Holistic Health Studies and completed a coach certificate training through the Institute of
Integrative Nutrition. All of these experiences and the acquiring of knowledge was an effort
to seek perspective from outside of my own limited view--to expand to something greater.
That expansion, that greatness has been experienced through being in community with people--hearing and sharing stories, feeling connected and mutual respect. While this has been my
experience, I also see how often times trauma isolates people and creates a feeling of not
belonging. Researching HT was a confirmation of this, and an awakening, a naming to the
suffering that I could not previously name. In the growth mindset, I felt committed to seeking a solution after learning in depth of the problem. That idea in itself--seeing the problem as it is and
then seeking a solution, alone has had immeasurable impact on my life and the life of my
students.
Throughout this research sequence I turned often to prayer, intuition and ceremony. I attended sweat with my Lakota brothers and sisters who took me in like family. This family had accepted my husband like a brother, had been deeply connected and influential throughout his recovery journey.
The way of being while in ceremony showed me a palpable interrelatedness and prayerful
way to walk in the world. I found this research project to be an alignment with that way of
viewing the world, and a confirmation for me to continually be open to expand my vision and think outside of my own perspective. During sweat, we can leave our egos, our created identities, and be present to something much greater than ourselves. This communal experience, I believe, is vital
work in the world. It allows people to share their story, to reframe trauma, to heal and live in
purpose. I was committed to this work because I was ready for it, and I was ready for it
because I was committed. I will continue to seek personal growth in alignment with my work, dedicated to empower and enable people to achieve what truly matters to them. Throughout this
process, reflection is crucial. With my dedicated partners, Renee and Kim, we each committed to our own personal reflections and grew from sharing vulnerably where we are from.
The way of being while in ceremony showed me a palpable interrelatedness and prayerful
way to walk in the world. I found this research project to be an alignment with that way of
viewing the world, and a confirmation for me to continually be open to expand my vision and think outside of my own perspective. During sweat, we can leave our egos, our created identities, and be present to something much greater than ourselves. This communal experience, I believe, is vital
work in the world. It allows people to share their story, to reframe trauma, to heal and live in
purpose. I was committed to this work because I was ready for it, and I was ready for it
because I was committed. I will continue to seek personal growth in alignment with my work, dedicated to empower and enable people to achieve what truly matters to them. Throughout this
process, reflection is crucial. With my dedicated partners, Renee and Kim, we each committed to our own personal reflections and grew from sharing vulnerably where we are from.
“I Am From…”
I AM From stardust dreams and staring into the Void, from the window of a young girl—
stuck.
Impatiently, waiting. Believe that One day people will be free.
I AM From journeys across oceans and never really knowing where to belong. From
Gemutlichkeit und Gewalt, wrapped in father’s stories. Where Lulu und Fritz go on unbounded adventures. Rhyming, tenderly holding attention and hearts. Loving innocence of
childhood, I teach. With every beat of the daily rhythm, my heart grows stronger in pulse
with power of education.
I AM from the chords of Bach and Schumann, descendent of shoemaker and musician,
floating through time on melody memories, hearing dissonance in realities. Whisked away
from family illness and trauma, I keep my eyes on blue skies . Always to return. Soaring to
greater heights than imagined, only to fall, grounded in heartbreak.
I AM from a long line of unbreakable women, holding down the fort. Prioritizing family and future over fairness for themselves. Educated, strong and stoic, sacrificing is within my birthright and blood. And I choose to Thrive. I AM From honoring my ancestors and walking a
different path, knowing I am borrowing earthly time from our children. I rise.
I AM from You are my sunshine cat calls and whispers of family secrets, resting in the
comfortable bed of Minnesota Nice covering tension and unrest. I AM From warm embrace of grandmothers, mothers, daughters, cloaked in grief and soothed by love. Raised by my
mother’s mother, I remember. I remember her smell and the way she permed her hair, trying on clip-on earrings and that pearl necklace; putting on privilege and glancing in the mirror.
I AM From Now and Then Sisterhood and belly laughter dancing. Weaving together our
creative juices as we flow through life together, aging gracefully and not at all. Collecting
passion and placing it in the water, we drink of ideas with a thirst for transformation and
telling of stories. We Are From hopes of healing and collective dreaming. We Are From the
secret life of bees bringing sweet honey and the rock back home.
Reflection
This year has been an incredible journey and affirmation of my desire to teach. This research work is directly impacted by my desire to be the best educator my students will encounter, and an advocate for them and their families. In order to better understand the intergenerational and Historical Trauma that many of my students will have present in their lives, I needed to go directly to the community, and listen intently. Taking on learning a new kind of academic world--culture and language, and a stepping into a completely new worldview (Indigenous Paradigm), I sought to be open-minded, reflective and responsible. These developed qualities have naturally impacted how I show up in the classroom--and how I feel prepared to be my students' teacher. If anything, this year has taught me to be courageous and follow my passion relentlessly. I even started to sign my work emails from this quote:
When I dare to be powerful-to use my strength in the service of my vision, it becomes less and less important whether I am afraid." --Audre Lorde
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