March, 2022—we gather the many works that have slipped through the cracks from the Redwood Voice Crew, primarily their contributions to local news. Join Persephone Rose, Director of Redwood Voice, and Paul Critz, Station & Program Manager for KFUG Community Radio, for a review of the many recent projects the ever-growing Redwood Voice team have submitted to the KFUG Community News program—stories that are most often sent to broadcast and not heard again. Until now, that is, through the planned-to-be monthly editions of the Redwood Voice Anthology.
On this anthology we’ll discuss and review these stories, as well as give them a place to air in full. The stories in this Anthology include:
(0:04:56) STORM Stands Before County Board of Supervisors
Yurok language lessons will soon be more accessible than ever before—the following is a PSA from the Yurok Tribe.
The Administration for Native Americans recently funded the next evolution of the Yurok Language Program’s comprehensive effort to fully restore the everyday use of the Tribe’s first form of communication. Over the next three years, the Program will use the ANA award to make learning the Yurok language more accessible than ever before. The primary goal of the project is to reintegrate the language within households, workplaces and community events. To accomplish this objective, the Program is creating a series of digital platforms containing interactive educational tools, implementing culturally relevant learning exercises and developing a virtual archive featuring a diversity of resources. The Program is also establishing a community-wide team of language liaisons, comprised of tribal staff and local residents, who will help promote and participate in learning opportunities.
“When we designed this project, we focused on how we could best serve the community, while supporting the development of new and existing language speakers. We wanted to ensure that language is spoken in the home, that language is spoken in the workplace, and that we hear and speak the language at our ceremonies and gatherings,” said Yurok Language Program Manager Victoria Carlson. “We also thought about the elders who dedicated their lives and energy into preserving the language.
The Yurok language team feels we are on a path they would want us to pursue.
“The Yurok Language Program has developed an outstanding teacher training program. The language is now taught in head starts and public schools. We have built an amazing foundation to take the next step, which is to move the language out of the classroom and into the community. We want to empower people to use the language in their day-to-day lives,” said Distance Learning Coordinator Brittany Vigil.
“We’re really focusing our efforts on bringing the language back to where it belongs, which is everywhere,” added Yurok Language Cultural Coordinator James Gensaw. “One of the things they did when they tried to exterminate us was remove language from the home. One of the primary goals of this project is bring the use of the language back into the homes of all of our members.”
The Planting Seeds: Reclaiming Yurok Language Domains and Building New Circles project reflects the input of more than 130 Yurok citizens, who provided feedback on the Program’s future goals. The three domains, which include Reintroduction to Ceremony, Yurok Tribal Employees, and Distance Learning and Community Engagement, were each selected for a specific purpose.
“The domains touch on the aspects of our daily lives as Yurok people. We want to normalize the use of the language in everyday situations,” said Distance Learning Coordinator Brittany Vigil, who is leading the development of the digital assets.
The first online platform is a new website, yuroklanguage.com Currently under construction, the site will contain language curricula, digital animations with Yurok songs and much more. The Language Program is also building a series of applications offering on-demand learning materials, including videos and audio recordings of tribal elders telling traditional stories.
“I want people to see the Yurok language every day of their lives. They’re going to see it in their email, or at a community class or on social media. We want to normalize the everyday use of the language,” said Distance Learning Coordinator Vigil.
“Once the distance learning courses, digital platforms and the online archive are in place, they will be available to the community. For as long as there is a Yurok Tribe, all of these learning tools will be organized in one place for future learners,” added Barbara McQuillen, the Yurok Language Collections and Teacher Training Coordinator.
The Program has already organized the first of many immersive activities, including acorn-gathering and eel hook-making events where participants learned terminology related to the activity. Plans are in the works to put on similar events in the near term. The language will also be incorporated into the Tribe’s most high-profile gatherings, such as the Salmon Festival and Spring Flings.
“There are numerous studies that show hands-on learning stimulates language acquisition. Immersion is actually the best way to learn. It triggers a ton of language growth,” said Yurok Language Cultural Coordinator James Gensaw. “The online and in-person language activities cater to every learning style.” There are benefits that go well beyond language acquisition and retention too. For example, second language learners regularly perform better in reading, math and language arts. Indigenous communities who have higher levels of language retention are shown to have lower rates of cigarette smoking, substance abuse, suicide, domestic violence, and diabetes. Native Children who learn their language have higher levels of self-esteem, higher levels of confidence in their own abilities, and decreased levels of anxiety.
“New research indicates that those who learn their native language are less likely to attempt suicide too,” said Language Collections and Teacher Training Coordinator Barbara McQuillen. The Program is currently looking for 15 language liaisons from the tribal government and the community. In addition to supporting the Program, the liaisons will receive assistance with achieving an intermediate-low level of proficiency in speaking the language. The Program encourages all interested community members to sign up to become a liaison. If you’re interested, please email Yurok Language Distance Learning Coordinator Brittany Vigil-Burbank at bvigil@yuroktribe.nsn.us.
The Planting Seeds Project represents a natural progression of the successful Yurok elder-led campaign implemented between the 1950s and early 2000s to preserve the language. At every juncture, the Yurok Language Program team acknowledges their predecessors’ dedication to saving the language. Taking the mantle, the Program has made the language available in the Tribe’s Head Starts in addition to public high schools on the Yurok and Hoopa Reservations and in Del Norte and Humboldt Counties. The language will continue to be offered in these educational institutions for the foreseeable future. During the past five years, the Program has trained a team of talented teacher candidates and continues to develop new instructors. In fact, some the teachers from the initial class are now training new language educators. The Program also provides community language classes. Prior to the pandemic, the courses were taught in-person, but now they are available via Zoom.
“We believe this project is a reflection of what our fluent elder speakers would have wanted us to carry on to ensure the survival of our language. I feel confident our language team will be able to accomplish the goals of this project,” concluded Yurok Language Program Manager Carlson.
Source: (Joana Jansen, Northwest Indian Language Institute, University of Oregon; Lindsay Marean, Owens Valley Career Development Center; and Janne Underriner, Northwest Indian Language Institute, University of Oregon)
The information of this message comes from Del Norte Library District Literacy Coordinator Danny Clark.
Could you use assistance with your reading? How about assistance with basic computer skills; like word processing, writing a resume or setting up an email? Do you need help preparing for your GED or HiSET? Are you learning English as a second language and would like to improve your reading, speaking and listening skills?
Del Norte Reads is here to help with all this and much more!
Del Norte Reads — a grant and donation funded nonprofit organization aimed at helping community members with all aspects of functional literacy — is a library program that works in conjunction with the Del Norte County Library District to provide free literacy services to community members. They proudly provide assistance with reading, writing, math, computer literacy, GED prep and much more.
They are looking for compassionate volunteers to tutor our hard working learners. We provide materials and training. Even an hour or two a week can make a huge impact in the lives of the program’s learners.
All of Del Norte Reads’ services are free and they are more than happy to provide accommodations for a diverse group of learners.
“Fun times on Adult Literacy Day at the Del Norte Reads Open House.” – From the Del Norte Reads Facebook Page.
If this program sounds like something you or someone you know would enjoy being a part of this program, you can call them at (707) 464-7072 or stop by and see them in person at 1080 Mason Mall suite 9. More information is available at the Main branch of the Del Norte County Library.
“Happy Thanksgiving from all of us at the Del Norte County Library (including our visiting dinosaurs)! […] Happy Thanksgiving!” – From the Del Norte County Library Facebook Page.
We visited elementary and middle school students at the Northern California Indian Development Council’s after-school program to learn how inclusive Del Norte County Schools are for our Native American students as well as how our schools might be hurting them and what they would like to see changed. Students shared stories of personal experiences they have had with classmates and teachers as well as offered solutions to how we can help build a better learning environment.
CRESCENT CITY, CA– Growing up queer in a remote Northern California town of just 7,500 people, I experienced firsthand how a rural school can fail to meet the needs of LGBTQ students. It’s a failure with dire consequences.
I experienced abuse in a relationship for the first time at age 13, in part because I lacked any knowledge of what it means to consent. And without healthy queer relationships to model, I presumed my partner’s manipulations were normal. Suffering abuse, dealing with intolerance in my community and lacking any institutional support to speak of, I developed some unhealthy coping mechanisms: I was self-medicating by age 14, and self-harming at 15. At the time, I hated myself and was feeling ashamed. In an attempt to leave Del Norte, I had my first experience in sex work at 16, with a man three times my age.
Sadly, this ripple effect is not altogether uncommon among LGBTQ youth, especially for those of us living in geographically and culturally isolated areas. When we don’t see ourselves reflected in the world around us, when we are systematically marginalized and when our very identities are painted as deviant, we can become that self-fulfilling prophecy.
California took a positive step toward addressing the problem with the passage of AB 329, otherwise known as the California Healthy Youth Act, late last year. The bill expanded on existing law to ensure that students will receive “comprehensive” sex education, including “affirmative” examples of same-sex relationships and education about gender identity.
But how will it actually play out in the classroom? If taken seriously and applied thoughtfully, the new law could make a huge difference in the lives of queer youth, especially those living in rural communities. So, I went to my local high school, Del Norte High, to ask queer students: What would you like to see covered in your new, “comprehensive” sex-ed classes?
Parents, school officials, and True North organizers met at the Wild Rivers Community Foundation building on June 23 for their inaugural Parent Engagement Team meeting, after making an agreement during the Action on Education that was held in May. Five parents and four our out of the five selected school representatives attended. The focus of these meetings is to create and propose a strategy to increase communication between families and schools.
Josh Norris, parent of four and True North community organizer, briefly described the event during an interview on June 30. He stated that after they shared their experiences with working parent-school communication, the group identified three major values that they will utilize when crafting an engagement strategy. First is teamwork because, as Norris stated, “it’s not going to work unless we have teachers, administrators, and families working together.” Next is the idea that school should be a community hub. The third value is to create a partnership “between schools, tribes, other community resources and organizations.” The group also came to the decision that they should expand their outreach beyond just parents, and focus on communicating with families.
The rest of the meeting was spent developing a timeline. Their goal is to propose their findings to the school board in November and begin implementation in Spring 2016. Margaret Keating Elementary, Smith River Elementary, and (possibly) Crescent Elk Middle School were selected as pilot candidates for implementation. According to Norris, “the reason we’re looking at those schools is because some of the outlying schools like Margaret Keating are the lowest performing schools. They have the highest amount of need.”
The strategy will encompass all aspects of scholastic life, from advanced policy reform to simple changes like, for example, having a fun picnic with barbecue instead of an average back-to-school night. Parents will be able to sit down with teachers as equals.
Norris stated that this inaugural meeting “was a powerful experience because a lot of these folks, you could tell, have not sat down in a room all together. I think that was pretty groundbreaking. What we discovered, of course, is that we have a lot more in common than we thought.” He said that the event “went the way that it should have been. You have these different interests coming together for the same purpose.”
He finishes by stating, “Del Norte schools are about to turn it around. I think that some things have happened in the recent year that haven’t happened for many years before. I think people are now finally ready. They just need some encouragement from the outside, and that’s where we come in.”
The next Parent Engagement Team meeting will be held on July 14 at 6:00 p.m. Parents and family members are encouraged to contact Josh Norris at (707) 954-7226 about involvement.
Telling the untold stories of Del Norte and Tribal Lands through amplified youth voices.
