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PODCAST|Episode 80 In Conversation with Trisha Moquino- Bright Morning

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PODCAST|Episode 80 In Conversation with Trisha Moquino- Bright Morning

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A conversation with Trisha Moquino, the founder of Keres Children’s Learning Center (KCLC) in Cochiti Pueblo, NM. KCLC is a Keres-language revitalization school that uses an intergenerational approach to immersion and dual-language with Montessori pedagogy. Trisha teaches about the history of displacement and war on Native peoples and shares the pressing need to support Indigenous people today in reclaiming their children’s education and honoring their heritage in school systems.

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"There's a time to lead. And there's a time to follow. But there is always, always time to love. And to share. And to uplift one another. And to decenter yourself."
Trisha Moquino

This week Elena is in conversation with Trisha Moquino, the founder of Keres Children's Learning Center (KCLC) in Cochiti Pueblo, NM. KCLC is a Keres-language revitalization school that uses an intergenerational approach to immersion and dual-language with Montessori pedagogy. It is one of very few schools in the country that provides children with the opportunity to learn through their heritage language. And a few short years ago it didn't exist.

Over the course of this conversation Trisha graciously teaches about the history of displacement and war on Native peoples and also beautifully shares the pressing need to support Indigenous people today in reclaiming their children's education and honoring their heritage in school systems.
Mentioned in this episode:

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Episode 80: In Conversation with Trisha Moquino - Bright Morning

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This week Elena is in conversation with Trisha Moquino, the founder of Keres Children's Learning Center (KCLC) in Cochiti Pueblo, NM. KCLC is a Keres-language revitalization school that uses an intergenerational approach to immersion and dual-language with Montessori pedagogy. It is one of very few schools in the country that provides children with the opportunity to learn through their heritage language.

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Dual Language Learner Supports for Early Learning Settings

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Dual Language Learner Supports for Early Learning Settings

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Three-Five (Spanish)

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Dual Language Learner Supports for Early Learning Settings

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Dual Language Learner Supports for Early Learning Settings

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Infants-Toddlers (Spanish)

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Dual Language Learner Supports for Early Learning Settings

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Dual Language Learner Supports for Early Learning Settings

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Three-Five (English)

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Dual Language Learner Supports for Early Learning Settings 

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Dual Language Learner Supports for Early Learning Settings 

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Infants-Toddlers (English)

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Resource recommendations

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FILM|We Were Children (2012) on Amazon Prime

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FILM|We Were Children (2012) on Amazon Prime

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We Were Children is a  Canadian documentary film about the experiences of First Nations children in the Canadian Indian residential school system. *Sensitive Content Warning*

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As young children, Lyna and Glen were taken from their homes and placed in church-run boarding schools. The trauma of this experience was made worse by years of untold physical, sexual and emotional abuse, the effects of which persist in their adult lives. The profound impact of the Canadian government's residential school system is conveyed unflinchingly through their eyes.

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As young children, Lyna and Glen were taken from their homes and placed in church-run boarding schools. The trauma of this experience was made worse by years of untold physical, sexual and emotional abuse, the effects of which persist in their adult lives.

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WEBINAR|Dr. Emma Elliott-Groves: Indigenous Systems of Relationality: Designing for Transformative Agency in Indigenous Community Psychology​

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WEBINAR|Dr. Emma Elliott-Groves: Indigenous Systems of Relationality: Designing for Transformative Agency in Indigenous Community Psychology​

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In this session, Dr. Elliott-Groves shares several stories related to Indigenous trauma, healing, and relational restoration. By offering Indigenous understandings of relationality coupled with theories of social change, this talk uncovers strategies that can shift mainstream approaches to Indigenous mental health.

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SMART Center 2021 Virtual Speaker Series with Dr. Emma Elliott-Groves

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EXHIBIT|Away from Home| American Indian Boarding School

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EXHIBIT|Away from Home| American Indian Boarding School

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Remembering Our Indian School Days: The Boarding School Experience was the first exhibition designed to interpret the stories of boarding schools through the voices, lives and perspectives of Native people. The exhibition focused on the experiences of American Indians in federally operated, off-reservation boarding schools in the United States.

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Remembering Our Indian School Days: The Boarding School Experience was the first exhibition designed to interpret the stories of boarding schools through the voices, lives and perspectives of Native people. The exhibition focused on the experiences of American Indians in federally operated, off-reservation boarding schools in the United States. Remembering Our Indian School Days became one of the Heard Museum's most visited and thematically powerful exhibitions.

Many guests are not aware of and surprised to learn about this history. Originally envisioned as a five-year installation, the "boarding school exhibit," as it has become known, was of strong interest for both Native and non-Native audiences and the Heard Museum kept it open year after year.

Beginning in 1995, major support was provided by the National Endowment for the Humanities (NEH). Initial planning and research for the boarding school exhibition was begun by Curator of Fine Art Margaret Archuleta (Pueblo/Hispanic). She formed an advisory group, including Brenda Child (Red Lake Ojibwe, University of Minnesota), Rayna Green (Cherokee, National Museum of American History, Smithsonian Institution), K. Tsianina Lomawaima (Mvskoke/Creek Nation, unenrolled, University of Arizona) and Karen Gayton Swisher (Standing Rock Sioux, Haskell Indian Nations University)*

Curator Margaret Archuleta identified relevant objects that would assist in telling the boarding school story. She found 19 institutions and 10 individuals willing to loan art and artifacts. Other planning components included visits to archival repositories for research and images to tell the story. An oral history contractor, Tessie Naranjo (Santa Clara Pueblo) was hired to collect 53 oral histories.

Plans were also implemented to generate a museum-produced publication, Away From Home: American Indian Boarding School Experiences, 1879 - 2000. The advisory committee and other invited scholars wrote articles which, along with object images, archival images, prose and poetry by Native authors, contributed to the catalogue. Another publication was assembled, again drawing on scholarly articles, to produce a special issue of the Journal of American Indian Education, 1996, Special Issue, vol. 35 (3).

The exhibition team fabricated a 4,000-square-foot multi-sensory gallery. Remembering Our Indian School Days: The Boarding School Experience opened in November 2000. Many alumni and research participants attended the opening event, made even more special with a reading from The Indolent Boys by Pulitzer Prize-winning Kiowa novelist, poet and artist N. Scott Momaday.

The original exhibition drew on first-person recollections, memorabilia and the writings and art of four generations of Indian school alumni to examine the commonality of the boarding school experience. Exploring an important and untold era of American history, the exhibition incorporated historic images, music, sound, oral histories, memorabilia and video to immerse visitors in the story being told by the people who lived it.

The exhibition was comprised of 10 sections constructed to emulate different boarding school experiences and environments, from the first arrival of students to classrooms and dorm rooms.

Moving Forward

In 2015, Janet Cantley, Curator, was awarded a planning grant by the NEH. It allowed the Heard Museum to revisit and revise the exhibition content based on new scholarship and recommendations from an advisory team composed of Brenda Child (University of Minnesota), K. Tsianina Lomawaima (Arizona State University), Jon Reyhner (Northern Arizona University), Charles "Monty" Roessel (Diné, Bureau of Indian Education; president of Diné College) and Patricia Talahongva (Hopi filmmaker and journalist, Phoenix Indian School alumna and curator for the Phoenix Indian School Visitor Center)*. At planning meetings the advisory committee and Heard team felt much of the original exhibit's content remains relevant and continues to offer a profound and powerful visitor experience.

The combination of a generous gift from a private patron of the arts and a NEH Implementation Grant awarded in May 2017 enabled expansion of the immersive experience, presenting new digital technologies, new art and new archival collections to Heard audiences. The advisory team for the implementation phase includes the 2015 planning group and Matthew Sakiestewa Gilbert (Hopi, University of Illinois, Urbana-Champaign).* Visitor exit surveys, tracking surveys, admission reports, and docent accounts all document that the boarding school exhibition is a powerful story, the most sought out by visitors, and a revelation to many who are unaware of this part of our shared history.

Funding in the implementation phase allowed the Heard to collect more stories in filmed interviews, including alumni, teachers, administrators, and advisory committee members. The Heard and advisory team responded to the need and desire expressed by so many to take the exhibition further into the current era-to answer the demand by and to honor those who lived the boarding school experience, who are still living it, or by those who simply want to know more.

Development of new digital technologies provide in-depth exploration of the history of American Indian boarding schools. Digital timelines present government policies and milestones in American Indian education, as well as personal stories of Indian School alumni who led advocacy efforts in reforming the schools, and improving conditions and civil rights for American Indians, in general. An interactive map allows visitors to explore profiles of selected schools with histories covering several generations of students.

With the exhibition in place for almost two decades, an awareness of the Heard Museum's commitment to the topic has been recognized. Since the opening of Remembering Our Indian School Days, the museum has received around twenty donations to the art and another twenty acquisitions to the archive collections. It is very gratifying to receive a Letterman's jacket from a Haskell alumnus, who wanted the Heard as a repository for his cross-country jacket. A basket that was gifted to a family in rural Pennsylvania by a Carlisle Indian School student in 1904, sent us on an exciting journey of exploring one Inupiat student's life at Carlisle, and after, by examining digitized student records at Dickinson College (Carlisle Indian School Digital Resource Center).

The re-opening as Away From Home: American Indian Boarding School Stories was a celebratory and honoring event. Several hundred community members came to a special evening of ribbon-cutting, prayer and blessing and welcoming by the director of the Heard and staff. A panel comprised of our advisory committee and additional partners discussed topics on American Indian education to a full auditorium on opening day.

With the development of the Heard microsite and a traveling exhibition sponsored by NEH On the Road, we will be reaching new audiences. Our mission to honor the many generations of American Indian boarding school students is reaching further than anticipated with the opening of a "short term" exhibition two decades ago.

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The History of the Original Exhibition - Away from Home

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Remembering Our Indian School Days: The Boarding School Experience was the first exhibition designed to interpret the stories of boarding schools through the voices, lives and perspectives of Native people. The exhibition focused on the experiences of American Indians in federally operated, off-reservation boarding schools in the United States.

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Looking to dive a little deeper into the history and culture of the Salt River Indian Community and the people who call it home? A visit to the Huhugam Ki, “House of the ancestors,” is a great place to submerge.

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Tourism for the Salt River Indian Community

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Looking to dive a little deeper into the history and culture of our Community and the people who call it home?

A visit to the Huhugam Ki, "House of the ancestors," is a great place to submerge.

Here you will view exhibits from the days of the ancient Hohokam thru the achievements of today. Baskets, pottery, photographs and other articles create an understanding of a people who are enriched by the strength of their ancestors.

Huhugam Ki offers:

Guided tours - (Please call two weeks in advance to schedule)

Exhibit gallery

Traditional outdoor structures

Museum store

Public events and special classes - Visit our Calendar

Accession of collection and archive donations

Hours of Operation:
CLOSED UNTIL FURTHER NOTICE

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Huhugam Ki Museum | Tourism for the Salt River Indian Community

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Looking to dive a little deeper into the history and culture of our Community and the people who call it home? A visit to the Huhugam Ki, "House of the ancestors," is a great place to submerge. Here you will view exhibits from the days of the ancient Hohokam thru the achievements of today.

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This modern cultural center highlights the ancestral, historic and current cultures of the Gila River Indian Community, made up of two tribes – the Akimel O’otham and the Pee Posh . Our mission is to ensure our Akimel O’otham and Pee Posh cultures flourish for future generations.

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In the Ancestral Lands exhibit see the master work of our Huhugam ancestors pottery, jewelry, carved stone bowls and tools. A basket exhibit featuring baskets from the Breazeale Basket collection and Pee Posh pottery from the collections are also on view. Don't miss the Veterans exhibit in the Archives reading room which was 100% curated by our Community Veterans.

In the Great House artist gallery we feature a new Community artist every 3 months. Special shows also open throughout the year.

Our unfinished 6,000 + sq ft permanent gallery is scheduled for completion in 2017. Stay tuned for new exhibition openings in this space.

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In the Ancestral Lands exhibit see the master work of our Huhugam ancestors pottery, jewelry, carved stone bowls and tools. A basket exhibit featuring baskets from the Breazeale Basket collection and Pee Posh pottery from the collections are also on view. Don't miss the Veterans exhibit in the Archives reading room which was 100% curated by our Community Veterans.

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BOOK|Education for Extinction: American Indians and the Boarding School Experience, 1875-1928

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BOOK|Education for Extinction: American Indians and the Boarding School Experience, 1875-1928

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This fully revised edition of Education for Extinction offers the only comprehensive account of this dispiriting effort, and incorporates the last twenty-five years of scholarship. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally.

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Description

The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white civilization take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man."

This fully revised edition of Education for Extinction offers the only comprehensive account of this dispiriting effort, and incorporates the last twenty-five years of scholarship. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training.

Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men.

The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically.

Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.

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Education for Extinction: American Indians and the Boarding School Experience, 1875-1928 (Paperback)

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The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white civilization take root while childhood memories of "savagism" gradually faded to the point of extinction.

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BOOK|To Remain an Indian: Lessons in Democracy from a Century of Native American Education by K. Tsianina Lomawaima & Teresa L. McCarty

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BOOK|To Remain an Indian: Lessons in Democracy from a Century of Native American Education by K. Tsianina Lomawaima & Teresa L. McCarty

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In this fascinating portrait of American Indian education over the past century, the authors critically evaluate U.S. education policies and practices, from early 20th-century federal incarnations of colonial education through the contemporary standards movement.

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Description

What might we learn from Native American experiences with schools to help us forge a new vision of the democratic ideal--one that respects, protects, and promotes diversity and human rights? In this fascinating portrait of American Indian education over the past century, the authors critically evaluate U.S. education policies and practices, from early 20th-century federal incarnations of colonial education through the contemporary standards movement. In the process, they refute the notion of "dangerous cultural difference" and point to the promise of diversity as a source of national strength.

Featuring the voices and experiences of Native individuals that official history has silenced and pushed aside, this book:

Proposes the theoretical framework of the "safety zone" to explain shifts in federal educational policies and practices over the past century.

Offers lessons learned from Indigenous America's fight to protect and assert educational self-determination.

Rebuts stereotypes of American Indians as one-dimensional learners.

Argues that the maintenance of Indigenous languages is a fundamental human right.

Examines the standards movement as the most recent attempt to control the "dangerous difference" allegedly posed by students of color, poor and working-class students, and English language learners in U.S. schools.

About the Author

K. Tsianina Lomawaima is Chair of American Indian Studies at the University of Arizona. Teresa L. McCarty is the Alice Wiley Snell Professor of Education Policy Studies at Arizona State University.

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To Remain an Indian: Lessons in Democracy from a Century of Native American Education (Multicultural Education) (Paperback)

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What might we learn from Native American experiences with schools to help us forge a new vision of the democratic ideal--one that respects, protects, and promotes diversity and human rights? In this fascinating portrait of American Indian education over the past century, the authors critically evaluate U.S.

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BOOK|They Called it Prairie Light: The Story of Chilocco Indian School by K. Tsianina Lomawaima

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BOOK|They Called it Prairie Light: The Story of Chilocco Indian School by K. Tsianina Lomawaima

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In recollections juxtaposed against the official records of racist ideology and repressive practice, students from the 1920s and 1930s recall their loneliness and demoralization but also remember with pride the love and mutual support binding them together—the forging of new pan-Indian identities and reinforcement of old tribal ones.

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Not Available In-Store - Usually Ships from Warehouse in 1-5 Days

Description

Established in 1884 and operative for nearly a century, the Chilocco Indian School in Oklahoma was one of a series of off-reservation boarding schools intended to assimilate American Indian children into mainstream American life. Critics have characterized the schools as destroyers of Indian communities and cultures, but the reality that K. Tsianina Lomawaima discloses was much more complex.

Lomawaima allows the Chilocco students to speak for themselves. In recollections juxtaposed against the official records of racist ideology and repressive practice, students from the 1920s and 1930s recall their loneliness and demoralization but also remember with pride the love and mutual support binding them together-the forging of new pan-Indian identities and reinforcement of old tribal ones.

About the Author

K. Tsianina Lomawaima is an associate professor of American Indian Studies at the University of Arizona and the daughter of a former Chilocco student.

Praise For...

"[An] engaging and insightful book. . . . The author steers a thoughtful course through this material: her prose is lucid, her judgments carefully weighed. She tempers the seriousness of her undertaking with compassion and, at times, humor-always responding faithfully to the voices she records."- Native Peoples

"A valuable case study and an important contribution to American Indian and educational history."- American Indian Quarterly

"An inspiring and illuminating case study that should be included in the library of anyone interested in Indian-white relations and Indian history."- Western Historical Quarterly

Product Details

ISBN: 9780803279575
ISBN-10: 0803279574
Publisher: University of Nebraska Press
Publication Date: August 1st, 1995
Pages: 215
Language: English
Series: North American Indian Prose Award

Categories

Related Editions (all)

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They Called It Prairie Light: The Story of Chilocco Indian School (North American Indian Prose Award) (Paperback)

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Established in 1884 and operative for nearly a century, the Chilocco Indian School in Oklahoma was one of a series of off-reservation boarding schools intended to assimilate American Indian children into mainstream American life. Critics have characterized the schools as destroyers of Indian communities and cultures, but the reality that K.

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WEBINAR|The Power, Authority, and Governance of Native Nations: Understanding United States Federal Indian Policies

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WEBINAR|The Power, Authority, and Governance of Native Nations: Understanding United States Federal Indian Policies

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Native Knowledge 360° is the National Museum of the American Indian’s initiative to transform teaching and learning about Native Americans. This free, three-part webinar series is for education professionals looking for a content-rich professional development experience that provides foundational knowledge about U.S. federal Indian policies and their impact on Native Americans.

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Welcome! You are invited to join a webinar: The Power, Authority, and Governance of Native Nations: Understanding United States Federal Indian Policies. After registering, you will receive a confirmation email about joining the webinar.

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Native Knowledge 360° is the National Museum of the American Indian's initiative to transform teaching and learning about Native Americans. This free, three-part webinar series is for education professionals looking for a content-rich professional development experience that provides foundational knowledge about U.S. federal Indian policies and their impact on Native Americans.

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FILM|Gender Revolution: A Journey with Katie Couric on Disney+

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FILM|Gender Revolution: A Journey with Katie Couric on Disney+

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In this two-hour documentary, Katie Couric sets out to explore the rapidly evolving complexities of gender identity.

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Watch Gender Revolution: A Journey With Katie Couric | Disney+

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Katie Couric explores questions about gender identity with experts and everyday people.

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WEBSITE|Gender Justice in Early Childhood

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WEBSITE|Gender Justice in Early Childhood

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Gender Justice in Early Childhood is a collective of educators, researchers, therapists, academics, artists and activists dedicated to supporting gender justice in early childhood through community engaged scholarship, training, resource creation, and more.

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Information on Puberty Blockers from The Washington University Transgender Center at St. Louis Children's Hospital

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Puberty can be confusing or difficult for a child who is transgender, genderqueer, nonbinary or questioning their gender.

Puberty blockers, also called hormone blockers, help delay unwanted physical changes that don't match someone's gender identity. Delaying these changes can be an important step in a young person's transition. It can also give your child more time to explore their options before deciding whether or how to transition.

How Do Puberty Blockers Work?

Using puberty blockers is like hitting a pause button. By blocking the sex hormones testosterone and estrogen, puberty blockers delay changes that can affect gender expression, including:

Breast growth

Facial hair growth

Periods

Voice deepening

Widening hips

Puberty blockers don't stop acne, body odor, or underarm and pubic hair development, because these changes are not controlled only by estrogen or testosterone.

Are Puberty Blockers Safe?

Most experts, including our team, believe that puberty blockers are safe:

The Endocrine Society and the World Professional Association for Transgender Health support the use of puberty blockers for kids who want to delay or prevent unwanted physical changes.

The U.S. Food and Drug Administration has approved puberty blockers for children who start puberty at a young age.

What Are the Side Effects of Puberty Blockers?

While puberty blockers are generally considered safe, they have some side effects. Not everyone experiences the following, but some people do.

Possible long-term side effects of puberty blockers

Lower bone density. To protect against this, we work to make sure every patient gets enough exercise, calcium and vitamin D, which can help keep bones healthy and strong. We also closely monitor patients' bone density.

Delayed growth plate closure, leading to slightly taller adult height.

Less development of genital tissue, which may limit options for gender affirming surgery (bottom surgery) later in life.

Other possible long-term side effects that are not yet known.

Possible short-term side effects of puberty blockers

Headache, fatigue, insomnia and muscle aches.

Changes in weight, mood or breast tissue.

Spotting or irregular periods (in menstruating patients whose periods are not completely suppressed by puberty blockers).

For children who want to delay or prevent unwanted physical changes, the mental health benefits of puberty blockers may outweigh these risks.

At What Age Can You Start Taking Puberty Blockers?

Because every child is different, there isn't a single best age to begin puberty blockers.

In general, starting puberty blockers in early puberty leads to better outcomes and prevents the lifelong difficulties that can result from living with undesired sex characteristics. While they can stop puberty from progressing, however, blockers can't reverse changes that have already happened.

Are Puberty Blockers Permanent?

No, puberty blockers are temporary:

Injectable blockers (such as Lupron) can last one, three or six months. Patients can continue getting injections until they decide what to do next.

Implants (such Supprelin), which are placed just under the skin in the arm, can last 12 to 24 months before they need to be replaced.

Both types are meant to give patients more time to consider their options:

If your child decides to continue transitioning, they will likely want to consider hormone therapy and possibly gender affirming surgery.

If your child decides that they want to develop characteristics of the sex they were assigned at birth, they can simply stop taking puberty blockers. Once the puberty blockers are out of their system, they'll go through the puberty of the sex assigned at birth. Puberty blockers alone should not affect your child's fertility, but hormone therapy can.

Why Choose the Transgender Center for Puberty Blockers

A research-based approach: We understand that starting puberty blockers is both an emotional decision as well as a medical one. When you meet our team, we'll discuss the available research to help you make an informed choice.

Support at every step: In addition to comprehensive mental health care, we offer case management services and an educational liaison who helps kids with school-related issues

Connections to the community: Now is the time to meet other families and children who can offer their support and guidance. We're happy to discuss resources and organizations that can get you connected to the LGBTQ+ community.

Help dealing with insurance: We have a pre-certification coordinator who can work with you to get puberty blockers approved by your insurance provider. Puberty blockers are not always covered by insurance, but we do our best to make the case for children who need them.

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Puberty can be confusing or difficult for a child who is transgender, genderqueer, nonbinary or questioning their gender. Puberty blockers, also called hormone blockers, help delay unwanted physical changes that don't match someone's gender identity. Delaying these changes can be an important step in a young person's transition.

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Gender Spectrum provides online programs, resources and information to youth, parents and families to further their understanding of gender. The organization also works with professionals, including educators, social service workers, faith leaders, medical and mental health professionals, government and business leaders to support in navigating rapidly changing gender understandings

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Our online groups and events, and other resources for

gender expansive youth and families during the time of Covid-19.

Gender Spectrum has years of experience in creating safe, successful online spaces

for adults and young people. If your organization is doing more work online, we can help.
Online Consulting
Gender Spectrum hosts online groups for pre-teens,

teens, parents, caregivers, and other family members.
View All Groups

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Gender Spectrum Homepage - Gender Spectrum

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Our online groups and events, and other resources for gender expansive youth and families during the time of Covid-19. Gender Spectrum has years of experience in creating safe, successful online spaces for adults and young people. If your organization is doing more work online, we can help.

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Lang-8 is a social networking website geared towards language learners. It is a learning platform where native speakers correct what you write. This resource was suggested by a thinking partner as a means to create print display in children's home languages.

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Multi-lingual language learning and language exchange Lang-8

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Lang-8 is the best place for learning and practicing foreign languages. Post an entry in the language you are learning, then a native speaker will correct your entries. Currently there are more than 80 languages available on Lang-8.

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The Trans Educators Network is a support and community-building focused organization for trans and other PK-12 educators who don't always fit neatly into systems of gender at school. TEN is firmly committed to trans justice, racial justice, and anti-oppression work in education.

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We are so glad that you are here.

The Trans Educators Network is a support and community-building focused organization for trans and other PK-12 educators who don't always fit neatly into systems of gender at school. The Network is open to trans educators and/or anyone whose gender exists outside prescribed lines of male and female, and who works with youth in PK-12 schools. TEN is firmly committed to trans justice, racial justice, and anti-oppression work in education.

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The Trans Educators Network is a support and community-building focused organization for trans and other PK-12 educators who don't always fit neatly into systems of gender at school. The Network is open to trans educators and/or anyone whose gender exists outside prescribed lines of male and female, and who works with youth in PK-12 schools.

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WEBSITE|AZTYPO: Arizona Trans Youth & Parent Organization

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WEBSITE|AZTYPO: Arizona Trans Youth & Parent Organization

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Provides parent-led support groups for transgender and gender expansive children and families with transgender and gender expansive children

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AZTYPO provides support to all family members of transgender children. Our monthly support group allows us to discuss our challenges and successes, to share knowledge and resources, and provide compassionate help when needed.

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Arizona Trans Youth and Parent Organization

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AZTYPO provides support to all family members of transgender children. Our monthly support group allows us to discuss our challenges and successes, to share knowledge and resources, and provide compassionate help when needed.

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Season 2015 Episode 11:
In Growing Up Trans FRONTLINE takes viewers on an intimate and eye-opening journey inside a new medical frontier — where it’s now possible for kids who feel they were born in the wrong body to never have to go through the puberty of their biological sex.

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An intimate and eye-opening journey inside the struggles and choices facing transgender kids and their families.

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BOOK|They, She, He easy as ABC by Maya & Matthew

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BOOK|They, She, He easy as ABC by Maya & Matthew

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Inclusive pronouns are learned alongside the alphabet in this joyously illustrated take on the classic ABC book.

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Not Available In-Store - Usually Ships from Warehouse in 1-5 Days

Description
Inclusive pronouns are learned alongside the alphabet in this joyously illustrated take on the classic ABC book.
They, She, He easy as ABC shows that including everyone is all part of the dance. It's easy. It's fundamental. As the dance begins the kids proclaim, "No one left out and everyone free," in a sing-song rhyme about inclusion. This sets the stage for readers to meet 26 kids showing us their dance moves.

"Ari loves to arabesque. They hold their pose with ease.
Brody is a break dancer. Brody loves to freeze."

Fast-paced rhyming keeps the flow of text upbeat and rhythmic, and naturally models how to use a wide range of pronouns. There's no room for stereotypes on THIS dance floor with spirited imagery that keeps names, clothes, hair and behavior fresh and diverse. The combination creates a playful and effortless practice to expand ideas about gender while learning the alphabet and makes being inclusive as easy as A-B-C.

This book continues the work started in They She He Me: Free to Be , also by Maya & Matthew, and what School Library Journal called " a gorgeous and much-needed picture book about pronouns and gender fluidity." Both books provide a way to build on gender inclusive practices, and help interrupt the formalization of gender stereotypes and assumptions.

Product Details

ISBN: 9781945289187
ISBN-10: 194528918X
Publisher: Reflection Press
Publication Date: January 31st, 2020
Pages: 36
Language: English

Recommended Reading Level

Minimum Age: 3
Maximum Age: 7
Minimum Grade Level: P
Maximum Grade Level: 2

Categories

Related Editions (all)

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Inclusive pronouns are learned alongside the alphabet in this joyously illustrated take on the classic ABC book.They, She, He easy as ABC shows that including everyone is all part of the dance. It's easy. It's fundamental. As the dance begins the kids proclaim, "No one left out and everyone free," in a sing-song rhyme about inclusion.

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FILM|Unspoken: America's Native American Boarding Schools

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FILM|Unspoken: America's Native American Boarding Schools

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A moving and insightful look into the history, operation, and legacy of the federal Indian Boarding School system, whose goal was total assimilation of Native Americans at the cost of stripping away Native culture, tradition, and language.

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PRESS RELEASE|U.S. Department of Interior: Secretary Haaland Announces Federal Indian Boarding School Initiative

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PRESS RELEASE|U.S. Department of Interior: Secretary Haaland Announces Federal Indian Boarding School Initiative

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Secretary Haaland announces the Federal Indian Boarding School Initiative, a comprehensive review of the troubled legacy of federal boarding school policies.

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PODCAST|Please, Go On with James Hohmann

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PODCAST|Please, Go On with James Hohmann

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James Hohmann interviews Deb Haaland about the Op-ed: My grandparents were stolen from their families as children. We must learn about history.

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A Canadian group announced Thursday the discovery of at least 751 unmarked graves at the site of a former Indigenous school in Saskatchewan. This came a few weeks after the remains of 215 Indigenous children, some as young as 3, were found in an unmarked, undocumented burial site on the grounds of a former residential school in British Columbia. Interior Secretary Deb Haaland wept when she learned this news because her own grandmother, as well as other family and tribal members, were forcibly sent to similar schools in the United States. Haaland ordered her department this week to prepare a report on the U.S. government's own boarding school program, with an emphasis on cemeteries and potential burial sites.

Haaland, a member of the Laguna Pueblo, wrote in an op-ed for The Washington Post that, over nearly a century, tens of thousands of Indigenous children were also taken from their communities and forced into boarding schools run by religious institutions and the U.S. government. In an interview with columnist James Hohmann, she discusses why it's important to have a full accounting of federal policies to eradicate, and later assimilate, Native Americans.

Arizona's top elections official presses the Senate to pass the For the People Act, even if it requires fellow Democrat Kyrsten Sinema to change her position on the filibuster.

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Opinion | Interior Secretary Deb Haaland on the dark history of Indigenous boarding schools

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A Canadian group announced Thursday the discovery of at least 751 unmarked graves at the site of a former Indigenous school in Saskatchewan. This came a few weeks after the remains of 215 Indigenous children, some as young as 3, were found in an unmarked, undocumented burial site on the grounds of a former residential school in British Columbia.

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OPINION EDITORIAL| Deb Haaland: My grandparents were stolen from their families as children. We must learn about history.

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OPINION EDITORIAL| Deb Haaland: My grandparents were stolen from their families as children. We must learn about history.

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Op-ed by U.S. Interior Secretary Deb Haaland on Residential Boarding Schools

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Interior Secretary Deb Haaland speaks at the White House on April 23. (Evan Vucci/AP)

As I read stories about an unmarked grave in Canada where the remains of 215 Indigenous children were found last month, I was sick to my stomach. But the deaths of Indigenous children at the hands of government were not limited to that side of the border. Many Americans may be alarmed to learn that the United States also has a history of taking Native children from their families in an effort to eradicate our culture and erase us as a people. It is a history that we must learn from if our country is to heal from this tragic era.

I am a product of these horrific assimilation policies. My maternal grandparents were stolen from their families when they were only 8 years old and were forced to live away from their parents, culture and communities until they were 13. Many children like themnever made it back home.

Over nearly 100 years, tens of thousands of Indigenous children were taken from their communities and forced into scores of boarding schools run by religious institutions and the U.S. government. Some studies suggest that by 1926, nearly 83 percent of Native American school-age children were in the system. Many children weredoused with DDT upon arrival, andas their coerced re-education got underway, they endured physical abuse for speaking their tribal languages or practicing traditions that didn't fit into what the government believed was the American ideal.

My great-grandfather was taken to Carlisle Indian School in Pennsylvania. Its founder coined the phrase "kill the Indian, and save the man," which genuinely reflects the influences that framed these policies at the time.

My family's story is not unlike that of many other Native American families in this country. We have a generation of lost or injured children who are now the lost or injured aunts, uncles, parents and grandparents of those who live today. I once spent time with my grandmother recording our history for a writing assignment in college. It was the first time I heard her speak candidly about how hard it was - about how a priest gathered the children from the village and put them on a train, and howshe missed her family. She spoke of the loneliness she endured. We wept together. It was an exercise in healing for her and a profound lesson for me about the resilience of our people, and even more about how important it is to reclaim what those schools tried to take from our people.

The lasting and profound impacts of the federal government's boarding school system have never been appropriately addressed. This attempt to wipe out Nativeidentity, language and culture continues to manifest itself in the disparities our communities face, including long-standing intergenerational trauma, cycles of violence and abuse, disappearance, premature deaths, and additional undocumented physiological and psychological impacts.

Many of the boarding schools were maintained by the Interior Department, which I now lead. I believe that I - and the Biden-Harris administration - have an important responsibility to bring this trauma to light.

Our children, parents and grandparents deserve a federal government that works to promote our tribal languages, culture and mental health. Many Native children want to learn their tribe's language, songs and ceremonies. Many Native families want the children who were lost to come home, regardless of how long ago they were stolen.

The obligation to correct and heal those unspeakable wrongs extends to today and starts with investments such as those President Biden has made to strengthen tribal sovereignty through the American Rescue Plan, the American Jobs Plan and the budget for fiscal 2022.

Our administration has set out to forge a new path to engage with tribal communities and to live up to its trust and treaty responsibilities. But that obligation also requires that all Americanslisten and learn, that we allow federal boarding school survivors and their families an opportunity to be heard, and that we engage in meaningful tribal consultation to seek justice. Though it is uncomfortable to learn that the country you love is capable of committing such acts, the first step to justice is acknowledging these painful truths and gaining a full understanding of their impacts so that we can unravel the threads of trauma and injustice that linger. We have a long road of healing ahead of us, but together with tribal nations, I am sure that we can work together for a future that we will all be proud to embrace.

Alicia Elliott: The racist legacy of Canada's residential schools is still reflected in current policies

The Post's View: President Biden must end the desecration of Bears Ears

Rose Powhatan: D.C. once had an Indigenous queen, Cockacoeske, the Queen of Pamunkey. Remember her story.

Glenn T. Morris and Simon Maghakyan: The U.S. has finally acknowledged the genocide of Armenians. What about Native Americans?

Julian Brave NoiseCat: Why Senate Republicans fear Deb Haaland

Today's Headlines The most important news stories of the day, curated by Post editors and delivered every morning.

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Opinion | Deb Haaland: My grandparents were stolen from their families as children. We must learn about this history.

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As I read stories about an unmarked grave in Canada where the remains of 215 Indigenous children were found last month, I was sick to my stomach. But the deaths of Indigenous children at the hands of government were not limited to that side of the border.

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Refocusing the Meaning of "Best Practice" through an Indigenous, Empowering Lens

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Refocusing the Meaning of "Best Practice" through an Indigenous, Empowering Lens

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Resources related to the session facilitated by Dr. Sheilah Nicolas & Sherilyn Analla

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Reframing Our Worldviews - Examining the Impact of Binary Gender Norms on Young Children and Ourselves

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Reframing Our Worldviews - Examining the Impact of Binary Gender Norms on Young Children and Ourselves

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Resources related to the session facilitated by Encian Pastel, Allie Pollack, and Helena Martinez-Bravo

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Resources related to Dr. Carola Oliva-Olson

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Personalized oral language learning to support your infant, toddler & prechool students and their families. Includes toolkits for teachers, coaches, and families.

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Personalized Oral Language Learning (POLL) Strategies – Videos and resources to help early childhood educators support dual-language learners

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Self-reflection tool for early childhood educators. There is both an infant/toddler version and ages 3-5 version.

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DLL Supports - Staging - DUAL LANGUAGE LEARNER SUPPORTS