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Transcription

Traditions to
Scholarships
Spring 2006
Inside this Issue:
•
Return to Rosebud
•
2005 Traditional
Knowledge
Gathering
•
Esther’s Journey
to College
•
Lines for Vine
•
The Tradition
Continues: “La
Danza de los
Matachines”
•
Honoring Nations
Ceremony
•
Healing Hearts of
Indian Men
The American Indian Graduate
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Table of Contents
Volume 5, Number 2
Volume 5, Number 2 • Spring 2006
5
A Publication of the American
Indian Graduate Center
4520 Montgomery Blvd., NE
Suite 1B
Albuquerque, NM 87109
Phone: (505) 881-4584
Fax: (505) 884-0427
From the Executive Director
Remembering Vine
By Norbert Hill S. Jr.
Traditions to Scholars
6
Wells Fargo Bank
Deadline Approaches
Norbert S. Hill, Jr.
Executive Director
9 AIGC Fellows Update
The Alumni Connection
Ric Armstrong
Susan Duran
Consulting Editors
By Susan Duran
Highlights of AIGC Alumni: Where are they now?
Jim Weidlein
Production Editor
10
One Application, Many Fellowships
Carolyn S. Tate
Design & Layout
By Ric Armstrong
AIGC Announces One Application Process
Alumni Profile: Building our Future
AIGC and Harvard University Alumnus, Dr. Archie Beauvais
16
Santa Clara Pueblo
Shenan Atcitty, Vice President
Diné
David Mahooty, Treasurer
Zuni
By Dr. Michael Pavel (CHiXapKaid – Skokomish)
AIGC 2005 Conference and Traditional Knowledge
By Esther Cadman
First-Generation of the family to go to College
20
Accenture
Joanne Sebastian Morris, Secretary
Cauiga
David Powless
Oneida
Journey to College
Kathryn W. Shanley
Nakota (Assiniboine)
Elizabeth L. Washburn
Chickasaw
Announces Scholarship Requests for Applications
Dee Ann DeRoin, M.D.
Ioway Tribe of Kansas
21
Council of One Hundred
By Mary Anne Hill
Tribute to Vine Deloria, Council of 100 Co-Chair
Louis Baca, President
2005 Traditional Knowledge Gathering
Esther’s Story
AIGC Board of Directors
Return to Rosebud
18
Publisher
Calls for Scholarship Applications
12
Website: www.aigcs.org
Cover
Lines for Vine
Cover Title: A Return to the Circle
by Sam English
Continued on page 4
Table of Contents
22
Gates Millennium Scholars
By Joseph Moreno
“The Tradition Continues: The Matachines Dance of Bernalillo, New Mexico.”
28
University News
The Tradition Continues: “La Danza de los Matachines”
Mailing List: If you are not currently on
our mailing list and would like to receive
future issues, please call or write to the
address below.
Honoring Nations Ceremony
Advertising: To advertise in The American
Indian Graduate, please contact Ric
Armstrong at (800) 628-1920, or send an
e-mail to: [email protected]
By Jackie Old Coyote
Honoring Nations Awards Contributions, Administered by the Harvard Project
on American Indian Economic Development, at Harvard’s Kennedy School of
Government.
Article Submissions: Submit all articles
to Ric Armstrong, Consulting Editor, for
consideration. E-mail: [email protected]
30
Healing Hearts of Indian Men
By Mervyn Tilden
Replacing the Blanket of Despair with the Invigorating Fresh Air of Purposefulness
32
Council of One Hundred Member
Healing Hearts Workshop
Dr. Medicine was Committed to Teaching
By Jo Hall
Reprinted by permission of Mobridge, South Dakota, Tribune
33
AIGC Undergraduate Scholarships
34
AIGC 2006 Annual Conference
“Walking in Two Worlds” Conference
Scholarships for our
Future Leaders
Eligibility Criteria
Contact Us
Reprints and Permissions: Reprints
of published articles and/or artwork are
prohibited without permission of the
American Indian Graduate Center.
American Indian Graduate Center,
4520 Montgomery Blvd., Suite 1B,
Albuquerque, NM 87109,
(505) 881-4584 phone, (505) 884-0427
fax
Visit us On-Line! www.aigcs.org
2006 AIGC, Inc. All rights reserved.
Published submissions and advertisements
do not necessarily reflect the views of
AIGC, Inc.
“The GMS Scholarship is a wonderful
opportunity for high school seniors.
The Gates Millennium Scholars
Program provides a door to new
people, places, and ideas”.
~Elizabeth Cuellar, Eskimo,
University of Arizona
An individual is eligible to be nominated as Gates
Millennium Scholars if he or she:
x
x
x
x
x
x
is African American, American Indian/Alaska
Native, Asian Pacific Islander American or
Hispanic American;
is a citizen or legal permanent resident or
national of the United States;
has attained a cumulative GPA of 3.30 on a 4.0
scale;
will enter an accredited college or university as
full-time, degree-seeking freshmen in the fall of
2005;
has significant financial need (i.e., meet the
federal Pell Grant criteria; and
has demonstrated leadership abilities through
participation in community service, extracurricular, or other activities.
For more information on the Gates
Millennium Scholars Scholarship visit:
www.gmsp.org
or contact
The American Indian Graduate Center Scholars
4520 Montgomery Blvd. NE, Suite 1B
TOLL
(866)
884-7007 x www.aigcs.org
FREE
x GMS Partner for American Indians & Alaska Natives x
The United Negro College Fund (UNCF) is the administrator of the Gates Millennium Scholars Program.
From the Executive Director
Remembering Vine
By Norbert S. Hill, Jr.
I
t’s hard to articulate all that Vine Deloria meant to
me. He was, after all, a mentor, colleague and friend
to me for over three decades.
But it’s his influence on all of us, as Indian people,
that deserves the most acknowledgement. He changed
our thinking, here in Indian country, more positively
and more effectively about ourselves and our place in the
world. He helped us put language to our experience as
Indian people.
Vine was an uncommon thinker with practical moccasins. He saw largely—not only championing treaty
rights, but also showing us, and others, the implications.
In God is Red: A Native View of Religion, Vine not only
talked about the oppression of Indians by whites over
time, but showed both how Native People began claiming our rights and how that movement gradually gained
popularity among whites. The result empowered us all.
Vine made his journey to the “other side camp” on
November 13, 2005. I keep looking for a replacement,
but there is nobody in sight. We will have to do our own
intellectual hunting and gathering. We must continue to
move forwardhe would have it no other way.
The following quote typifies Vine:
“I’ve done the best I could. I’ve done some bad things
and I’ve done some good things. It’s a toss-up. If
there’s a big judgment day, I’ll say, look, if I’d had
more information, I would have done better, but you
didn’t give me a very good shot.”
Norber t S. Hill, Jr.
The largest national provider of scholarships
for
American Indian and Alaska Native students
I’m so glad he came our way. 
Wells Fargo
Deadline Approaches for Wells Fargo
American Indian Scholarship Fund
T
he American Indian Graduate Center
is accepting applications for the Wells
Fargo American Indian Scholarship
Fund. Announced last October and administered by the American Indian Graduate
Center (AIGC), the fund promotes academic
achievement and success for American Indian
and Alaska Native students.
Wells Fargo Bank is inviting representatives of tribal nations, attending the Native
American Gaming Association’s (NIGA)
annual conference, to attend its presentation
reception. The reception takes place on Tuesday, April 4, at NIGA’s “Indian Gaming ’06”
Trade Show and Convention, at the AlbuquerWells Fargo Bank presents the American Indian Graduate Center with a
que Hyatt Hotel. We hope everyone attending
check for $300,000 scholarship endowment – Left to right: Steve Stallings,
the conference this April will support them by
Wells Fargo Bank; David Mahooty, Treasurer, AIGC Board of Directors/
attending the reception, learning more and
Wells Fargo Bank; Louis Baca, AIGC President; Sweeney Windchief, AIGC
taking this information home to the young
Coordinator of Graduate Fellowship and Special Programs
people who will benefit the most.
The National Indian Gaming Association
These awards have the potential to be renewed throughout
is a nonprofit trade association comprised of 184 American
the completion of the degree program. Applications are
Indian Nations and other non-voting associate members.
being accepted through May 2, 2006 and can be downThe mission of NIGA is to advance the lives of Indian peoloaded at www.aigcs.org.
ple economically, socially and politically.
Wells Fargo delivers capital and financial services, to
“We made this meaningful gift to support future
more than 150 Tribal Nations, through a team of Native
business leaders for industries which are important to tribAmericans and specialized relationship managers comprisal communities everywhere” said Steve Stallings, Senior
ing its Native American Banking Services unit. As a leadVice President, Director of Native American Banking Sering financial services provider and home mortgage lender
vices for Wells Fargo and member of the Rincon Band
to Native Americans and to the tribal gaming industry,
of San Luiseño Mission Indians. “Wells Fargo has a long
Wells Fargo has more banking stores on Indian reservahistory of supporting communities and programs that
tions than any other financial institution. Over the past
contribute to education and economic development. In
30 years, Wells Fargo has provided more than $1.8 billion
2006, the fund will award two $2,500 scholarships to risin credit to tribes and Native Americans and is one of the
ing undergraduates and potential graduate students in the
primary providers of financial services in Indian Country.
third or fourth year of a baccalaureate program and two
Wells Fargo has over 1800 Native American team mem$10,000 graduate fellowships ($5,000 Wells Fargo funds
and $5,000 matching funds from AIGC) for graduate
bers, with five Team Member Resource groups for Native
Peoples in Alaska, Arizona, California, New Mexico and
students pursuing an education in business and a career
South Dakota. 
in the gaming, tourism, financial or hospitality industries.
A GRADUATE DEGREE IS
YOUR PATH TO LEADERSHIP.
UNC-Chapel Hill’s graduates return to their communities to become leaders in education, health care,
business, science, law, public service, and the arts.
BE ONE OF THE LEADERS.
The University of North Carolina at Chapel Hill
• Fellowships and funding for American Indian students
• Exceptional research facilities and opportunities
• Support from prominent faculty in American Indian
Studies
• Active American Indian
student organizations
• Intellectual, social and
cultural activities including
a national conference for
American Indian scholars
• Support from our state, home
to the largest American
Indian population east of the Mississippi River
• Tours for students interested in attending Carolina
• For more information, visit www.gradschool.unc.edu
Contact Deborah Makemson, 919-843-3494,
[email protected] or Sandra Hoeflich,
919-962-6323, [email protected]
�
Think about it.
Maybe you should be
mentoring a generation.
If you’ve got a passion for higher education, and you’re
a student or working professional of African-American,
Hispanic-American or Native American descent—let
The PhD Project be your guidance counselor.
The PhD Project provides access to key information and
resources about doctoral studies in the business area, as
well as a network comprised of current doctoral students,
faculty and doctoral program directors… the very people
who once walked in your shoes.
Perhaps the single greatest support provided by The
PhD Project can be found at our annual conference in
Chicago. Held every November and fully-subsidized,
you’ll network with others who are considering a career
as a professor, current doctoral students, professors
and doctoral program directors. We invite you to share
this "life-altering" experience by visiting our website,
and imagining what it must feel like to devote your life,
and your career to changing the face of corporate
America. Visit www.phdproject.org for more information.
Dr. Gavin Clarkson, Assistant Professor, University of Michigan
Proudly capped in 2004, and a current faculty member of The PhD Project Information
Systems Minority Doctoral Students Association.
KPMG Foundation
AACSB International
Goldman, Sachs & Co.
Graduate Management Admission
Council
AICPA
Hewlett-Packard Company
Merrill Lynch & Co. Foundation, Inc.
DiversityInc
156 Participating Universities
Citigroup Foundation
Robert K. Elliott
To join the sponsors who seek a solution to minority underrepresentation, contact
Bernard J. Milano at 201-307-7662, or email [email protected]
Pursuing Holistic Diversity
For more information, visit our website at: www.phdproject.org
Becoming a business school professor isn’t just about
diversifying the future business leadership of our country…
it’s about mentoring a generation.
PhD
the
project
SM
AIGC Fellows Update
The Alumni Connection
By Susan Duran
Class of 1985
Class of 2003
Wynona Bradwell (Seneca), M.A., 1985,
San Francisco State University
“As an Alumni of San Francisco State University and
former recipient of AIGC scholarships and fellowships,
I would like to thank everyone for their support and
financial assistance with my undergraduate and graduate
program degrees in Special Education. In academic life,
career focus and financial support is crucial.”
Patti J. Pitcock (Cherokee ) Ed.D., 2003
Oral Roberts University
“I am using my AIGC Fellowship funding to pay for
my doctorate degree in Educational Leadership. Without
this funding, my studies would not have been possible. I
was recently named District 5C Elementary Administrator of the year, in Oklahoma.”
Class of 1998 (From the Nordhaus Law Firm)
Warren Mark Denetsosie (Navajo), J.D., 1998,
University of California, Berkeley
“Warren Mark Denetsosie has joined the Nordhaus
Law Firm as Of Council in the firm’s Phoenix, Arizona
office. Mr. Denetsosie currently represents several Navajo Nation enterprises and/or corporations, including the
Navajo Nation’s utility company, shopping center corporation, arts and crafts enterprise, tribal radio station and
School Board Association. In addition to private businesses operating on the Navajo Nation, his areas of expertise
include commercial transactions, commercial litigation,
utility and energy law, governmental relations, labor disputes and federal, tribal and state tax matters. Prior to
joining the Nordhaus Law Firm, Warren was an associate
with Denetsosie Law Office in Window Rock, Arizona
and an associate with Lewis and Roca, LLP.”
“Before law school, Mr. Denetsosie worked as an
economist for the Navajo Nation Division of Economic Development. In that position, Warren advised the
Executive Director, Economic Development Committee and other offices on Indian gaming, business leasing
and Navajo Business Preference Law. Mr. Denetsosie also
worked as a legislative advisor to the Navajo Nation Office
Legislative Services, where he gave technical advice and
assistance to the Economic Development Committee and
numerous governmental offices in preparing and presenting legislation. While in law school, Warren earned the
‘Best Oralist’ award (moot court), high honors in Anthropology of Law and Honors in Contracts. He received his
B.A. degree in Economics from Dartmouth College in
1993. Mr. Denetsosie is admitted to practice in Arizona
and the Navajo Nation.”
Class of 2004
Roy F. Janisch (Sisseton-Wahpeton Oyate)
Ph.D., 2004, Arizona State University
“I would not have been able to attain either my Master of Public Administration or Ph.D. without the valuable
assistance of the American Indian Graduate Center. Your
assistance has allowed me to pursue education to a level I
never thought would be accessible to me. Thank you all!”
Andrea M. Worthen (Navajo), MPA and J.D., 2004,
Brigham Young University - Law
“I graduated in December, 2004. I was working
at the Utah Board of Regents (higher education) office
in Salt Lake City, but I had applied for the Morris K.
Udall Internship. When I got accepted, my bosses highly
encouraged me to accept because they knew I could move
forward in my career abilities. The Udall internship was
awesome! During that time, I decided to stay in Washington, so I went job hunting. This job, with the Navajo
Nation Washington Office, came to me, thanks to preparation and willingness. Thank you – AIGC – for helping
me prepare myself for this job.” 
Notes:
To insure that we have all your current information,
please take a minute to visit our web site (aigcs.org) or
send an email to [email protected] or [email protected] to
update your information (be sure to include your previous
address so we know we have the right individual).
We’re very proud of all our alumni, so…while you’re
updating your information, please let us know what’s been
going on with you.
Thanks very much.
One Application, Many Fellowships
Complete one application to be considered for all Fellowships administered by
the American Indian Graduate Center:
The American Indian Graduate Center has streamlined the financial aid process for all fellowships and financial assistance
programs administered by AIGC. The goal of the new process is to make it easier and seamless to apply for consideration of one or more of the financial aid programs offered by the American Indian Graduate Center.
Each year, the AIGC fellowship program provides $1,200,000 in fellowships to over 350 Native American and Alaska
Native graduate students. Graduate fellowships are monetary awards made to American Indian and Alaska Native graduate or professional degree-seeking students, who meet all eligible criteria. The United States Bureau of Indian Affairs
federally funds most fellowships. The fellowship amount is typically between $1,000 and $5,000 per academic year, and
varies from year to year, depending on the availability of funds and unmet financial need.
Master’s, Professional and Doctoral
Degree Programs
Gerald Peet Fellowship: Priority to medical students or
health-related fields.
2 year work/service pledge
BIA SHEP Fellowships are awarded to eligible applicants
that apply by the June 1 deadline. Fellowships are available
for any field of study, at any nationally accredited institution
of higher education.
Grace Wall Barreda Memorial Fellowship: Graduate
fellowship for student seeking advanced degrees in environmental studies or public health.
AIGC Loan for Service Program: AIGC is administers a grant from the Bureau of Indian Affairs to provide
financial assistance in the form of loans to eligible American
Indian and Alaska Natives seeking graduate and professional
degrees. The goal is to promote opportunities for careers
with tribal governments, Bureau of Indian Affairs and Bureau
of Indian Affairs-funded organizations on and off reservations. Loans are paid back at the rate of one year of service
for one year of funding.
AIGC Administered Private
and Corporate Fellowships:
Accenture American Indian Scholarship Fund: AIGC
administers a grant from Accenture LLP. The scholarship
fund selects the very brightest American Indian and Alaska
Native students seeking graduate or professional degrees
and careers in the high technology and business fields. The
goal of this program is to provide scholarships to graduate
students and provide summer internships with Accenture.
This award has the potential to be renewed throughout the
course of the degree program.
Elizabeth Furber Fellowship: Graduate fellowship for
women studying the creative fine arts, visual works, crafts,
music, performing, dance, literary arts, creative writing and
poetry.
Dr. George Blue Spruce Fellowship: Dr. Blue Spruce
created the fellowship as a step toward increasing the very
low number of American Indian dentists.
10
Jeanette Elmer Scholarship - Graduate Fellowship:
AIGC was granted authority to accept administration of
the trust fund monies of the Jeanette Elmer estate. This
fund is designated to provide scholarships to students that
have completed their bachelor’s degree and are enrolled in
a graduate or professional degree program at an accredited institution and who are members of Wisconsin, New
Mexico or Arizona tribes.
John Rainer Fellowship: The Rainer family created the
fellowship to honor AIGC founder John Rainer and designated AIGC to administer the fellowship program. One
male and one female student receive a one-time $1000
award each year.
Katrin Lamon Fund: For Native American graduate students majoring in literature, journalism and communications
or a related field.
Ruth Muskrat Bronson Fellowship: Priority to nursing or health-related fields if the nursing pool is non-existent. One or two graduate students per year.
Wells Fargo American Indian Scholarship Fund: The
Wells Fargo fellowship builds personal and lasting relationships with the students who will become the future business leaders in Indian Country and Wells Fargo leaders in
the banking and financial service industries. Wells Fargo may
provide paid summer intern opportunities. Two personal
recommendations are required: one from an education professional who is familiar with the student’s academic work,
and the second from an individual having knowledge of
the applicant’s leadership and community service activities.
These recommendations must accompany the application.
How to Apply
Applications are available in mid-January, prior to the
academic year, and can be requested by calling AIGC,
toll free, at 1-800-628-1920 or by visiting our website at
www.aigcs.org.
Eligibility Criteria
1. Be an enrolled member of a United States federallyrecognized, American Indian tribe or
Alaska Native group, or possess one-fourth degree
Indian blood from a federally-recognized tribe.
2. Be enrolled full-time in a Masters, doctoral or professional degree program, at an accredited college or
university, within the United States.
3. Demonstrate financial need, as determined by the
Free Application for Federal Student Aid (FASFA),
from the United States Department of Education and
the office of the university you plan to attend.
Required Documentation
1. A completed “AIGC Fellowship Application”, submitted by 5:00 p.m., June 1st or the first business day in
June.
2. A 250-word, typed essay, as described in the application packet.
3. A Financial Need Form (FNF), completed by the college or university financial aid office.
4. A Tribal Eligibility Certification (TEC).
Application Deadline June 1
The largest national provider of scholarships for American Indian and Alaska Native students
11
Building Our Future
Return to Rosebud
AIGC and Harvard University alumnus making
great impact on the Rosebud
D
r. Archie Beauvais, a Sicangu Lakota from the
Rosebud, is an alumnus of AIGC and earned a
Doctor of Education (Ed.D) degree from Harvard University, with financial assistance from AIGC, in
the early 1980’s. Beauvais, a Harvard trained administrator and professor, served as Dean/Chair of Education
and Tribal Studies at SGU for 20 years.
Sinte Gleska University was the first tribal college
in the nation to be accredited at the graduate level and
authorized to offer a Master of Education (M.Ed) degree
in 1989. The self-study was written by Beauvais and the
first matriculating class included nine women, 7 of whom
are Lakota and continue to work and teach on the Rosebud Sioux reservation.
He single-handedly mentored over 50 students
through their graduate studies, from 1989-2005, and
continues to mentor Rosebud graduate students also on
an individual basis when asked. He has also taught graduate students at Si Tanka University in Eagle Butte, SD
and Oglala Lakota College in Kyle, SD.
Ajunct faculty of the SGU program during that time
span included, Professor Frank Pommersheim of the University of South Dakota Law School, Dr. Richard Katz
of the Harvard Ed School, Dr. Sharon White Hawk of
the Todd County Schools and Dr. Gerry Haukoos of Illinois State University. University of Colorado professor,
Vine Deloria, was also invited to serve as an inspirational
speaker to the students, but was forced to decline due to
his busy schedule.
Beauvais is laboring each day to become fluent in
the Lakota language, as he currently writes on a correspondent basis for the Lakota Country Times in Kyle,
South Dakota. Some of his weekly columns are written
in Lakota and serve as a great illustration for youngsters
who wish to see the written form of Lakota. One week’s
column in the Lakota language served as a contest in
which a team of Oglala Sioux high school students, from
Little Wound School in Kyle, SD, won $100 for properly translating one of them. His efforts won praise from
12
Dr. Archie Beauvais was a Dean/
Chair of Graduate and Tribal
Studies at Sinte Gleska University
on the Rosebud Sioux reservation
in South Dakota for 20 years. He
earned a Bachelor and Masters
degrees in education from
Northern Arizona University and
a Doctor of Education (Ed.D)
degree from Harvard University.
He is a decorated Vietnam
Veteran and the proud father of
Anthony, Beaux, and Yvonne. He
currently writes on a part-time basis as a correspondent/columnist for the Lakota Country Times in Martin, SD.
educators and other tribal members who are fluent in
Lakota. He also serves on the Research Review Committee for the Tribal College Journal.
As a decorated Vietnam Veteran and one of only
two Sicangu Lakota tribal members to ever earn doctoral
level credentials from Harvard, Beauvais embodies the
spirit of graduate education by advising and mentoring
other Lakota people. The only other Harvard alumnus
was the late Ben Riefel, a Congressman from Rosebud
representing South Dakota.
Beauvais was awarded two alumni awards from
Northern Arizona University and was named as one of
100 outstanding graduates of NAU in its first 100 years.
He was also nominated for an alumni achievement award
at Harvard University by Dr. Gerry Haukoos.
In Lakota society, there are cultural rules which
dictate that one is not to brag about one’s self or “toot
one’s horn.” That is the philosophy by which this kind of
accomplishment has been influenced. However with the
passing of time and the enduring impact which many
alumni of the SGU graduate program have had, it is time
to reveal such a successful story. Perhaps, that other old
adage is appropriate that reads, “There a time for every
purpose”
The graduate program received little national attention; however, it was featured early on in the Alumni
Bulletin of the Harvard Graduate School of Education in
1989. It also won an award from the JFK School Government at Harvard, when it was named one of the nation’s
75 most innovative projects out of some 1500 programs.
Beauvais said, “The M.Ed program was regarded as
one of SGU’s “best kept secrets” and, from time to time,
it is good to let the people know who was behind the
scenes making this work and, thus, pushing the university to the forefront of tribal college education. Sometimes,
we all have to all share the spotlight and give credit where
it is due, even though it may be culturally inappropriate
to draw attention to oneself.”
In 1984, he also led the undergraduate division of
education at SGU when he wrote the self-study and succeeded in having the state of South Dakota certify the
institution to train teachers at the bachelor’s level. In
turn, they would receive state certification as elementary classroom teachers upon completion. This, too, was
a “first” for any of the tribal colleges in the American
Indian Higher Education Consortium.
Finally, Dr. Archie Beauvais’ story of successful
accomplishment in graduate education speaks volumes of
the wonderful work toward tribal self-determination that
is possible by those who would return to their home communities in order to make a difference. For those who
are fortunate enough to combine their graduate experience with their tribal language and heritage, it is a very
rewarding experience that also reflects on those who have
assisted them along the way, such as AIGC.
Beauvais’ Lakota name is Nagik Sapa which translates to ‘wise spirit.’
Dr. Archie Beauvais, is a decorated Vietnam Veteran with an earned Doctor of Education (Ed.D) from
Harvard University. He was employed at Sinte Gleska
University for 20 years as Dean/Chair of Graduate Education and Tribal Studies and currently writes for the
Lakota Country Times in Kyle, SD. He resides on the
Rosebud Sioux reservation in South Dakota with his son,
Beaux. Two other children, Yvonne and Anthony, live in
Albuquerque, NM. 
Dr. Beauvais to be honored
at Harvard University
CAMBRIDGE, MA—Dr. Archie Beauvais is the
recipient of a 2006 Alumni of Color Award at the
Harvard University Graduate School of Education.
The award will be presented during the Alumni of
Color Conference on March 3-4. The university will
underwrite the related costs of traveling to Cambridge.
In their official notification the conference
AOCC alumni and external relations wrote, “The
selection committee felt that your efforts and achievements embody this year’s conference theme: Growth,
Strength, and Action: Honoring our Commitment
to Communities and Individuals of Color.” Beauvais
was nominated for the award by Amanda Takes War
Bonnett, Editor and Publisher of the Lakota Country
Times. 
As a decorated Vietnam Veteran
and one of only two Sicangu
Lakota tribal members to ever
earn doctoral level credentials
from Harvard, Beauvais embodies
the spirit of graduate education
by advising and mentoring other
Lakota people.
13
The Brightest and Best
Accenture American Indian Scholarship
Reception Focuses on Leadership
I
n 2005, Accenture partnered with the American
Jay Calhoun, a consultant and co-founder of the
Indian Graduate Center to establish the Accenture
Accenture National American Indian Networking
American Indian Scholarship Fund. Over 100 stuGroup, facilitated an interactive discussion on leaderdents applied this first year of Accenture’s scholarship
ship and relationship building, where participants shared
program, which searches out the brightest American
their perspectives on leadership, advice they have been
Indian and Alaska Native students. Applicants were
given by mentors and tribal elders and lessons they use to
evaluated based on academic excellence, demonstrated
make them successful in the classroom, their communileadership ability, commitment to preserving American
ties and the business world.
Accenture Chairman, Joe Forehand, Government
Indian culture and communities and proof of enrollment in a federally recognized American Indian/Alaskan
Relations Director, Liz Arky, and US Congressman Tom
Native tribe.
Udall (D-NM) joined the discussion, adding their per Eleven American Indian Students were selected as
spectives on leadership and giving personal advice on the
scholarship recipients, receiving funding toward their
art of listening.
Each recipient was given a traditional Chief Joseph
degrees and an opportunity to intern with Accenture as
first-year graduate students or junior-year undergradustyle Pendleton blanket in recognition of their past sucates. They were also invited to attend the Accenture
cesses and future potential as American Indian leaders.
Applications are now being accepted for the 2006
American Indian Scholarship Reception.
On October 15, 2005, Accenture executives and
Accenture American Indian Scholarship Fund! Visit the
community leaders gathered in Santa Fe, New Mexico
American Indian Graduate Center website at www.aigcs.org
to celebrate the inaugural class of Accenture American
to learn more about scholarship requirements, applicaIndian Scholars. The event provided an interactive and
tion process and deadlines. 
learning environment for these students,
who won scholarships awarded to highachieving American Indians seeking
degrees and careers in the technology,
professional and business fields.
Kedrick Adkins, Accenture Chief
Diversity Officer and US Country Managing Director, began with comments
on leadership, relationships and diversity
for a group including a Grammy-winning artist, a former US senate intern and
represented numerous tribes, schools and
academic disciplines. All shared similar
traits of academic excellence, demonstrated leadership ability and a commitment
to their American Indian heritage.
Norbert S. Hill, Jr., Executive
Director of the American Indian Graduate Center, spoke on leadership and the
2005 Accenture American Indian Scholars with US Congressman Tom Udall and
responsibility to give back to their comAccenture representatives Jay Calhoun, Liz Arky, Joe Forehand, Randy Willis and
Kedrick Adkins
munities.
14
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RANGEOFEVENTS
Traditional Knowledge
Center’s 2005 Annual Conference and
Traditional Knowledge Gathering
By Dr. Michael Pavel (CHiXapKaid – Skokomish)
Associate Professor of Higher Education,
Washington State University
D
uring the second week of October 2005, the American Indian Graduate Center’s Council of 100
hosted a most unique and exciting event in Albuquerque, NM, that promises to become one of the annual
premier gatherings of Native scholars, leaders and traditionals. It was an amazing experience to share the same
space and time with some of the leading voices of many
generations. Vine Deloria inspired the gathering and formation of the Council of 100. Though ill and not in physical attendance, Vine joined in the gathering through a
conference call that made it feel as if his voice floated down
from the sky and will always be there for us to receive. So
many “famous” Native people were there to just hang out
with and be available in an informal giving way. I sat with
Buffy St. Marie, singer/activist/educator, and talked to
her like we had been friends forever. I hung out with Billy
Frank, Jr., one of the most prominent Native leaders in
the Pacific Northwest, and he asked me how things were
going in a way that resonated caring and offered me words
of encouragement. There was Charlie Hill, the nationally
renowned comedian, who stopped me to say hello and chat
about Native issues. I got to meet other people like Albert
White Hat, Lehua Lopez-Mau, Susan Harjo, Ed Edmo,
Vernon Masayesva, Jerry Honawa, Richard Wilder, Richard Arnold, Norbert Hill and Henrietta Mann, all who
are doing remarkable work on Native issues that affect us
all. Everyone else did too, most notably the young people
in attendance, because all the presenters and well-known
Native people were so receptive, inviting and available to
the youth and other guests.
Formal presentations were very much like storytelling and, in fact, were the sharing of oral histories. All
guests were told there could be no video recordings,
no audio recordings, no notes or sketches, or otherwise
taking information home with you in any form, other
than through the RECEIVING OF TRADITIONAL
16
Dr. Michael Pavel (left), Annie Brown (center) and Jerry
Honawa (right) at the Council of 100 dinner.
KNOWLEDGE. There was a lot of really attentive listening during the presentations that inspired an enormous amount of dialogue afterwards; it lasted well into
the night and picked back up early in the morning. It
was truly inspiring, on so many intellectual levels, to see
so much interaction.
The food was fantastic and well prepared, by the
ever-capable Indian Pueblo Cultural Center. In particular, the banquet held the final night was really special.
Keynote Speaker, Henrietta Mann, gave a riveting talk
that brought us to our feet for a rousing standing ovation. Charlie Hill delivered his always hilarious and
mocking routine that left Native people in an uproar and
“White” people slightly uncomfortable, but in a pleasant way. Really. Everyone had fun and Wells Fargo Bank
donated $300,000 to support AIGC’s continued role
to support Native students help themselves get the best
possible education. In a world where there are so many
conferences and gatherings to attend, make sure you put
the upcoming 2006 AIGC Annual Conference on your
calendar. It is happening September 22-23, 2006, at the
Sandia Resort and Casino. It will be a most rewarding
experience.
Sights and Voices
The 2005 AIGC Annual Conference and Traditional Knowledge Gathering
AIGC’s Board President, Louis Baca with
Traditional Knowledge Gathering sponsor, Ann
Roberts and presenter, Donna House at the AIGC
awards banquet.
“Well, the experience was totally awesome and I could say
all kinds of things, but the most that comes to mind is -it
brought me back into a traditional world that I remember
as a child. It was like sitting there, with my grandfather
again, listening to all these new stories that brought true
meanings to our world. When I was there, I could remember many other stories that were told to me as a child and
why they were told – I am still trying to grasp all the information that was given to me at the gathering.”
—Terry Gasdia (Hopi) Student/Ft. Lewis College
“I feel that such a gathering is necessary for future educators and generations to give us an identity as a people.
Through oral tradition, we hold the key to enable others to
be better equipped in the classroom and the ever-changing
world around us. It not only gives respect and awareness
to our identities, but also enhances the vision or promise
each of us hold. We are a visionary people and need these
positive reinforcements to help us in creating the incredible possibilities for our future generations.”
“I am ever so grateful to have been allowed to attend
such a gathering, as it allowed me to awaken myself
to the fact that I am respected and have a place in the
Native community. It really helps to know that such
great Native leaders are backing us in our struggle to help
change and better the world around us. Thanks for the
honor of letting me attend.”
—Tah-ski-ska (Omaha) Student/Ft. Lewis College
Traditional Knowledge gathering presenters Billy Frank
(left), and Russell Jim (right) pose with AIGC alumna,
Debra Juarez (center).
Council of 100 members Mary Ross, Dr. Henrietta Mann,
and Dr. Buffy Sainte Marie take time for the activities to talk.
Mary Ross is the first Native American women engineer.
“This year, at the 2005 AIGC Conference, I was delighted to be a part of the ‘Traditional Gathering’ format,
sharing experiences and stories in small groups, listening
to songs and observing dances performed. For me, this
was an experience I will never forget. As a scholarship or
fellowship recipient, I encourage one and all to attend an
AIGC conference for the experience and knowledge you
will gain from everyone in attendance. Hope to see you
at the Annual Conference in 2006.”
—Wynona Bradwell (Seneca)
17
Esther’s Story
Esther’s Journey to College
Since 1969, AIGC has helped over 3,800 American Indian
and Alaska Natives afford college tuition and other expenses.
Today, American Indians are still the most under-represented group on college campuses across the country. When you
budget for your charitable giving and taxes for the next year,
or receive your tax refund this year, we encourage you to
join us by supporting American Indian and Alaska Native
students as they overcome generations of oppression and strife
on their journey to college.
Many of our students, like Esther Cadman, are the first
generation of their family to attend college. Esther, a single
mother, is just one example of our best and brightest. Esther
shared her personal story during the 2005 AIGC Annual
Conference last October.). This is Esther’s story:
H
ello, everyone. I would like to begin by extending
my gratitude for the great opportunity to share
my story about how the AIGC Gates Millennium Scholarship has been a wonderful blessing in my life.
I am very proud to present myself as a Gates Millennium
Scholar.
My name is Esther Cadman, a twenty-seven-year-old
American Indian from the Navajo Tribe. I come from
Pinedale, New Mexico and am from the Mountain Cove
People, born to the Meadow People Clan. My maternal
grandfather is of the Two Who Came to Water and my
paternal grandfather is of the Towering House Clan. I
currently live in Grants, New Mexico with my sevenyear-old, first grade son and can honestly say that I have
completed a long personal journey, climbing up many
steep hills and sliding down some deep valleys.
I would like to begin by providing an idea of where
my educational journey began. When I was in the fourth
grade, I was asked the question, “What do you want to
be when you grow up?” That simple question raised new
hope for me and changed my life for the better. Before
that moment in my life, and for many years after, I
endured a great deal of trauma from my family’s continuing battle with alcohol. This disease, which eventually caused my parents to hit rock bottom, robbed me of
my childhood and forced me to become responsible and
independent at a very early age.
As a preschooler, I had to live with my grandfather on
18
the Navajo Reservation in Standing Rock. I was a fouryear-old little girl, who hopped off the school bus day
after day, hoping that my grandfather would be home to
keep me safe from my step-uncle, who physically abused
his girlfriend. If my grandfather wasn’t home, I would
run down the dirt road and pass the time by playing in
an old, rusted, abandoned car. I would sit in the cracked
driver seat and put my hands on the cold, hard steering
wheel and pretend I was passing through town in my
brand new car.
From kindergarten through first grade, I was enrolled
in the Crownpoint Boarding School. This was one of
the saddest times in my life. Every Thursday I used to
lie on the bottom bunk of my room, close my eyes and
pray that I would get to go home for the weekend. Friday
would come and I would look out the window and watch
the sun go down, hoping against hope that I would see
my parents’ car pull into the parking lot. Time after
time, I would tearfully pry myself away from the window to go to bed. Often, in the middle of the night, I
would be awakened by the dorm aides and told that my
parents had arrived to pick me up. As I dried my tears, I
would walk out, happily thinking that I didn’t have to
stay another weekend. My happiness would quickly turn
to anger because once again, my mother and stepfather
would be standing in the lobby—drunk—telling me
that they only stopped by to give me five dollars. Afraid
to show my tears, I would give them a hug and quickly
return to my bed.
In second grade, I was finally able to live with my
mother and stepfather, who moved us to Albuquerque.
Unfortunately, my home life became worse than living
in the boarding school. I ended up living in other people’s homes, on the streets, in different hotels and being
placed in and out of a children’s shelter. We spent many
nights trying to get into the Salvation Army, and, when
there was no room, we slept in our old, white Plymouth
Chrysler outside a Burger King. By this time, my younger
sister was born and I made it my duty to protect her. I
taught myself how to call the police and how to escape my
parents’ intoxicated violent rampages. Week after week, I
gained more and more courage, protecting my baby sister
and myself.
By third grade, my parents had finally moved us off
the streets and into a one-bedroom apartment, where I
continued to suffer from the violent and irresponsible
nature of my alcoholic parents. I was enrolled in an elementary school that became my safe haven and, eventually, saved me and planted the seed for my success. In the
beginning, I struggled behaviorally in class and spent a
good portion of the year losing many privileges. It wasn’t
until fourth grade that a wonderful and caring teacher
sensed my troubles and referred me to the school counselor. I was finally afforded an opportunity to tell someone about the many nights I had to stay up and sit by the
door of our roach infested apartment, with my baby sister in one arm and my other two-year-old sister close by,
waiting for my parents to start fighting so that we could
run out in the middle of the night to call the police. I
spent that entire year dreading the weekends and looking forward to being at school.
It was also during fourth grade that I heard the phrase
“when I grow up.” Every day I fantasized about growing up and how my life would be. I made a promise to
myself that I would be the one to stop the cycle of abuse
and neglect that had manifested itself within my family.
There were also times when my mother was aware of the
pain we were going through and, just as her mother had
encouraged her, she would encourage me to go to college
to better my life. With that in mind, I told myself that,
some day, I would become “Dr. Cadman” and I was not
going to let anyone stop me. I continued to do the best
that I could, sometimes falling behind; but, with the help
of God and people who cared about me, I always found a
way to pick myself back up. I graduated from high school,
in May of 1997 and started working as a file clerk at
the American Indian Graduate Center, a job I obtained
through the National Indian Youth Council.
In the spring of 1998, I experienced yet another
significant change in my life. I stopped attending the
University of New Mexico after finding out that I was
pregnant. Once again the National Indian Youth Council and the American Indian Graduate Center came to
my rescue and supported me until this handsome sevenpound, eight-ounce baby boy, whom I named Jaden,
came into my life. For the next three months, I struggled
with an alcoholic partner. I fell into depression and feelings of hopelessness. Finally, I separated from my son’s
father and, on that very day, as I sat holding my crying
baby with no money, no job and an eviction notice in
my hand, I looked at my baby son and promised him
that I would do everything in my power to give him the
life he deserved. From then on, I reached out to different charities, programs and wonderful individuals, who
helped me to get back into school and continue my journey towards success. I have had many blessings in my
life but what I am about to explain next, is one for which
I will be forever thankful.
One day, while I was working for the Albuquerque
Public Schools Indian Education Unit, an Indian woman
(an angel in my eyes) walked in talking about the Gates
Millennium Scholarship and encouraged me to apply; she
also said that the deadline for applications happened to be
that very day. I took the rest of the day off and contacted
my mentor at UNM, who helped me put the application
packet together. At 8:45 that evening, I rushed downtown
to the post office praying that I would make it before the
final mail pick up. At 8:55 p.m., I was standing in front of
the mailbox sealing the envelope and my final words were,
“Whew! I better get this scholarship.”
A couple months later I’d received an award letter,
along with a scholarship check that made me scream and
shout with excitement.
To this day, this scholarship has been one of the
greatest blessings that I have received. Thanks to the
Gates Millennium Scholarship, I have grown to be a
strong leader for my family, as well as for my tribe and
community. It has helped and, continues to help me,
achieve my dream of becoming “Dr. Cadman”. Most of
all, this scholarship has helped to bring both myself and
my siblings out of poverty and has given us hope for a
better tomorrow. It has also allowed me an opportunity
to show my son, my brothers, my sisters and my parents a healthier way of life. With this scholarship, I have
achieved a higher education, which gives me the knowledge and strength to become a better mother, daughter,
sister and Dine of the Navajo Nation.
Continued on page 31
19
Accenture
Applications now accepted for the
2006 Accenture American Indian Scholarship Fund
I
n 2006, Accenture will partner once again with the American Indian Graduate Center to administer the Accenture American Indian Scholarship Fund.
The Accenture American Indian Scholarship Fund meets a vital need for American Indian
and Alaska Native students seeking higher education and requiring financial assistance. Accenture will
award three types of scholarships to high-achieving American Indian and Alaska Native students seeking degrees and careers in the professional, teaching, social services, high technology or business fields.
✦ Accenture Scholars – three undergraduate scholarships, of $20,000 each, will be awarded to high
school seniors pursuing a four-year undergraduate program at a U.S. university or college. Applications are due on May 2, 2006.
✦ Accenture Fellows – two graduate scholarships, of $15,000 each, will be awarded to undergraduate
students pursuing an advanced degree at a U.S. accredited university or college. Applications are
due on June 1, 2006.
✦ Finalist Scholarships – two undergraduate scholarships, of $1,000 per year, for four years, and one
graduate scholarship of $2,500, per year, for two years, will be awarded to candidates for the Accenture Scholars and Fellows scholarships.
In addition to the funding, scholarship recipients are eligible for summer internships with Accenture, as
first-year graduate students or junior-year undergraduate students.
Applicants will be evaluated based on academic excellence, demonstrated leadership ability, commitment to preserving American Indian culture and communities and proof of enrollment in a federally
recognized American Indian/Alaskan Native tribe.
Applications are now being accepted for the 2006 Accenture American Indian Scholarship Fund.
Please visit the American Indian Graduate Center website for full scholarship details, requirements and
application instructions. Visit www.aigcs.org and apply today!
Learn more about Accenture
Accenture is one of the world’s leading management consulting, technology services and outsourcing
companies. The Accenture American Indian Scholarship Fund is just one part of Accenture’s global,
corporate, citizenship program’s commitment to U.S. American Indian communities. The American
Indian Scholarship Fund was created in September 2004, when Accenture played a role in the opening
of the Smithsonian Institution’s National Museum of the American Indian, in Washington, DC. Accenture acts as management consultant and information technology services advisor to the museum. For
additional information on Accenture and its programs, visit diversity.accenture.com. 
20
© 2006 Accenture. All rights reserved.
Stretch yourself.
Welcome fresh challenges every day.
Go on. Be a Tiger.
Accenture knows the importance of creating the right environment for success. We're one of the world's
leading management consulting, technology services and outsourcing companies and we want talented
people who are looking for a challenge. We offer unrivaled training and you'll be able to develop your skills
faster here than almost anywhere else. Join our global team and you'll be delivering the innovation
that helps our clients become high-performance businesses.
Accenture American Indian Scholarship Fund
At Accenture, we are committed
to helping students achieve their
academic and professional dreams.
That's why we have established
a series of scholarship programs,
including the Accenture American
Indian Scholarship Fund.
The Accenture American Indian
Scholarship Fund supports American
Indian and Alaska Native students
attaining a professional, teaching,
Visit diversity.accenture.com
social services, high technology or
business degree.
Accenture has other corporate
initiatives in place to celebrate
the rich diversity of Indian Country
and is currently serving as a
management consulting and
information technology services
advisor for the Smithsonian’s
National Museum of the American
Indian, in Washington, DC.
Learn more about our diversity
efforts and scholarship programs
on our website.
Accenture is an Equal Opportunity
Employer.
Council of One Hundred
Lines for Vine
F
rom our everyday world, a GIANT has passed.
A towering figure, a long shadow was cast.
What can we say? What can we do?
Better think of something, ‘cause it’s our nickel, buckaroo!
Holding cigarettes and coffee, dog, “Bob”, on his lap,
Vines’s opinions and comments could cause quite a flap.
But several small children found “Gramps” a soft touch,
He was someone all ages will miss very much.
We called him “Vinny”,
Barbara called him “Jack”,
If you called him when the Broncos were winning,
He’s never call you back!
He was recently immersed in Traditional Knowledge,
Thought some valuable things were not learned in college.
He earned numerous awards, deserved many more,
Hated this attention, was humble to the core.
Vine often posed as a “Grumpy Old Man”,
Whose fantasy was to sing in “Lil Abner’s” country band.
He wore a uniform of Levis with a jacket of tweed,
A cane and thick glasses, he was not built for speed.
His wit and quick quips made all of us smile.
These memories let us hold him in our hearts for a while.
His books and ideas made Indian history trends,
But the greatest gift of all, was that he was our friend.
—Mary Anne Hill, November 18, 2005
O
ne of Indian Country’s true champions, an influential historian and spokesman for American
Indian rights and the Council of Hundred’s CoChair, Vine Deloria, Jr., passed away during the early
morning hours on Sunday, November 13, 2005. Vine,
72, died of complications from an aortic aneurysm.
“Vine was a great leader and writer, probably the
most influential American Indian of the past century
— one of the most influential Americans, period,” said
Charles Wilkinson of the University of Colorado School
of Law at Boulder and an expert on Indian law.
Born a Yankton Sioux in Martin, S.D., Vine earned
his master’s degree in theology from the Lutheran School
of Theology in Chicago. He taught at the University of
Arizona from 1978 until 1990, then joined the Colorado
faculty until 2000.
Vine wrote more than 20 books, but it was his first,
1969’s “Custer Died for Your Sins,” that brought him
to the nation’s attention. One reviewer wrote that Vine
“…asserts the worth, if not the dignity, of the red man,
and blasts the political, social and religious forces that
perpetuate the Little Big Horn and wigwam stereotyping of his people.” Publication followed Vine’s 1964-67
tenure as Executive Director of the National Congress of
American Indians, where he is widely credited for forcing
a turning point in U.S. Indian policy.
22
Vine Deloria
Vine also received the National Press Club’s Indian
Visionary Award in 2005.
Vine was a dear friend and supporter of AIGC and
was instrumental in the formation of AIGC’s Council of
100, of which he was Co-Chair. He will be deeply missed
by many.
We will all greet him, with great joy, on the other
side of the mountain. 
GRADUATE FELLOWSHIPS FOR AMERICAN INDIAN STUDENTS!
University of Arizona/Alfred P. Sloan Foundation American Indian Graduate
Partnership
Individuals interested in pursuing science, engineering, mathematics and agricultural
Master’s or Ph.D. degrees at the University of Arizona (UA) are invited to apply.
x $32,000 for Master’s Program ($16,000/yr)
$38,500 for Ph.D. Program (use as needed)
x In-State and Out-of-State Tuition (Summer not included)
x UA Individual Student Health Insurance
x Academic, cultural, and social support through the UA American Indian Graduate
Center
Stipends may be supplemented by teaching or research assistantships, tribal funds and
other scholarships.
For more information, contact: Maria Teresa Velez, Ph.D.
Associate Dean, Graduate College, University of Arizona, Tucson, AZ
(520) 621-7814, [email protected]
http://grad.arizona.edu/multi/sloanna/sloan_index.php
Graduate
Fellowships
in Resource
Management
Central Washington University’s Master
of Science in Resource Management
uniquely combines the study of natural
and cultural resources. Our record of
placement in jobs and Ph.D. programs
is excellent.
Native Americans, Native Alaskans
and Native Hawaiians may qualify for
a monthly stipend and tuition (up to
$15,000 per year); and summer research
support. The fellowships are supported
by the U.S. Bureau of Reclamation and
renewable for a second year. All undergraduate majors are considered, but
the sciences, engineering, geography,
anthropology, economics, biology,
geology and political science are most
appropriate.
FOR FURTHER INFORMATION AND
APPLICATION FORMS CONTACT:
Dr. Morris Uebelacker
Dept. of Geography and Land Studies
400 East University Way
Ellensburg, WA 98926-7420
Phone: 509-963-1188
FAX: 509-963-1047
www.cwu.edu/~geograph/native.html
CWU is an AA/EEO/Title IX Institution. TDD 509-963-2143
Gates Millennium Scholars
“La Danza de los Matachines”
By Joseph Moreno
“A
y vienen, here they come” a family member
states. I, a young child seated along the sidewalk of Camino del Pueblo in Bernalillo, anxiously await them. I am gathered with family and friends,
some who have come back from far away places, some
whose families have lived in this small community in
New Mexico since the times of the Spanish conquistadores. In the distance, gunshots are heard, marking the
mysteries of the Catholic rosary. Four young boys pass in
front of the procession, beating a drum, mirroring our
neighboring Native American Pueblo traditions. Someone finally shouts, “There they are!” Children, fearing
the Toro, dash to the comfort of a parent’s arms, or of a
locked car. A feeling comes to the stomach, not of nervousness, but of excitement. The feeling is difficult to
explain but felt every August when the procession nears.
The crowd gathered on Main Street hushes to catch a
glimpse of their history. All turn to see two groups of
masked dancers, waving wooden tridents in a figure eight
and carrying gourd rattles.
The wispy sound of the gourd rattles, beating in
unison to the fast paced melody of the fiddle, fills the
hot August air. The dancers, wearing mitre hats with ribbons of every color, perform a fast skip step, continuing
in the ways of our ancestors. Several minutes pass, as do
the dancers. Behind them, the people of Bernalillo carry
their beloved patron, San Lorenzo (Saint Lawrence), to
his Santuario. In a few minutes, everything has passed,
leaving only the sounds of gunshots, drums, rattles and
prayers- memories, which for the rest of my life have left
a thumbprint on my mind and my heart.
Deep in the valleys and mountains of New Mexico,
one can witness the magnificence and brilliance of the
Matachines Dance. Ten to twelve masked individuals
dance in unison to the Spanish instruments of the violin
and guitar, carrying wooden tridents and gourd rattles.
Amongst them, a leader dressed in white, wearing a floral corona (crown) presides over the dance. Montezuma,
the ruler of the Aztecs, is seen with a little girl dressed
in white. La Malinche, the daughter of Montezuma, is
influential in the conversion of her father to Christianity.
Amongst them, a Toro, or bull runs wildly, representing
24
the pre-Columbian religion and evil itself. The
dance concludes with the
submission and death of
the bull, thus, the triumph of Christianity
over Paganism.
Since the introducJoseph Moreno
tion of the Catholic
faith upon the indigenous peoples of the New World, the Matachines Dance
has been performed for specific Catholic feast days.
Introduced as a means of converting the indigenous
peoples of the New World to Catholicism, the dance has
since taken on new meanings for those who perform it.
The Matachines Dance is performed in the Southwestern United States, as well as Mexico, but differs in style
and appearance from those seen in Hispanic and Native
American communities.
One community that has adopted the Matachines
Dance into its own ritual calendar is Bernalillo, New
Mexico, a predominantly Hispano town of approximately
7,000 residents, located just 10 miles north of Albuquerque. Bernalillo straddles the Rio Grande River and borders Santa Ana Pueblo to the North and Sandia Pueblo
to the South. Placitas, a predominantly Anglo community
lies to the east of Bernalillo. To the west, the rapidly growing community of Rio Rancho is home to corporations
such as Intel, which has stimulated growth and economy
in the area. In the past, Bernalillo was the center for economic trade among both Hispanos and Native Americans
throughout the middle Rio Grande Valley. Eventually,
Bernalillo saw its economic strength decrease as Albuquerque grew larger in terms of size and economic stability, resulting in the out migration of many Bernalillo
residents. Today, along with two teal church steeples, a
sawmill and water tower can be seen above the line of cottonwood trees, hinting at Bernalillo’s past of religious and
industrial prominence. Bernalillo has, thus, reverted to its
past by embracing and dancing the Matachines dance. As
its neighbors begin to grow, Bernalillo continues to perform a dance that originated in the Old World, was used
as an instrument of conversion in the New World and
finally embraced in Bernalillo.
Throughout the time that we have been occupying
this beautiful valley, we have maintained a rich culture,
deeply sown within our history. Since the time of the
conquistadores to the present, we have always struggled
to hold on to what we have—our culture. The older generations remember the days of old Bernalillo, without
automobiles, paved roads or technology. One can always
be heard asking in Spanish “remember when…?” The
younger generations, growing up in a small community
on the outskirts of Albuquerque, are intrigued by the lure
of the shopping malls, theme parks and movie theaters
that New Mexico’s largest city has to offer. Many of this
generation have grown up speaking English in school
and at home. There is no longer a use for the Spanish
language, except in those customs and traditions still
celebrated in New Mexico. Because most young people
can “understand Spanish, but not speak it” it is difficult
to revert to a language that is lost. Grandparents begin
to speak about a “verguenza” (shame) that their grandchildren do not speak the language of their fathers.
Urbanization has not bypassed Bernalillo or its
neighboring communities. With large corporations,
housing developments, regional soccer complexes, and
gaming casinos sprouting up around Bernalillo’s peripheries, Bernalillo struggles to maintain the little culture
and tradition that remains. Nestled between the Sandia
Mountains and the Rio Grande River, we have maintained what we have become known for—the precious
promesa (promise). For over three hundred years, our
pride, Los Matachines, has stood as the integral part of
our community. Now that the world changes from the
time that our ancestors first came to this valley, to contemporary times, we continue every year with the Matachines dance in honor of San Lorenzo.
Bernalillo served as the site for my research project
on the Matachines. This three-day fiesta of San Lorenzo
is very important to the community, to cultural anthropology and folklore. The exploration of elements such as
costume and dance steps becomes a necessity. Anthropologist Sylvia Rodriguez states:
Every matachines performance therefore, needs to be
examined, not only as a sequence of distinct dance
sets accompanied by certain tunes, but as a one-tothree day ritual event made up of multiple performances carried out in a meaningful sequence toward
a certain completion, with an identifiable and patterned beginning, middle and end. (Rodriguez
1996:9)
This research will shed new light on the folk performance of the Matachines. This thesis is intended for an
anthropological audience, as well as the local audience.
Anthropological readers can see the emphasis placed on
this dance in terms of the importance it holds to the people of Bernalillo. The residents of Bernalillo can, thus,
use this thesis as a guide to teach the younger generations, as well as the older generations, about our history
and culture.
Chapter 1 is an introduction of the Matachines
dance, including an examination of the scholarship on
Matachines, and a discussion of data collection and
methodology. Chapter 2 explores the different origins
of the Matachines dance, including a description of
the conquest of Mexico and to a discussion of syncretism and the superimposition of the dance within existing indigenous culture. This chapter also discusses the
different routes of diffusion of the Matachines dance,
which ultimately led to the Rio Grande Valley in New
Mexico. Consisting of secondary and primary sources,
including oral history, Chapter 3 examines early explorers of the Rio Grande Valley. This chapter explores the
Pueblo Revolt of 1680 and the Reconquest of 1693 and
how these major events in Southwestern history served as
a catalyst to the performance of the Matachines dance in
Bernalillo today. Since the late 17th century, the dance
has been shaped and molded into its own distinct style
by those who have performed it, including several changes, additions and omissions made to the structure of the
dance. Chapter 4 provides a description of the roles and
characters involved in the Bernalillo Matachines dance,
including Monarca, Malinche, musicians and Mayordomos. Chapter 5 provides an ethnography of the 2004
Bernalillo Matachines dance performance, including
descriptions of the promesa, practice and the three individual days of the Fiesta de San Lorenzo. Also, this chapter contains an interpretation of the cultural meanings
of the performance, including dancer attributes, roles,
dance steps and how those elements are distinct to the
Bernalillo Matachines. Moreover, the structure of the
Fiesta de San Lorenzo is examined as a three-day ritual
with a beginning, middle and end. Chapter 6 concludes
the study with an examination of the meaning of the
dance to the people of Bernalillo, cultural syncretism,
cultural resistance and ethnic pride. 
From Undergraduate thesis entitled “The Tradition Continues:
The Matachines Dance of Bernalillo, New Mexico.”
Colorado College, Colorado Springs, Colorado 2005
Joseph Moreno, [email protected]
25
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Applicants must be American Indian or Alaska Native, full-time, high school juniors or seniors enrolled
in an accredited high school. Applicants must complete and mail application by the specified deadline to
be considered.
Sponsored by:
High School Academic Team additionally provides
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Note: Application for the All Native American
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University News
Honoring Nations Ceremony
By Jackie Old Coyote
A
By identifying, celebrating, and
t the 2005 Honoring Nations Ceremony in Tulsa
Oklahoma, Chief and Faithkeeper of the Ononsharing success stories from
daga Nation, Oren Lyons, said, “In the history
of the the Haudenosaunee, when the Peacekeeper came
Indian Country, Honoring Nations
amongst our people some thousand years ago…the Peaceseeks to enhance the future…
maker told us, ‘When you sit and counsel for the welfare
of the people, think not of yourself, nor of your family,
nor even of your generation.’ He instructed us to make
our decisions on behalf of seven generations coming and
those faces that are looking up from the earth, each layer
encouraged. The evaluation process is guided by a 14waiting their time, coming, coming, coming. We have
member Board of Governors comprised of distinguished
Responsibility.”
individuals. Honorees receive monetary awards to share
By identifying, celebrating and sharing success stotheir success stories.
To date, Honoring Nations has recognized 78 exemries from Indian Country, Honoring Nations seeks to
enhance the future referred to by Chief Lyons. He is a
plary tribal government contributions and held two
Chairman of the Board of Governors for the program.
symposia, titled “Learning from Each Other: Improv Established in 1998, Honoring Nations Awards Coning Excellence in Tribal Governance.” Responsibility for
tributions (programs, initiatives, and collaborations) that
future generations is a collective endeavor, promoted by
address key needs and challenges facing American Indian
the Honoring Nations Program and its honorees. 
nations. The program is administered by the Harvard
For more information visit www.ksg.harvard.edu/hpaied
Project on American Indian Economic
Development at Harvard’s Kennedy
School of Government.
At the heart of Honoring Nations
is the principle that tribes themselves
hold the key to positive social, political, cultural and economic prosperity—and that self-governance plays a
crucial role in building and sustaining
strong, healthy Indian nations. Stories generated by honored programs’
experiences are shared with communities throughout Indian Country and
beyond to serve as sources of knowledge and inspiration.
Honoring Nations invites applications from American Indian governments across a broad range of subject
areas. Partnerships between tribal gov- Chief Oren Lyons (far left) and Norbert Hill (middle Right) at he Honoring Nations
ernments and other entities are also Ceremony
28
American Indian Professional Association
Benefits of Membership
Membership Benefits:
- Web site networking for members to post their email and web site links.
- Enjoy the new online resume posting and job recruitment system at www.aigcs.org.
- Members receive free access to the AIGC American Indian Professional Association web site
recruitment and job posting site. Post your employment opportunities or review the resumes posted
by students, alumni and members.
- Receive a free subscription to The American Indian Graduate magazine.
Educational and Business Members:
Receive Discounts:
- All members receive a 10% discount on advertising in the American Indian graduate magazine.
- Enjoy discounts for registration fees at the AIGC Annual Conference.
- Save on exhibitor fees for the 2006 AIGC Annual Conference and have direct access to the
very best and brightest American Indian and Alaska Native students, leaders and professionals.
For more information or to register visit:
www.aigcs.org
Healing Hearts of Indian Men
American Indian Graduate Center’s
Healing Hearts Workshop
by Mervyn Tilden
M
anzano, NM — The American Indian Graduate Center (AIGC) hosted the first Native Men’s
Healing Hearts workshop, August 26-28, 2005,
at the Manzano Mountain Retreat. Fifty-one participants
successfully completed the program.
The W.K. Kellogg Foundation and AIGC funded
the project, with the intention of developing effective
native leaders and strengthening the sense of community
from the ground up.
Participants were informed, via letter, that AIGC
needed “people with vision and clarity, who have the
focus and direction that comes from a sure, internal compass and who are generous, energetic and know how to
connect with and nurture others”.
“These new leaders must have the extraordinary skills
to move through the barriers that have so often kept Indian leaders from achieving community visions—barriers
including pessimism, discouragement and dependence on
outside sources.” The letter continued, “Our new leaders
will help our culture create and control the changes that
need to happen, replacing the blanket of despair with the
invigorating fresh air of purposefulness.”
Signatories to the letter included AIGC Executive
Director, Norbert S. Hill, Jr.; Sweeney Windchief, AIGC
Project Coordinator, and Clayton Small, Facilitator/
Trainer and consultant.
Coming from many different tribes across the Southwest, backgrounds and professions, participants had the
opportunity to explore their spiritual, physical, social and
emotional well being and learn new techniques to change
their past behaviors.
“You have to learn how to reinvent yourself and
do things differently by taking responsibility,” Small
said. “You have to put action behind your decisions and
never give up, because this is a long-term commitment
in protecting yourself and focusing on personal wellness.
Change is hard — there is nothing easy about it, but it is
for the better.”
At each gathering, the men were constantly told,
“You are worthy” until it became the first greeting of each
encounter between all participants. Lessons were taught and artwork and a shield
were fashioned by six teams who gave
themselves a group name. Talking Circles
were conducted, allowing each individual
to speak from the heart, goals were set for
the return to their respective communities, songs were sung, prayers were said
and a purification ceremony was performed for all those who desired it.
The ROPES course had low and high
elements and was utilized to teach trust
and teamwork among participants.
Randy Charles assisted instructors,
Randy and Kim Simmons.
Participant Gary Elthie (Diné) of
Tuba City, AZ, said it was a good thing
for him. “The teachings were great and
Healing Hearts participants display a shield created during the workshop
30
I learned a lot that I can carry on to others that
are in need, Natives and non-natives alike,”
he remarked. “If the program is offered again
I would not hesitate to participate and recommend the retreat to others, if they have a chance
to be here. I thank them for the good medicine
and healing.”
Freddie Fred (Washoe Tribe of NV/CA)
echoed the challenge for anyone to take a chance
if given the opportunity. “For a guy like me,
programs like this one always bring back the
remembrance of where you come from,” Fred
stated. “It brings the spirit back into your life.
It makes you alive and healthy and gives you the
chance to sing your songs for the Creator and
the people.”
According to Norbert Hill, the vision of
AIGC is “nothing short of transformation, as we The ROPES course
focus our intent, our spirit and our traditions to
build a better tomorrow for Indian people. Our
ultimate objective is self-sufficiency and self-determinato take all of what I have learned back home and give all
tion within all Indian communities. People who are selfof this back to my tribe,” Cheromiah said. “I just don’t
sufficient and self-determined are free to find meaning
know how to explain the feeling and cleansing I felt, but
in their lives, to build quality lives and leave a legacy of
it was so great. I hope to do it again.” Cheromiah said it
wisdom for all humanity.”
was the first time he experienced a “sweat” ceremony.
Pueblo of Acoma participant, Edwin Cheromiah,
A small travel stipend was given to each of the parSr., spoke of the bonding he felt with warriors from other
ticipants at the conclusion of the alcohol and drug free
tribes and his group, the ‘What The Hey’ clan. “I hope
workshop. 
Esther’s Story
Continued from page 19
I have successfully achieved a Bachelor of Arts Degree
in Psychology from the University of New Mexico and am
currently finishing my last year in the School Psychology
program at the New Mexico State University. I anticipate
graduating with an Educational Specialist degree in May
of 2006. In Grants, I continue to work while completing
my internship with the Grants/Cibola County School District. Once I have completed the NMSU School Psychology program, I plan to continue my education in a Ph.D.
program. This scholarship will continue to help me to
graduate with a Ph.D. in School Psychology, so that I can
“give back”, by inspiring the new generation of children
who need someone to believe in them.
As I look back, I am amazed at how instrumental
the American Indian Graduate Center was in fulfilling my childhood dreams. I would like to end my story
with a “Thank You” to everyone at the American Indian
Graduate Center. The American Indian Graduate Center
continues to encourage Native youth to reach for their
dreams through higher education—making a better life
for themselves, their children and their communities.
From deep within my heart, Thank You! 
(To learn more about how you can help, please visit us online
at www.aigcs.org. We ask you to join us in providing scholarships and financial assistance for deserving Native students,
as they overcome generations of oppression and strife on their
journey to college, by giving today. Together we can support
tomorrow’s Native leaders).
31
Council of One Hundred Member
Dr. Medicine was Committed
to Teaching
By Jo Hall
T
he Mobridge area and the world lost a remarkable
woman, a dedicated teacher and one committed
to fighting for the rights of minorities and those
oppressed, when Beatrice Medicine, PhD., 82, died Monday, Dec. 19, 2005, during emergency surgery at Medcenter One Hospital in Bismarck, N.D. Her native name
was Hinsha Waste Agli Win, which translates to Returns
Victorious With A Red Horse Woman.
She was born in Wakpala, on the Standing Rock
Reservation, on Aug. 1, 1923, to Martin Medicine Jr. and
Anna Grace (Gabe) Medicine. She attended the Wakpala
Public School and, after graduation, enrolled at South
Dakota State University in Brookings, earning a baccalaureate degree in 1945. Further study in her chosen
field of anthropology followed at the University of New
Mexico, Michigan State University and the University
of Washington. She earned an MA degree at Michigan
State, in 1954, and completed her doctorate in 1983 at
the University of Wisconsin, while teaching there.
Her lifelong commitment to the instruction of others began shortly after her graduation from SDSU, when
she was hired as an instructor at Haskell Indian Institute in Lawrence, Kansas. Subsequent teaching positions
included Santo Domingo Pueblo (N.M.) Agency School,
Flandreau (S.D.) Indian School, the University of British Columbia, Vancouver, British Columbia and Mount
Royal College, Calgary, Alberta, both in Canada, the
University of Montana, the University of South Dakota,
San Francisco State University, the University of Washington, Dartmouth College, Colorado College, Stanford
University and California State University at Northridge,
among others. She was also frequently asked to be a visiting scholar at universities and research institutions across
the United States and Canada.
In addition to her teaching role, Dr. Medicine was
active in civic matters that affect the rights of children,
women, ethnic minorities, especially American Indians (or as they are known in Canada, Native or First
Nations) and gay/lesbian and trans-gendered individuals.
32
Beatrice Medicine
Dr. Medicine’s lifelong commitment to the instruction of others
began shortly after her graduation
from SDSU, when she was hired
as an instructor at Haskell Indian
Institute in Lawrence, Kansas.
She served as head of the Women’s Branch of the Royal
Commission on Aboriginal Peoples for the Canadian
government, helping to draft legislation to further protect the legal rights of Native families there.
She was actively involved in establishing American
Indian Centers in Seattle, Vancouver and Calgary, and
served as a consultant and adviser to numerous cities and
other governmental entities on social issues, as well as
public and private foundations nationwide. She served as
an expert witness in several trials pertaining to the rights
of American Indians, including the 1974 federal case
brought against the individuals involved in the Wounded
Knee take-over of 1973.
A chance encounter on one of these trips led her to
return and create a documentary video, juxtaposing footage of Russian hobbyists that reenact idealized Plains
Indian culture and dance with the reactions to this shown
by Lakota residents of her home community on Standing Rock Reservation. This video had been shown widely
across the United States and Canada to great acclaim and
interest.
Issues of indigenous peoples across the world were of
great interest to her and she combined presenting American Indian ideas and concepts with learning about other
cultures, traveling to lecture and present her research
papers in Germany, Peru, Australia, New Zealand, Yugoslavia, Portugal, the Netherlands, Russia, Botswana,
Italy, Switzerland, Lithuania and Great Britain.
Dr. Medicine has received many awards, including
several honorary doctorates and distinguished alumna
awards, numerous fellowships and citations, the Ohana
Award from the American Counseling Association, the
Outstanding Woman of Color Award from the National
Institute of Women of Color, an Honoring Our Allies
Award from the National Gay and Lesbian Task Force, and
the Bronislaw Malinowski Award for Lifetime Achievement from the Society for Applied Anthropology.
Within the last month, she was awarded the George
and Louise Spindler award for Education in Anthro-
pology from the American Anthropology Association.
Another less formal award, of which she was perhaps
more proud, was having been the Sacred Pipe Woman at
the Sun Dance at Sitting Bull’s Camp in 1977.
She was the author of two books on indigenous
women and more than 100 articles on various subjects
including bilingual education, gender studies, native
education, alcoholism and sobriety studies, art and
ethno-history. The University of Illinois Press published
a collection of her writings entitled “Learning to be an
Anthropologist and Remaining Native,” in 2001, and
Altemira Press was working with her on an upcoming
publication at the time of her death.
Her ongoing commitment to education and community is shown by her work to help ensure construction of
a new public school for the Wakpala community upon
her return there, after her teaching career. 
Reprinted by permission of Mobridge, South Dakota, Tribune
33
Scholarships for our Future Leaders
Undergraduate Scholarships
Complete one application to be considered for all undergraduate
scholarships administered by the American Indian Graduate Center
Accenture American Indian Scholarship Fund:
AIGC administers a grant from Accenture LLP. The scholarship fund selects the very brightest American Indian and
Alaska Native students seeking degrees and careers in the
high technology and business fields. The goal of this program is to provide scholarships to undergraduate and graduate students and provide summer internships with Accenture.
Jeanette Elmer Undergraduate Scholarship:
The Jeanette Elmer fund provides scholarships to new and
continuing full-time students attending a vocational/technical/tribal college or four-year institution and who are members of Wisconsin, New Mexico or Arizona tribes.
Wells Fargo American Indian Scholarship Fund:
builds personal and lasting relationships with students who
will become the future business leaders in Indian Country
and Wells Fargo leaders in banking and financial service industry. Wells Fargo may provide paid summer intern oppor-
tunities. To be considered for this scholarship, students must
submit two personal recommendations: one from an education professional who is familiar with the student’s academic
work; and the second from an individual having knowledge
of the applicant’s leadership and community service activities. This award has the potential to be renewed throughout
the course of the degree program.
Download the application online at:
www.aigcs.org
Students are eligible to be considered for an
AIGC scholarship if they:
· Have attained an outstanding academic record
· Demonstrate leadership and community service
abilities
· Are American Indian or Alaska Native
· Provide certificate of tribal enrollment
from a state or federally recognized tribe
· Will be enrolling at an accredited college or
university as a full-time, degree seeking student in
the Fall of program year
· Provide one nomination letter from an individual
who is familiar with the student’s academic back
ground
· Provide one letter of recommendation from an
individual who is familiar with the students
leadership abilities
The AIGC scholarship application consists of the following components:
· Students completed application consisting of
student’s personal information form and essays
· Nomination from someone that knows the student’s
academic background
· Letter of recommendation from someone that knows
the student’s leadership abilities
· Certificate of Tribal Enrollment from a state or
federally recognized tribe
· Official academic transcript. (Weighted GPAs will
not be considered. All academic transcripts should be
reported on a 4.0 scale)
Deadline: Applicants must complete and send application by the May 2 deadline to be considered.
American Indian Graduate Center
2006 Annual Conference
Walking in Two Worlds
September 22 and 23
For more information or to register visit:
www.aigcs.org
or call: (505) 881-4584
Presentations:
Native Issues
Career Development
Graduate School Opportunities
Student Presentations
Undergraduate Opportunities
Scholars and Fellowships
Exhibits:
Direct Access to Native
American Leaders
Job Fair
Council of 100 Gathering
Scholarships
College Recruiting New Business Development
Networking
The American Indian Graduate Center
4520 Montgomery Blvd., NE
Suite 1-B
Non-Profit Org.
U.S. Postage
PAID
Permit NO 8
Topeka, KS

PDF - American Indian Graduate Center

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