Indigenous identity and public education : the Ho-Chunk

Abstract

Native American tribes continue to struggle with retaining culture and language. As tribes create ways to revitalize language and culture within their communities, public education continues to be a destructive force. The process in which the Ho-Chunk and many other tribes continue to see a decrease in the fluency of their languages and the influence of public education may provide a way to see how education can change for future Ho-Chunk generations. Using Tribal Critical Race Theory and the oral stories of tribal elders an understanding of where the Ho-Chunk have been and where they need to go positively changing this relationship between themselves and public education has been conceptualized. The experience of Ho-Chunk elders in public education varied as elders not only faced physical abuse for speaking their native language but they also were encouraged to learn white values, expectations, and beliefs. The educational experience of Ho-Chunk elders is a story of hardship and perseverance. Ultimately, it is with hope that this qualitative research project assists in leading the way from language and culture extinction to full revitalization for not only the Ho-Chunk but other tribes through public education.