Longhouse even belong on a public college campus?”ĭespite the resistance and apparent indifference, some of the faculty and students continued to Public college in the United States had a longhouse. Evergreen leaders also asked: “Was this a viable idea? No other Building a Longhouse didn’t seem like a high priority when the survival of theĬollege itself seemed at stake. Funding was tight, the state was going through a recession, andĮvergreen and many other colleges in the state were experiencing a period of decliningĮnrollment. The state capital construction fund was limited and other needed facilities Of the creation of a Longhouse at Evergreen.ĭespite receiving consistent reminders of this idea, the College leaders didn’t see a path to The Hottowe family, and other members of the Makah tribe, traveled greatĭistances to emcee the annual dinners at Squaxin and to participate in other activities in support At the dinners, a blanket was placed on the floor and individuals gave contributions to For many years Evergreen faculty and students organized annualĭinners hosted by the nearby Squaxin Island tribe at the Squaxin community center eachĭecember. Mary Ellen Hillaire’s dream to build a gathering place on campus inspired her students and others She described the need to have aĬommunity gathering place on campus so that people from all cultural backgrounds could teach Her idea of a powerful education was a partnershipīetween the college, the students, and the community. Visionary who saw an opening opportunity. Well as a number of Native faculty who came from local tribes. Of faculty with practical experience and strong commitments to community-based education, as McCann, 2001) As a result of its commitment to real world education, the college hired a number Theįounding president, Charles McCann, was adamant that the new college would be different andĬonnect to the pressing issues of the “real world.”(For a history of the College see, Smith & Experiential education and learning by doing was a key precept. Initiative, with funding from the Northwest Area Foundation. Longhouse’s public service work first began with the launch of the Native Economic Development Arts Teaching notes are available atĢ Tina Kuckkahn-Miller has served as the founding director of the Longhouse since 1996, when the The College was innovative in many ways in terms of its curriculum, its pedagogy, and itsġ Case copyright 2011 by The Evergreen State College. (Squaxin Island, Puyallup, and Nisqually). Located on the west side of Olympia, the state capital,Įvergreen’s large forested campus sits on the ceded lands of the Medicine Creek Treaty Tribes She also founded the college’sĮvergreen opened in 1971 as a nontraditional public college with an interdisciplinary curriculumĪnd a deep commitment to diversity. Longhouse, for people of all cultural backgrounds at Evergreen. (who was Evergreen’s first female member of the faculty) envisioned a gathering place, such as a The story of the Longhouse spans nearly four decades. Part 1 Bridging two worlds: a college and the tribal communities-could the vision become

This case draws on fifteen years of public service through Native arts administration at the Longhouse Education and Cultural Center at The Evergreen State College. (Lac du Flambeau Ojibwe), Longhouse Director, The Evergreen State College 2 Abstract: This case explores some of the issues, questions, challenges and strategies in planning and implementing a Native-based facility at an educational institution. Evans Chair Scholar (1995) J– DecemBridging Two Worlds: Developing and Maintaining a Native American Center at a Public College 1 By Tina Kuckkahn-Miller, J. This is a place for people to hear what your ancestors wanted you to pass on.” Vi Hilbert Upper Skagit Elder and Daniel J. “W he n I first walked on that campus, the beautiful thing that I felt there was the Spirit.

Two worlds 3 2019