Statement of Learning
 

Shondra Russell-Wynings

Someone once told me that the phrase "to educate" should mean "to draw out of," and not "to put into."  I don’t know where this view of pedagogy came from, but, for whatever reason, it has remained with me ever since.  I was initially drawn to this course for its non-traditional approach to education. I knew the participatory nature of the experience would prove to be educational, enriching, and enlightening. I was right -- it was. This course was unlike most courses I have ever taken, both as an undergraduate and as a graduate student. The professors were committed to a model wherein we, as students, took the primary role in our learning. Instead of using a traditional, didactic form of education, they encouraged us to challenge ourselves, determine our own process, and to truly think for ourselves.  The learning through listening focus of this class was particularly new, as well as beneficial, for me. In our educational system, students are taught to compete with one another. We are often graded on participation points, which encourages students to raise their hands and speak up any time they have something to say. Unfortunately, this often leads to "one-up-manship," where everyone is trying to think of something better to say than the last. As a result, students interrupt each other and jump to speak as soon as another is finished. Students especially concentrate on composing their own thoughts while someone else is speaking, rather than actually listening to what that person is saying. Using the learning through listening model has opened up a new way of thinking for me. I have already found myself using it at work in various meetings and conversations. The difference is unbelievable. It is so much easier to understand where someone is coming from when you are sincerely listening to them, and not just waiting to talk.  I think that what we accomplished as a group, and how we accomplished it, was truly amazing. The lessons I learned in group process, learning through listening, and even conflict resolution, are lessons I will take with me well beyond the few days of Spring Break.

In taking the Spring Break course, I learned a lot because I have never studied Native American culture or issues before. I saw first and foremost the huge impact the members of a community have on one another and how lack of communication causes people to only see their differences and not the common ground that they could start with to build bridges. I also saw the detrimental affect that racism can have on a group of people, but their resilience and determination to survive. The Paiute people have been treated very badly throughout history, including losing their land and being displaced. Today, they have a higher drop-out rate, higher unemployment, and face the threat of the loss of their culture every day. Despite all of these obstacles, I learned that their determination to survive and even thrive in the future is what is driving them forward. Not only are they getting by, they have big plans for the future and they are moving forward, not waiting for anyone to help them. They really showed me what it means and what it takes to be a self-determined people.

Many times during our interviews, various stakeholders discussed the environment. It was clear that it was an important both for the Burns Paiute Tribe, as well as for the other residents of Harney County. Ties to the land were strong, and the future of the land was a recurring theme.

 Several stakeholders called for the integration of Native American and Western land management strategies, such as "burning." They pointed out that both utilize some effective techniques, and that some of them actually overlap.

 The topic of water also surfaced repeatedly. Water is a valuable and limited resource in the area. Issues surrounding water rights point to the importance of this commodity, in that whoever has senior water rights has the power. Additionally, species other than humans, such as fish, are affected by the manner in which water is managed, as is the case with dams.

Another topic we heard about often was that of environmental sustainability. We heard several stakeholders discuss the ability to manage the consumption of land and energy. Because so many of the people of the tribe and county have ties to the land, whether historically or economically, it is important to them to care for the earth. The stakeholders discussed some of the research being done by the Burns Paiute Fish and Wildlife Department (in coordination with the Bonneville Power Administration) and the Oregon State University Agricultural Experimental Site.

Additionally, the environment is dynamic. It is always changing not only according to the seasons, but also according to the year. Effort then must constantly be revisited and reworked for the best suitable care for the land and environment.

•  Harney County is a cattle-based economy
•  Both the Paiute and Burns communities have strong ties to the land due to historical, spiritual, and economic reasons.
• Something that the entire community is looking at is the integration of both Native American and Western land management strategies, including burning techniques.
• Water is a very important resource in the area because it is valuable and limited, water rights are essential to the survival of species, agriculture, and ranching, and dams have had a huge effect of species of plants and fish.
• Environmental Sustainability is an issue that everyone in the area is concerned about. This includes energy consumption, Caring for the Earth so that we can continue to live, and research that is being done through the BPA, Fish and Wildlife, and OSU Ag. Research Station.

Links

The State of Oregon Water Resources Department

Burns Paiute Fish and Wildlife Department

Oregon State University’s Center for Water and Environmental Sustainability

Northwest Center for Sustainable Resources

Cattle Ranching in Oregon by OPB

Archaeological Report Harney County, Oregon, Range Seeding    Projects-Environmnent

Burns District Bureau of Land Management

Northwest Power Planning Council

Eastern Oregon Agriculture Research Center-Burns, Oregon

Oregon's Water Law and Water Rights System

Page Created by
Jason Rodrigues, Shondra Russel Wynings and Sara Fletcher