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Seat on school board opens doors
2:50 PM
7/21/02
Betsy Bloom La Crosse Tribune
indent BLACK RIVER FALLS - Barbara Blackdeer-Mackenzie is proud to be the first Ho-Chunk elected to the Black River Falls School Board.
indent"There are things that are now in our power to do, by virtue of the fact that I'm on the school board," said Blackdeer-Mackenzie, 35. But she also characterizes herself as mother of a student in the district, a Black River Falls resident and taxpayer, and a woman who wanted to put her policy-making skills to use in the community.
indent"I'm not a good cookie-baker when it comes to PTA events," she said with a laugh. "People actually hate my cooking."
indentAlthough she considers herself an advocate for her tribe, she realizes her constituents are more than the Ho-Chunk.
indent"I have to delineate sometimes which cap I'm wearing," said Blackdeer-Mackenzie. "I feel like I adopted all the kids in the district."
indentA graduate of Holmen High School in La Crosse County, she was human resources director at the Indian Community School in Milwaukee for several years before she and her husband, Drew, decided they would prefer to buy a home and settle in the Black River Falls area.
indentThey moved in 2000, and Blackdeer-Mackenzie began working in the Ho-Chunk executive offices under former president Jacob LoneTree. When he was ousted later that year, she was retained for a time with the interim administration of president pro-tem Clarence Pettibone.
indentShe's now studying for her master's degree in education and professional development, and has taught classes as a visiting American Indian scholar at UW-Eau Claire.
indent"Students have approached me and said, 'We're just so happy you're in the classroom. You made it,'" she said.
indentSuch positive reinforcement in the schools, through teaching and example, is crucial to improving the success rate of Ho-Chunk students. Wisconsin's Act 31 mandated some lessons about the state's native tribes, but more is needed, Blackdeer-Mackenzie said.
indentHo-Chunk students regularly have to face history classes that "exemplify another culture as the winner. ... That's the constant message, that somebody else is the winner and, oh yeah, you're the loser," she said.
indent"How do you build your identity in that, how do you build your self-esteem? How would that make you feel?"
indentOne project for her master's degree is to develop a curriculum that could introduce more Ho-Chunk history and tradition into all classes. For example, about 30 percent of Ho-Chunk tribal members have Type 2 diabetes. In some tribes, the rate is 100 percent. Examining the traditional diet versus modern eating habits might hold answers for controlling the disease.
indentGetting more Ho-Chunk teachers in the schools would help as well, she said.
indentShe also is concerned about Ho-Chunk children being labeled too easily for special needs classes, and she wants better scrutiny of how the district is spending money earmarked for American Indian students.
indentThe tribe's children do have continuing problems with low test scores and a high dropout rate. She acknowledges that alcohol and drug abuse in families could be a factor. Tribal trust funds and gambling revenue payments also could lull students into thinking they don't need to do well in school. "For some, it has been a system of tribal welfare," Blackdeer-Mackenzie said.
indentBut as with the rest of the Black River Falls community, a student's success or failure often depends on the family. She stressed that Ho-Chunk students, too, must shoulder some of the responsibility if they fall short in school.
indent"There's choices and there's consequences," Blackdeer-Mackenzie said.
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