Native American Program: We Are All Related

The deepest learning often happens over time, in conversations that stretch across weeks, school years, and, sometimes, decades and generations. For over half a century, Proctor educators have worked to broaden our students' understanding beyond conventional historical narratives, seeking to incorporate learning about the history, worldviews, and culture of Native communities and other often-overlooked groups. This journey began with the relationship between Albert White Hat and George Emeny and continued with partnerships with JR White Hat, Emily White Hat, John Around Him, and others who remain connected to our community.

Thanks to another personal relationship between CheeNulKa Pocknett and faculty member Rosanna Eubank, at the end of October, we welcomed Chee, his brother David, and David’s partner, Nicky, to campus for a day of learning about the Wampanoag life, tradition, and resilience on Cape Cod. They spent time with our Culture and Conflict, history, and art classes, shared Wampanoag culture through pow-wow dancing, singing, and drumming during assemblies, and joined ninth-grade boys for dinner.

Through audio "postcards," presented during morning assembly, Culture and Conflict students highlighted important contemporary Indigenous issues. They discussed the sacred relationship between Lakota communities and buffalo, the long journeys that many Native voters must take to reach polling stations, the lack of reproductive healthcare on reservations, and the ongoing misappropriation of Native names and traditions by summer camps. Their presentations not only illuminated problems but also drew our attention to Indigenous-led solutions and organizations driving change.

During his visit to Culture and Conflict class, Chee, David, and Nicky articulated how the Wampanoag balance tradition with modernity, maintaining their heritage while engaging with contemporary society. He emphasized that Native rights around fishing and harvesting shellfish, for example, must be actively practiced to be maintained, even as they face resistance from wealthy property owners along the coast. Beyond simply defending access rights, the Wampanoag see themselves as environmental stewards, working to combat water pollution, protect marine life, and develop sustainable practices like shellfish farming that benefit the broader ecosystem. This environmental work demonstrates their ability to bridge traditional knowledge with modern challenges. Chee reflected, “It's a victory for us for being coined as the fastest adapting culture known to man. Coming from bone and stone tools within 400 years to becoming Fortune 500 company owners.”

There are striking parallels between Lakota and Wampanoag philosophy and Proctor’s core values, culture, and philosophy: the power of close-knit communities, the importance of environmental stewardship, and the recognition that every individual brings unique gifts worthy of respect. We are all related, and we are all equal.

"As indigenous people, we say the country belongs to all our relations. We're taught from a very young age that no matter how much we have in our pockets, what vehicle we drive, what shoes we wear, how we style our hair, or what language we speak—if we cut into our skin, we all bleed the same color." ~ CheeNulKa Pocknett

As we navigate current challenges – from rapidly changing technology to geopolitical turmoil and environmental challenges – listening to 12,000 years of knowledge and philosophies of living in harmony with each other and the natural systems that surround us becomes increasingly important.

I recently sat down with Native American Program Coordinator Raz Rasweiler to discuss how Chee's visit exemplifies Proctor's commitment to sharing Indigenous voices and perspectives, connects to existing coursework and Proctor's mission, and her vision for the Native American Program.

In what ways can Chee's personal story of preserving traditional practices despite modern challenges serve as a learning opportunity for students about Indigenous sovereignty and resilience?

Raz: Chee’s energy and charisma draw in students and adults alike. He shares the history of the genocide and the historical treatment of his relatives in a very honest and direct way. I appreciate the fact that he teaches with great passion and honesty.

How does having Chee share multiple aspects of his life help create a more complete understanding for students about Native identity?

Raz: My goal is always to bring authentic, honest, engaging educators to the community who can share their stories openly and honestly. We all need to be better at educating ourselves and hearing the real history of the Indigenous people.

What connections do you hope students will make between Chee's work and their coursework at Proctor (and their own lives)?

Raz: My hope was that Chee would reach the students in a way they could really hear and trust and believe. He did just that. He spoke with such passion and care for his community and relatives. He stood in front of the entire community and sang songs in his native language about coming together and helping one another. The following day students and faculty stopped me everywhere I went, thanking me for the experience and hoping Chee, David, and Nicki would come back again soon.

How does Chee’s visit help spread awareness about Proctor’s Native American Program?

Raz: My goal was for Chee to meet as much of the community as he could. I wanted Chee to get to know Proctor as much as I wanted Proctor to get to know Chee. As I expected, Chee loved the ethos of Proctor as much as we loved his passion and commitment to upholding his Indigenous identity and sharing his gifts to raise awareness of the history of how the Indigenous Peoples of this country were treated and are still treated in many, many places today.

What is the importance of Proctor’s Native American program and connection in 2024?

The foundation of Proctor’s Native American program was built on the connections we have made and fostered over the past forty years. It is no surprise that Proctor recognizes and supports learning the truth about the harm that was inflicted on the Indigenous Peoples of this country. Our mission is grounded in a sense of place and the community, which deliberately cultivates an understanding of our relationship with the story and legacy of the land we occupy, which are the homelands of the Abenaki people and all of our Native relatives near and far.

Can you expand on Chee's character-building activity with ninth-grade students?

My thought on having Chee visit with the ninth-grade students who identify as boys was simply to give the boys an opportunity to come together and hear from a very charismatic Chee the opportunities they all have to be leaders on this campus and in life in addition to giving the students a safe space to be vulnerable and talk about how they are doing. Needless to say, it was a huge success. The boys LOVED the interactions with Dave and Chee and are hoping to have them visit again in the future.

What lasting impact do you hope Chee's visit will have on Proctor?

Raz: Our hope is to broaden the lens through which our community views Indigenous Peoples. As Chee stated more than once throughout the day, “We can not forget the past because if we do, no one will remember, and we must remember in order to keep moving forward.”

My hope was that this would be the beginning of a new connection between Proctor and our Wampanoag relatives in Mashpee. I hope that Chee, David, and Nicky will return to Proctor to keep the conversation going about how we are all related and that it is incumbent on all of us to take care of the land, the water, the air, the four-legged, the two-legged and all creatures great and small.

Read More about the Summer 2024 Rosebud Service Trip