Nothing about us without us: Indian community school (ICS) invests in a universal parent empowerment programme for 13 years resulting in parent leadership, community building and social capital

OBJECTIVES: Indian Community School’s (ICS) aims to empower all parents to advocate for their children and increase parent involvement. ICS began FAST in 2002 and did not stop. Oneida mothers (3) dissatisfied with the... [ view full abstract ]

OBJECTIVES: Indian Community School’s (ICS) aims to empower all parents to advocate for their children and increase parent involvement. ICS began FAST in 2002 and did not stop. Oneida mothers (3) dissatisfied with the quality of education for their children at public schools, started ICS in a family home in 1969. In 2007, Potawatomi Nation located ICS on 178 acres, home to wetlands and many forms of wildlife. “ICS provides each child in our care with the best educational opportunities to develop spiritually, morally, emotionally, physically, socially, artistically, and intellectually in order to achieve the child’s greatest personal and community potential.” 300 K-8th graders who represent 11 federally recognized tribes are taught core subjects and the Culture and Language of Ojibwe, Oneida or Menominee.
METHODS: ICS was certified to deliver FAST 13 years ago. Now, the entire school population has graduated FAST (280 families). Cultural adaptations use traditional medicines in graduation ceremonies, teach traditional medicine in the 4th week, fully include extended families in respect for elders, native language songs and cultural teachings in children’s time, and share traditional recipes.
RESULTS: FAST at ICS has reduced the fragmentation of urban Indians by serving as a community meeting place where all tribes are honored and included. Parent involvement has increased by about 70% with a) active volunteering on a regular basis, b) attending parent teacher conferences, and c) actively advocating for their children as well as ICS. Parents have developed leadership skills in the school and community. Parent graduates work as Parent Partners on current FAST cycles, have joined and are now leaders in the ‘Room Parent’ group, and have been employed by the school.
CONCLUSIONS: Communities committed to social inclusion and protection of all children might invest long-term in a universal, social capital strategy, which empowers parents as partners.