Cultural Expectations

Reflection on the new surroundings from the perspective of Michael Dischner: 

Michael Dischner

Leaving Pittsburgh, I had no idea what to expect for the mission trip, and, to be honest, I liked having it that way. I thought that if I were to predetermine what the trip would be like in my mind I would either be, A) Severely disappointed, or B) Left feeling completely guilty for not giving the immersion program enough credit. Well, it turns out that my openness to the situation was my greatest asset towards the trip thus far. This isn't because I would have been left feeling disappointed or guilty, but because I was so unprepared for the culture and landscape that I was about to be thrown into.



Forest inside Glacier National Park



After a four hour plane ride, a three hour lay over, and another two hour flight, I boarded a train preparing myself for the 10 hour trip ahead, feeling as though home

was already a prospect that I would welcome with open arms. However, after managing to sleep for about five hours on the train, I woke up to see what may be one of the most breathtaking sights of my life.Outside of the train window, across a vast expanse of frozen lake, the Rocky Mountains stood tall and proud as the first amber rays of sunlight began to peak out from behind their massive silhouettes. This was just the beginning of a day that would be laced with views of snow capped peaks, crystal clear streams, and endless wilderness. Thankfully, that experience was exactly what I needed to restore my enthusiasm.

Although the landscape is a crucial part of the immersion program, and I could spend pages ranting about how beautiful the country is out here, it is really the difference in cultures that makes me feel as though I were in an entirely different world. Being educated in a school system that encourages global literacy and understanding between cultures, I considered myself lucky to have a fairly comprehensive understanding of the world in which I found myself. For this reason, I was completely taken aback by how ignorant I was to the Blackfeet culture. Even the most basic of traditions, whether it be the singing, language, or creation story, were completely foreign to me. Upon remembering the ancient roots of these traditions, I realized that it wasn't the Blackfeet culture that was foreign, it was me. Everything I brought with me: the language, the greetings, my religion, and even the food were all the leftovers of a strange people from across the Atlantic. These foreign peoples from abroad were the conquers of the native peoples and acquire massive claims of land because of their advancements in technology and devastating diseases. To lose such an integral part of American history would be more than a shame; it would be a tragedy.

Flag of the Blackfeet Nation

Thankfully, the Blackfeet have rallied, and we are now seeing a new generation of Blackfeet children who are well-versed in their history and are once again speaking their ancestral language and performing their ancient rituals. Last night, we were visited by Joe Bremner, his son, and his son's friend. They spent hours telling us about Blackfeet history, cultural expectations, and ancient songs that had been sung for thousands of years. As I sat at the dinner table listening to the songs resonate through the room with the steady beat of the drums, feelings were awakened inside of me that one doesn't experience in the constant rush and stress of everyday life. I was taken back to a time when the world was balanced. Resources weren't exploited for profit, and things weren't taken for granted.

This trip has helped me to realize that every breath, drink, and meal is a gift that has been given to me, and will one day be paid back as the world continues seek balance through the obstacles of the modern world. I can't imagine what else I'll experience in the next four days, and that's just fine with me.

M. Dischner '11

St. John Baptist De La Salle. . .

Native Trinity

The significance of morning prayer from the perspective of Ryan Scott:  

The first day in the De La Salle Blackfeet School was full of new experiences. Upon our arrival we jumped into the daily lives of each grade. To start the day, the students arrive and assemble in the school cafeteria for a morning prayer. Students mention names of loved ones to pray for and recite the Pledge of Allegiance with surprising enthusiasm. They even have a Blackfeet word of the day.

Initially the immersion brought an overwhelming uncertainty of not knowing what to expect, but a simple phrase quickly turned this uncertainty
into feelings of joyful expectation and comfortability:

"St. John Baptist De La Salle. . .Pray for us."

R. Scott '11

Joe 'Big Crow' Bremner and Blackfeet Spirituality

James Constantin's perspective on the Blackfeet Culture and the role of immersion groups the DLSBS: 

Joe 'Big Crow' Bremner

Upon entering Browning and the De La Salle Blackfeet School, I wasn't exactly sure what to expect. How influential was their culture in daily life? What significance does it play in the childrens' lives? Coming from a second generation European family, and having had the privilege to travel to the places of my ancestors, I find it hard to imagine what it would be like to not know where it was I came from. But for many of the Blackfeet Nation that's exactly how it is. The significance of knowing your roots and heritage is more important than anyone could imagine. Many of us take it for granted everyday. We are all privileged to know who we are and where we came from. While having dinner with Joe 'Big Crow' Bremner last night, some wise words were spoken. Joe said "you cant know where it is your going if you don't know where it is you came from." I believe this holds true for many of the kids in the school, that to know where they're going they need to understand where they came from.  The school integrates many of the old Blackfeet ways into the classroom experience. From taking a cultural class, to saying the Blackfeet Flag Song at the beginning of the school day, the De La Salle Blackfeet School has found a way to incorporate the culture and heritage of these kids into the teachings and curriculum of a typical LaSallian school.

Joe and his son, 'Little Pine'

Coming here and spending time with the kids and guest speakers has taught me to value the things I have and appreciate the fact that I know my heritage. I understand now that we have come here to not only help in classroom activities but to act as role models for the kids. We're here to show the students where they can go from here. It seems like a big responsibility, to be an example of success and show that there are other roads to take. In the one week that we stay here and interact with the students, I understand that we wont be able to drastically change the futures of all the students. However, in the small interactions and impressions we make day to day with them, I believe that we are helping them in one way or another. Whether its giving our attention, or telling the kids about the world we come from, we are engaging in a mutual learning experience that is more than beneficial to both parties. I hope to continue to learn as much as I possibly can and hopefully teach the students about my own heritage and views of the world.

J. Constantin '12

 

The First Day of School-Observations and Experiences

Matt Doherty's documentarian skills at work during our first trip to DLSBS:

Stuart Hall's first day experience at the De La Salle Blackfeet School:

Stuart Hall with Native Flute

The first day of school was interesting. Today we met the students in the cafeteria. In the morning the students eat breakfast, while a few of them lead the school in a group prayer. Ryan Scott, another student on the immersion trip, and myself were assigned to the 4th grade. During first period the 4th graders had a math warm-up with word problems that used words like difference and sum. The students' math skill were amazing! They solved problems fast and with some help from the teacher. Second period, the students asked me and Ryan questions like "Where is Pittsburgh, anyway?", "What are your favorite movies?", "How old are you?" How many siblings do you have?", and so on. Third period, the children showed some signs of struggle in grammar. I took a break to play basketball in the gym with the 5th grade class because the 4th graders were having lunch. During fifth period it was time for science class. They are currently learning about the skeletal system. At the end of class, they had the opportunity to listen to a "skeletal rap" on the computer. While the students were in social studies, we helped the science teacher cut out copies of the skeletal system for tomorrow's class for the students to identify the different bones of the body. Seventh period the children read stories out of their reading books. Finally, during eighth period the 4th graders went to gym. Unfortunately, we had to leave early due to bad weather. Tomorrow I will try to make the most of my time with the students and help out where ever I can.

Immersion Group at the Mission Church

S. Hall '12