Cultural Curriculum Chat with Jebeh Edmunds
Welcome to the Cultural Curriculum Chat Podcast—an inclusive space for educators, DEI practitioners, and all individuals eager to foster diversity and understanding! If you're seeking a vibrant, authentic podcast to guide you in implementing Multicultural Education, look no further. Are you yearning for inspiration to cultivate a truly inclusive classroom community? Join us on a journey filled with insightful resources, practical tips, and a touch of humor, all led by the knowledgeable educator, Jebeh Edmunds.
Our podcast is designed to uplift and empower you, offering a blend of expertise and laughter to spark creativity and engagement in your educational endeavors. Tune in to discover a wealth of valuable insights and strategies that will ignite your passion for inclusive teaching practices and multicultural learning.
Embark on this enriching experience with us, and together we'll champion diversity, inspire change, and create welcoming spaces for all. Subscribe now to stay connected, join the conversation, and access more empowering content. Let's make a difference, one episode at a time! Thank you for being a part of our mission.
Cultural Curriculum Chat with Jebeh Edmunds
Season 6 Episode #1 My Conversation with Cloquet High School School Social Worker Katie Danielson
Ever wondered how cultural identity shapes a person’s life and career? Join us as we sit down with Katie Danielson, a dedicated school social worker hailing from Duluth, Minnesota, who opens up about her upbringing steeped in American Indian traditions and the profound influence of her parents’ sacrifices. Katie's journey from a child surrounded by cultural immersion to a passionate advocate for service and education will leave you inspired. She shares poignant family stories that highlight the enduring legacy of service she now instills in her own children, illustrating how a deep connection to cultural roots can drive a life of purpose and community involvement.
We also shed light on the real-world challenges faced by students of diverse backgrounds in the educational system through the story of Chloe, an African American and American Indian student. Chloe's experiences navigating racial dynamics at school, coupled with Katie's insights, underscore the vital need for educators to build meaningful, respectful relationships with Native American students. Discover practical advice for educators on fostering cultural understanding and genuine connections, and learn about the impactful Check and Connect program from the University of Minnesota designed to support American Indian students in special education. This episode is a heartfelt exploration of resilience, cultural identity, and the power of dedicated, heartfelt engagement in transforming lives.
COME SAY Hey!!
Instagram: @cultrallyjebeh_
Facebook: @JebehCulturalConsulting
Pinterest: @Jebeh Cultural Consulting
LinkedIn: @Jebeh Cultural Consulting
Leave a Review on our Podcast! We value your feedback!
Save time and effort with our informative newsletter that offers strategies, tools, resources, and playlists from the culturally competent and socially just educator and creator Jebeh Edmunds!
Digital Course - Jebeh Edmunds
Join my course today and start creating a more inclusive and culturally competent workplace.
Enroll here: https://jebeh-edmunds.mykajabi.com/offers/LMwntaji/checkout
Stay connected with our newsletter for strategies, tools, resources, and playlists from your culturally competent and socially just educator, Jebeh Edmunds!
Sign Up Now https://jebehedmunds.com/digitalcourse/email-signup/
This meeting is being recorded All right. Welcome back to the Culture Curriculum Chat podcast and Mrs Edmonds' Cultural Corner. I have in the guest chair my sweet friend Katie Danielson. I am so excited for you listeners and viewers to learn from her. She has this kind gentle spirit. She gives you that no-nonsense approach and I love her sense of humor. We used to work in the same elementary school together. She was our school social worker. But even another fun fact she played hockey with my husband when they were little.
Speaker 1:So we go way back over 20 years. So welcome to the show, katie. I'm so happy you're here.
Speaker 2:Yeah, thank you for having me. I'm so excited.
Speaker 1:Oh, thank you so much. So tell our viewers and our listener a little bit about you. What is your origin story?
Speaker 2:Yeah, so growing up, I grew up in Duluth, minnesota, and I have an older brother and a younger brother and then, way later, my little sister came along. So we were teenagers when she happened to come along. So for a very long time it was just me and my brothers and during that time my mom and dad, like we were poor, but I didn't like know that we were poor, um, because, like we always just kind of were able, like my mom dad always like found a way for us to do the things that we wanted to do. Um, but I think there were times like, if I look back, like my friends would make comments that kind of let me know that I was poor, you know, and but like I always played hockey, I always played soccer, I always played softball. Like hockey, I always played soccer.
Speaker 2:I always played softball, like sports, was just like a part of what we did and, um, but like my mom, she did daycare for a while. My mom, um, she was funny enough, she was a CNA, but she, she hated blood, so that was short lived. Um, my dad worked on the railroad and was gone a lot and then, and then he came back and he, what I had learned is that he took a job as, like, the janitor at the rink to get money off of our hockey registration and all of that and um, which I didn't I didn't know that at the time but, like learning later on, that's how he helped pay for hockey for my brothers and I and so, um. But so then in elementary school, both of my parents decided to go back to school and go to college and my dad went into social work and my mom went into elementary education. My mom is American Indian and decided to concentrate on American Indian culture and language. So we had just then like been immersed in language and culture growing up then and we spent a ton of time in the Indian Studies room at St Scholastica and my mom had note cards like all over our, like index cards, like all over our house with Ojibwe words and that's when, like us as kids, really started learning, like who we are.
Speaker 2:I think, like up until that point, like we knew but we didn't know, and really started to get a sense of who we are, and so we started going to powwows. We went to Canada one summer to I don't know if you know who Al Hunter is, but to his reservation in Canada and went to a powwow there and his Al's kids would come to our house and hang out and like we were just totally immersed and it was. It was great. My mom was like making birch, birch, birch baskets and um, you know. And then when she graduated she got a job with the school district as their first um, I think it was like their first Ojibwe language and culture teacher, and so she did that for a few years before moving on into a classroom.
Speaker 2:But at that time, like we still were, you know, very much immersed um and who we are and learning who, who we are, you know who we are, um, so that was, that was just like a great like childhood, you know, and who we are, so that was, that was just like a great like childhood, you know. And I watched my mom and dad really like do a lot of acts of service and volunteer and give to others who didn't have a lot, and like we didn't have a lot but they always were helping others. We didn't have a lot, but they always were helping others, you know. So I think that kind of started me and getting ingrained in me about my path, where my path would eventually lead.
Speaker 1:Wow, that's amazing and, yes, having the honor of teaching with your mother and seeing that light. You are the best version of both parents. You know the social work dad, educator, mom in culture and immersed and, yeah, chills, chills. So learning more about your story and finding about, like you said, the acts of service. Do you find yourself now as a parent and a member of you, know the indigenous culture and the people? Do you give us an example of that act of service that you're giving back, that your children are seeing?
Speaker 2:Do you mean like culturally or just in general?
Speaker 1:In general, acts of service, always giving back, yeah.
Speaker 2:Well, what I've tried to share with my kids and, ironically enough, my oldest daughter is now a school social worker and so, yeah, so, um, so that's been really fun to watch and to watch her in her own path here. But, um, you know, I I've always tried to to tell my kids, like, if you can help somebody, you know, help help someone like you. All of my kids have a very privileged life and you know if, if they're able to help somebody, just do it, even somebody. If you don't know them, if you see them on the street struggling, if you can give them. You know, like I shared with them stories about when I worked in Duluth and I was the homeless liaison there, and you know it was the dead of winter and a guy had no gloves and it was so cold, and so I took off my choppers and just said, here, take these.
Speaker 2:And I said you just do it, like you don't post about it, you don't tell anybody about it. You know, you just do it, and those are the things I want you guys to do. You don't need to tell somebody that you did this great deed, you just feel good about yourself and that's all that needs to happen, you know, or if you know somebody's hungry, buy them a meal. Even if it's just, if it's your friend, it doesn't have to be a stranger. But if you know somebody's hungry, buy them something. If somebody's thirsty, get them something. I don't ever expect somebody to do it in return for you, and that's I just want them to be good human beings.
Speaker 1:I love that. I love that and I've seen you in your work, when we worked together back in the day, not even hesitating, and I love your approach to we don't need the accolades, we don't need the parade, we don't need. Oh, look what I did. And I love how you said you don't need to post everything, but in your heart, intrinsically you know you did the right thing. You stepped up seeing somebody's time of need. Thank you for sharing that, katie. Another thing, too, with talking about how you grew up and how did you perceive, you know, multicultural education, you gave us a great example of your mom really immersing you and your siblings about your indigenous culture. How did you, you know, perceive that growing up in you know, school in your life?
Speaker 1:Was there anything else beside your mom giving you the stuff of multicultural education?
Speaker 2:Yeah, I really thought about that question and I was like, really all I had was my mom. I growing up, I think, even into college and my master's degree, I did not have any anybody who was a person of color instructing me. I have only ever had my mom, as like a person of color, be a teacher to me. And you know my mom wasn't like technically an instructor. You know that was my mom, yes, and that actually made me really sad to like think about, cause I had never thought about that. And and then I was like, well, I'm 45. I'm not ashamed to say my age, shame to say my age. And I was like, am I surprised at that? And then I thought, well, not really. I guess I'm more surprised in higher education that I didn't have anybody who was a person of color.
Speaker 1:I guess yeah, yeah, same here. My mom was a teacher and she was my multicultural educational teacher as well. We did not have anybody of color where I grew up in the Twin Cities. That was my teacher as an instructor. And you're right, not until higher ed is when I had that experience. So, and you're right, we didn't graduate that long ago. You know, and to know even now, it's startling of how many teachers of color are in our classrooms. Another thing I was going to ask you too, as a parent what experiences have your children experienced? It could be positive or something that we, as educators that are listening and viewing, could learn.
Speaker 2:Yeah, so, um, so my kids have Chloe's experience and then my other two kids have had very different experiences. Um, and Chloe is African American and American Indian and then the other two are American Indian and white and Chloe had very different experiences in elementary school, middle school, high school. Um, you know she, you know from comments from from people that were her friends that I think did. I think if you were to ask her like, she would say, like I think sometimes they would say things not to be mean or malicious, not know what they were saying to the literature that they were reading in schools. Um, you know, like, when the n-word would be brought up in the books, you know she'd be like one of the very few black students in the classroom, to all eyes going on her, and you know. And then to my other two kids, when they started to get older, and then people would know that Chloe was their sister and then people would try to like ask them like, well, how was she your sister?
Speaker 2:and start to kind of question like family dynamics, and they'd be like, well, I don't know, she's my sister you know like you know, and and so, and even in the school system, like teachers would be like, oh, that's your sister, almost like wanting my kids to explain our family situation. Um, you know, and in in elementary school, chloe had components. She was you know, she was like first grade, so she doesn't know about any of this. There were two of her friends and one had dressed up as black Michael Jackson, one dressed up as white Michael Jackson, and I remember my husband and I being like. That did not just happen, and so having a meeting with the principal and getting this letter from cause, it happened to be a teacher whose kid did this too, saying, like you know, I would never do anything intentionally. I have a kid, another kid, who's of color as well.
Speaker 2:You know all this stuff and I'm just like you know all this stuff and I'm just like you know and, and so there were just so many experiences like this, where it's like you get almost so exhausted trying to educate everyone all of the time yes, and yeah, it's.
Speaker 1:It's hard and heartbreaking because you know your sisters are proud of their older sister and for them to educate the adults, the neighbors, their peers, it's like that's my sister I don't ask you where's your family tree Like that is my sister. And to believe me when I tell you. And again, what educators need to remember is when a parent like you and your husband shared about the Halloween you know costumes telling you it caused harm to your child, not to excuse the affinity of another child in the same class, saying, well, you know they're there and they didn't say anything. I'm sure they felt the same way and uncomfortable about what happened and not using that as an excuse. So you're right, there's a lot of I talk about in my work.
Speaker 1:The impact is way more important than the intention we need to get away from. Oh, I had the best intention at heart, but the impact that you're showing to your students, you know it resonates with them for a long time. I'm just so happy that your daughter, chloe is this beautiful African-American, american, indian social worker. She is representing a group of people that are advocating for all of our kids, and to see her interacting with students, I just can feel that you know she's doing it and she's representing well.
Speaker 2:I love when she'll call me and say like oh, my students, you know, will come and say, oh, miss Chloe, you know, when she wears her hair natural now, and so you know her students will say, oh, miss Chloe, I just love your hair today, or whatever. And and I'll say, you know what you're really letting those students know, that they can be proud of who they are, you know, and you know. And she'll just be like, oh, thank you, and you know, whatever. And I'm just like, oh, I'm just so proud of you, chloe, this is just your thing, like you're just doing so good and you know, and it just it just makes me so happy when she'll call and you know, talk social work, you know, with me, or whatever. And you know she's doing a far better job at 24 than I think I probably would have ever done.
Speaker 1:Hey, she learned from the best. I'm just saying so. My other question for you, my dear, you did a wonderful presentation with the state of Minnesota. There's this wonderful grant called Check and Connect, really focusing on engaging families of American Indian students in special ed with their teachers, and you and your principal I would love to have him, you know, on the show on a future episode talking about you know the amazing work you are doing at Cloquet High School and the staff and the administration of keeping retaining our American Indian students in special ed in class and accommodating the needs that have been left behind for generations. So can you tell us more about the Check and Connect program?
Speaker 2:Sure, yeah. So Check and Connect is. It's a program that stemmed from the University of Minnesota. It's an app that they developed and then Department of Education funded a grant to schools to actually do the work. So I'm working with the U of M and Department of Education to actually like implement this program. So I work with American Indian students who are in special education. It's totally voluntary so the kids don't have to work with me if they don't want to. But there are some parts of special education where I don't work with students, so like if their IQ is too low, um, or if their autism maybe really prevents them from um working with me. But I do have some students, um, who are, who do have autism, that I do work with. So it kind of just depends on the student.
Speaker 1:And their needs.
Speaker 2:yes, yeah, but so I have I would say the bulk of my students have a learning disability or an emotional behavioral disability disability, so, um, so we start with them when they come in to ninth grade and then we'll follow them through till graduation. So we're going into our third year of the grant. On the last two years we've had a hundred percent graduation. Um, yeah, so we are super excited about that.
Speaker 2:But we really what it really focuses on is attendance and that relationship and behavior, a reduction in the behavior, and so really, to you know, increase attendance and decrease the behavior. It's all about that relationship. So I mean, I think, like anything you do just really revolves around that relationship. You're not going to get anywhere without relationships. So I'm just really a relationship person, so, um, so it's just it's been easy for me to come into this role One.
Speaker 2:This is my community. Um, we, we live on the, the fond du lac reservation. I, I know a lot of the families already. Um, my husband's from here. He's lived here his whole life. So, when you know I moved here over 20 years ago, you know like I, I became part of this community. This is where my kids grew up, you know. So, like, having a lot of those relationships prior to this made it pretty easy to come into. But you know, there's always bumps and things that happen and you know some of the kids have been harder to get you to trust them than others. But you know, at the, at the conference that you were at, you know I think the data really speaks for itself you know where we had some really high, high attendance issues, really high high behavioral issues, and each year they've really gone down.
Speaker 1:Yes, and you're right, it takes a long time to build trust, I think, and there's so much research out there about being infused in the community with the students you serve. It's so important and the data, it was amazing what you and your principal, mr Batalia, shared. You know, starting from their freshman year and how high the number was of them not attending and you, you know, being that liaison, calling them up and working with the teachers. I feel like when you are in a building and not having that good relationship with the specialists in your building, you know they're the ones that know, they know how to reach that parent, they know how to, you know, talk to the kid in a way that you might not have that lingo or that bond yet with, and to trust that we're all in together to help the child holistically.
Speaker 1:What you shared was amazing and that's why I wanted you on this show to share information about this amazing program and I will have in the show notes more information of if your school is interested. There is a process to see if your school qualifies for check and connect. So I'll have that in the description below. But I tip my hat because 100% graduation rate man, that's amazing, it was just so cool and and of course you who would not want to be around you and just like come on, let's go, let's, let's get to class.
Speaker 1:What can I do to help serve you so you feel comfortable, that you belong? And a lot to that goes to and we can talk all day about this. In a different episode too is the historical trauma of boarding schools, especially in Minnesota and in Canada, and the trauma that has that bridge that was broken from the student and school. So to have this with the University of Minnesota and the Minnesota Department of Ed to recognize how we can mend you know that historical trauma programs like Check and Connect is so important to have.
Speaker 2:So, yeah, yeah, and you know, and it helps too because you know like I will, like I don't, I will leave the building, and I think you have to be open to that in doing a program like this, going out into the community and and going to where parents and guardians are at. You know, like, oh, I know where they live, I'll just run out there. I, you know, oh, I ran into them at the clinic. You know, at my appointment I got ahold of them there. You know, like I don't care about that kind of stuff. So you know, I, many times I was like, oh, yeah, that's on my way home. They live, right, they are just through the woods from my house. I'll just stop there on my way home. They live, right, they are just through the woods from my house, I'll just stop there on my way home, you know.
Speaker 2:And so you have to be very open and do things that are outside of like your normal work day. And you know, and like I, the kids would say, if they didn't play a sport for our high school, they could play for the um, the, the school on the reservation, and so they did, hey, are you gonna come to my game tonight? Whatever I will go and I will watch the kids, I will cheer them on. You know, like, like I said, relationships are such a key part and also, really, you have to be like silly and goofy and and you know, and my relationship can be very different from teachers and I recognize that. So they teach me the lingo and then when I say it, they're like Katie, don't ever say that again. I will make tick tocks with them. I will, you know, like, I just will be me with them.
Speaker 2:You know, and I think sometimes my own kids are mortified, but I, you know, just put it all out there for the kids. We have handshakes, we, you know, they'll give me a side hug, they'll. You know, whatever, I've already had seen some that said like, hey, I heard you're getting the new office. I'm like you're right, it's going to be bigger. You know, it's going to be great. I bring my in-laws um know that the kids are hungry or thirsty and they get. What do they call?
Speaker 2:oh, insurer, no, they call them like the elderly um, uh, they were like little lunches or whatever, but they had a funny little nickname for them and um, so they save all the juices for me when I bring them to school and I keep them in my fridge and the kids know they can just go in there and take them out. And you know, I bring treats and snacks and you know, some days, you know, the kids know my kids are picky eaters. Well, you should bring some for me, okay. So the next day I'll bring some leftovers, some for me, okay, so the next day I'll bring some leftovers. You know, it's just really that relationship thing is everything to me, and I'm getting to the point in the summer now where I'm really missing my kids and so I can't wait to see them and they've already told me when I come in in a week and a half, they're gonna stop in, stop in see the new office space, check it out, make sure it's kid approved.
Speaker 2:So yeah, so I think that's really one of the main reasons why Check and Connect has been so successful, because we just have such a great relationship.
Speaker 1:Yeah, and I have to say you are a part of that big success story because they feel comfortable and confident with you. You show up and I think that's a big piece of that relationship. They're saying I've got this game on the reservation. Can you come and you show up? And they're like, wow, she meant what she said she was going to and that says a lot. So I know you don't want to give yourself credit, but I'm giving you credit where credit is due, because a big part of you seeing those kids graduate is the hard work that you do. A whole bunch of that time that you dedicate to those kids outside of school is what gets them across that stage. So I'm so proud of you, my dear, so so proud.
Speaker 1:So, before we wrap up here, is there any advice? It could be cultural responsiveness, it could be anything that you would like to share with our listeners of how we can, you know, get ready for a new school year with our American Indian students in particular. What can we do to, yeah, make them feel welcomed and that they belong?
Speaker 2:Um, I think. Well, I think the biggest thing is like, if have staff, any staff of color, in your buildings, don't always look at them to be the ones to educate you like, you need to do your own work. You know, there are lots of books out there, there are lots of trainings, lots of conferences, like sometimes you just have to do your own work and because we get tired of always having to educate, everyone and guess what? We're not the experts on everything either so so true you know like, do your own work.
Speaker 2:But, um, also to welcome our kids back, you know, make they might, especially our Native students. They might be the quiet kid in the corner they might be, you know, the ones that might come a little late sometimes or, you know whatever. That doesn't mean they don't want to be there. That doesn't mean they're disengaged. Sometimes you have to put a little bit more of your time and effort into getting to know them. But if you do that, I guarantee it'll come back to you tenfold.
Speaker 2:Oh, I love that Katie, I love that, and is there a way where we could find you for more information on the work that you do? Yeah, so you can get a hold of me at cloquet high school, um. I'm at 218-879-3393, extension 1312, um. Or you can email me at k danielson d-a-n-i-e-l-N at I-S-D-94.org. So I do. You'll probably get like a bounce back that I'm out, but I do check it frequently.
Speaker 1:Oh, thank you, Katie. Okay, so, before we go, my favorite memory of Mrs Danielson I won't embarrass you too much, but my favorite memory is I won't embarrass you too much, but my favorite memory is when we had our first day together, for you know, it was like new staff orientation and I got my first teaching gig and I worked alongside her mom on the same floor.
Speaker 1:So I knew Katie for years and of course she played hockey with my husband, andy. We laughed. We were in the back corner and we laughed and we talked and we're like, okay, we'll listen a little bit. And then we kept on laughing. But we worked together in the same building and that's my favorite memory of when I see you and when you were one of the presenters at this wonderful lead conference for superintendents and all these educator leaders for the state at the U of M. It was three weeks ago and I'm like I gotta go. That's my girl, katie, I gotta go there. And when you saw me and I saw you, we both screamed and it felt like we were back on our first day at orientation all over again and I will be cheering you on for your work and all you do to inspire our kids and keep them motivated to learn. So that's my favorite memory of you, my Katie.
Speaker 2:So thank you, yes, thank you. I always think of our first, that first day at the district and I don't even remember all the stuff we learned, because we I mean, I probably didn't learn anything because I just laughed and chatted with you that whole time. And then at that conference the other week, when I screamed your name, I looked at the lady next to me and I go, I know her, and she goes clearly.
Speaker 1:So I was like, oh my gosh, I feel like I'm kind of getting in trouble right now.
Speaker 2:We get into good trouble.
Speaker 1:I like to say yeah, that's right, we get into good trouble and students like that. They pick up on our good trouble energy. You know we keep them engaged, we keep them. You know we keep it weird, we keep it fun and I'm just honored to know you my sweet friend, and love what you're doing.
Speaker 1:I'm just honored to know you, my sweet friend, and love what you're doing. Love what you're doing to inspire our kids and our families. And your daughters and, you know, your son are just amazing human beings and I'm just excited to see what more they're going to do. So again, I could talk to you all day.
Speaker 1:Can't wait to talk more off camera. Jen, I could talk to you all day. Can't wait to talk more off camera. But thanks again for listening at the Cultural Curriculum Chat Podcast at Mrs Edmonds Cultural Corner and I will see you here same time next week. Bye, folks.