labeled side: (numbers indicate time on standard cassette counter)

0:Larry Mosqueda talking about friend being hit by drunk driver, 

12: conversation turn to general injustice in the legal system,

21: Mary Hillaire discussing the necessity of communication in general, and the need for "in-service training" for the entire staff of TESC.

40: "in service training" seems to be needed because a large amount of the staff doesn't seem to understand TESC philosophy/mission.

45:centrality of native american studies to TESCs mission.

50: large amount of paperwork needed to provide understanding of Native American studies (NAS), this paperwork is on file and people that want to know about NAS can  consult all of this paperwork.

55: NAS was designed "dealing with the context of life as the structure for curriculum, so the second part is that we have utilized more staff in more ways than probably any other program on the book, which again should be documented"

63: centrality of the idea of hospitality to NAS program, openness of program to all.

70: "Everything I heard at that meeting..." (Mary speaking about a TESC meeting concerning NAS, Rebecca's voice enters and begins to converse with Mary, second voice too muffled to transcribe)

81: Mary speaking about different attempts she made at meetings to bridge between the NAS program and the TESC faculty/staff.

96: "how can we sustain people's interest by providing them with some means other than their attendance?"

100: half-joking comment about gold stars used to motivate children ("i suppose we could try that...")

104: Mary states that this is a conversation "between the three of us", discusses possibility of certificates for faculty and staff that choose to learn more about and become more involved in the NAS program. Rebecca states that she had been thinking of a penalty based system, such as putting a clause in staff contracts mandating participation (or else...). Pros and cons of penalty system (they would be there because they had to, but at least they'd be there).

132: Mary states that she greatly prefers getting staff/faculty voluntarily.

141: Mary discusses an idea for a yearly three day workshop to get people involved in the NAS program. In this plan, they would formulate plans for their own personal involvement and discuss them with the group, thereby hopefully instilling in them a feeling of obligation because the group expects something of them.

171: Mary talking about the bleeding hearts ("bleeders and criers") having a hard core, yielding very slowly to new things, therefore not affecting people very much. Mary states that "we need people that can affect other people".

190: Mary addresses the potential problem that people might having concerning their lack of experience with non-white people. She states that in many cases people that haven't had experience with non-white people are much more amenable to understanding than those that have. Goes on to talk about how those that have had extensive experience with non-white people can be hard to work with because of these people's guilt about latent racism or involuntary racist feelings.

207: People need to understand that the NAS program isn't doing what it's doing for the sake of "making idols of these people", nor to crucify racist white people.

211: what they are working toward is providing quality education that will provide the best opportunity for learning. also, employing the most responsible kind of teaching technique, which is "understanding oneself".

245: comment on "a racist workshop" held in a prior year, consultants tried to determine whether the workshop generated any stereotypes, the only one mentioned is that "Mary Hillaire is a bitch".

255: Rebecca: "how do we advance this?" Mary: Possibility of a committee.

284: Larry: deans ought to be taking care of this issue, lest the TESC community at large think that "the people of color and those crazy white folks are at it again". deans should take responsibilities, Mary responds that they simply haven't and that someone needs to.

326: Mary wondering who gathers the information that was relayed in a letter sent to them from Dan Evans. It sounds like Dan's office and the NAS program are at odds (note: The name Stindler(sp?) comes up repeatedly on this tape. from the sound of it, he is in some position of authority at TESC, and is a potential ally that they need to take into account. the three on this tape think he need to take more leadership).

360: someone on the board of trustees needs to be recruited as a liaison between administration and faculty and the NAS program.

371: Mary: "i think the whole works has to be there, or else we'll have what we have now. We're having non-whites cut off at the pass at admissions." 60% of non-white denied at admissions, faculty cannot question these decisions. One of these applicants was denied because of lack of a bilingual program (she spoke her native language primarily).

390: Rebecca: "if we make a grievance about this and it turns out that our facts are incorrect, there's going to be trouble."  she expresses an aversion to direct confrontation with the administration. Mary: Dan Evans and the provost and the deans don't see that crushed and bloodied bodies of the people that go through the mill here. Mary suggests that the administration should have to deal with a certain percentage of the cases that go through the college so that they know how things really are instead of getting the "stupid sterile reports that they get from the statistics boys".

408: Rebecca: problem of getting people to go to the administrative level with complaints (fear).

411: Mary: Indians starting to see the value of going to the top with complaints.

432: Administration not playing by the rules, the necessity of questioning administrative action.

448: Mary: "we can use our program for a greater value for everyone".

454: Mary speaking about the large amounts of Indians coming to the school, and the fact the "we can't wait for them all to change so that we don't have to change". Necessity of changing institution to meet new demands. Necessity of more faculty members from various parts of the college devoting some time to the NAS studies program, so that the NAS kids get a more well rounded education.

515: Rebecca: does the obligation to cooperate with the NAS have to be put in faculty contract?

522: Larry: proposes that contract isn't necessary, that the faculty handbook has to be consulted to determine how to insist upon faculty support of NAS program.

545: people to appeal to: Stindler (stinberg?), Jacobs, academic deans, director of facilities.

557: Larry: speaks of an administrator stating that it was unfortunate that the staff couldn't go to an affirmative action workshop, even though the workshop was open to all. There seems to be a large divide between the NAS program (which seems to be looking out for the affirmative action students) and the administration (which administers affirmative action) and college in general.

580: the faculty handbook is consulted, tapes ends.

unlabeled side:

0-14: unintelligible, sounds as if recorded at the wrong speed.

15: Same three people as other side of tape. Mary: telling story about getting get fed up with administrative process while trying to get into college and cornering someone and insisting that she wasn't going any further until she was told how to get into a certain school. Opportunity suddenly opens up for her, students need to know that (a.) college isn't as hard to get into as they've been told, and (b.) college will make you a better person, so we should let people through and get the process started.

79: Multicultural dynamics need to be addressed on campus.

92: Policy problems: One faculty for eleven students in some circumstances, but Mary is expected to carry five times the student load normally allowed. The need to a local faculty (it sounds like TESC has a large quantity of visiting faculty).

236: Mary comments on the fact that she has a problem with her heart when she is under stress. This tape is made two years after her first heart attack.

258: conversation ends.