Grassroots Indigenous Multimedia (GIM) is a nonprofit organization established in 2000 by veteran tribal school teachers Mary Hermes (LCO Ojibwe community member) and Kevin Roach (Bad River Ojibwe) to aid in the efforts of the Ojibwe language revitalization movement through creating and distributing high quality indigenous language materials. We have grown to a permanent staff of four, 15 elder/speaker consultants, and 2–3 graduate student "research fellow" positions per academic year.
Using tech in innovative ways, Grassroots Indigenous Multimedia aims to help close the gap between those who are trying to learn and the speakers of our indigenous languages. Since our founding, we have developed a strong base of knowledge for documenting elder language and creating accessible learning media for language regeneration. We have developed over 20 picture books, based on Ojibwe conversational archives. In this way, we are re-creating but still responsive to the way past generations spoke and thought.
Mary Hermes, Ph.D., executive director
Kevin Roach, artistic director
Allison Slavick, business manager
Jordyn Flaada, language specialist
Mel Engman, curriculum specialist
Erin Dyke, research and administrative support
Margaret Ann Noodin, Ph.D. (Board Chair), University of Wisconsin, Milwaukee
Kendall King, Ph.D., University of Minnesota, Twin Cities
Karissa White, Ph.D., Northland College
Megan Bang, Ph.D., University of Washington, Seattle
Michael Sullivan, Ph.D. Candidate, Waadookodaading Ojibwe Langauge Institute
Wilhelm K. Meya, Lakota Language Consortium
A copy of Grassroots Indigenous Multimedia's annual Form 990 is available to the public on request.
White Earth Ojibwe Tribal Education Department
A partner for more than six years, we regularly work with White Earth's Head Start teachers and aides (about 50) to build their Ojibwe language and provide activities and resources they can learn and use with their little ones.
We are also working with White Earth to establish oral proficiency benchmarks. This collaborative effort will help the Ojibwe language classes across schools shift to a focus on spoken uses of the language, rather than teaching it as a school subject.
Independent School District 196
We are currently offering a family Ojibwe language class on weekends (hybrid f2f and asynchronous online) and working with the School of Environmental Studies to offer an intensive theme Ojibwe language class to high school students.
Archives and Books
We continue to produce story books from the archives of first speaker language. In production currently and coming soon: Fry Bread (the sequel) and Star Book (in Ojibwe and English).
Dr. Mary Hermes will be on sabbatical from the university during 2016 and hopes to pursue working with a few elders on documentation of "caregiver" language. With the success of immersion schools, we have a unique opportunity to witness and understand how first speakers and young second language learners communicate in Ojibwe. This work can aid in the efforts of preschools and daycares to use Ojibwe daily.
Anti-racism and the Ojibwe Language
With support from the Bush Foundation, we are engaged in a new and experimental initiative this year. We are reaching out to and creating discussion spaces to engage White and non-native people of color in Minnesota in considering their responsibilities to the indigenous languages of this land. We want to mobilize guilt or a sense of immobility many feel about the current situation of Native Americans into action for language revitalization and anti-racism.
The language revitalization movement is based partially on numbers. That is to say, if enough people start to use even a little bit of Ojibwe, it helps to shift the general awareness and status of the language. Think of how many Hawaiian words you know and use if you go to Hawaii. This shift in consciousness is a part of the movement.
GIM's session at the 2016 Bush Foundation's bushCONNECT Conference, "Speak Local: Anti-Racism through Ojibwe Language Learning". Participants had to learn enough Ojibwe to ask Elders and Indigenous participants if they could "come in" to Turtle Island.