Native American Heritage Month: Honoring Hintil Kuu Ca's 50-Year Legacy in Oakland

Throughout November, we join the nation in celebrating Native American Heritage Month, a time to honor the resilience, culture, and enduring stewardship of Indigenous peoples. In Oakland, this celebration is rooted in a history that begins not with the city's founding, but thousands of years earlier on the unceded territory of Huchiun, the ancestral homeland of the Lisjan Ohlone people. A unique 20th-century convergence also defines Oakland’s Indigenous history. While the Ohlone have always remained, the 1950s brought a new wave of Native families to the Bay Area through the federal Indian Relocation Act of 1956.

This policy, designed to dissolve tribal ties by moving Native people from reservations to urban centers, designated Oakland as a primary relocation site. Instead of erasure, however, it sparked a renaissance. Thousands of families from tribes across the nation—Lakota, Navajo, Pomo, and more—found one another here, forging a powerful, intertribal urban community. They gathered at the Intertribal Friendship House, founded in 1955 on East 14th Street, creating a "living room" for the community that remains the oldest urban Native center in California.

This convergence of cultures and spirits made Oakland the birthplace of the Red Power movement. It was here that the call for self-determination grew loudest, leading directly to the Occupation of Alcatraz in 1969. And it was from this same spirit of resistance and reclamation that our own District’s history was forever changed.

This year, we are proud to celebrate the heart of that legacy: Hintil Kuu Ca, Pomo for 'Indian Children's House.'

The Spirit of Alcatraz: Education as Reclamation

On November 20, 1969, Native activists occupied Alcatraz Island and demanded the right to educate their own children. Families established "The School." When the occupation ended, those families brought that vision back to the East Bay.

In 1971, the Concerned Parents of Oakland mobilized to address the high dropout rate for American Indian children in our schools. In partnership with the District, these parents established the American Indian Pre-School in 1973. It was based on a powerful parent-participation model where families were not just stakeholders, but the primary cultural resource. The curriculum was built on cultural transmission, with elders, "Aunties," and "Uncles" serving as the cultural consultants and lead teachers.

These community members taught foundational skills by centering Indigenous arts and knowledge, including passing on oral traditions (such as tribal histories, basic language, and traditional songs) and providing hands-on instruction in traditional arts (like beadwork, basket weaving, and regalia making). The goal was to reclaim cultural identity through practical application, ensuring that the wisdom of the intertribal community was the living textbook for the next generation. In 1979, the school was renamed Hintil Kuu Ca.

The enduring legacy of Hintil Kuu Ca was recently captured in the documentary, The School: The Legacy of Hintil Ku'u Ca. The film was created and directed by Mike Marin, an Oakland-born Native American filmmaker who is a proud Hintil alumnus and former OUSD educator.

Though the film is still in progress, several sections premiered at the Oakland Museum of California earlier this year to a crowd of more than 200 families, proof that the community is still here, still vibrant, still gathering. The screening served as both a historical record and a declaration that Hintil's community spirit endures.

Spotlight
Mike Marin OUSD Alumnus, Former Educator, & Filmmaker	Mike Marin's journey from student to teacher to filmmaker is a powerful testament to Hintil's mission and legacy. As an alumnus, former OUSD educator, and the director of The School, he was committed to capturing the positive truth of Native education for the next generation. Why was Hintil's story so important for you to document? "It’s an original story. If you look at a lot of Native American documentaries that are centered around education... it's all boarding school based. Which is an integral part of our story, because the pains of the past, historical traumas—but to have something educational that’s positive, that’s what attracted me to it." The Occupation of Alcatraz was about reclaiming a place. How does the unique physical location of Hintil on the Oakland hills contribute to the feeling of self-determination and sanctuary for Native students today? "The activists at Alcatraz were demanding a place to educate their own. When they brought that vision to Hintil, they literally built it on a place where we could connect to the land. You look out over the hills, and you feel that spirit of standing tall and being separate, being safe. This location isn't just a building; it's a sanctuary that allows the children to feel grounded in nature, which is the heart of our culture. That's a powerful way to continue that legacy of self-determination." What was the personal impact of Hintil on your identity? "It taught me—it didn't allow me to forget who I was and what I am, and where I belong. I went first as a student, and then returned as a teacher... Returning as a teacher, I loved that it was still there. It was coming home. I was coming home. And it was an honor to be able to be one of the stones in the foundation." How do you describe Hintil's role in the community? "Hintil is the launch pad. It's where you're planted. And then any way you grow, that's where you come back to. We would go on hikes into the canyon across from campus, telling them stories about the land, the plants, the constellations. We’d have camping trips and ghost stories around the fire... When I see them now with their kids, they're like, 'I told them that story.' They still remember the stories that I told them." What is the enduring spirit of Hintil? "It’s always gonna be there. It’s not just a building. It’s a community spirit. That's what built it. It can burn down, it can move, it can disappear into space—the spirit’s always gonna be there. It's always in me. It is. And I said, even after me, I want to make sure that there's somebody here that's going to take on the tradition and keep it going, keep it thriving."

Spotlight

Mike Marin

OUSD Alumnus, Former Educator, & Filmmaker

Mike Marin's journey from student to teacher to filmmaker is a powerful testament to Hintil's mission and legacy. As an alumnus, former OUSD educator, and the director of The School, he was committed to capturing the positive truth of Native education for the next generation.

Why was Hintil's story so important for you to document?

"It’s an original story. If you look at a lot of Native American documentaries that are centered around education... it's all boarding school based. Which is an integral part of our story, because the pains of the past, historical traumas—but to have something educational that’s positive, that’s what attracted me to it."

The Occupation of Alcatraz was about reclaiming a place. How does the unique physical location of Hintil on the Oakland hills contribute to the feeling of self-determination and sanctuary for Native students today?

"The activists at Alcatraz were demanding a place to educate their own. When they brought that vision to Hintil, they literally built it on a place where we could connect to the land. You look out over the hills, and you feel that spirit of standing tall and being separate, being safe. This location isn't just a building; it's a sanctuary that allows the children to feel grounded in nature, which is the heart of our culture. That's a powerful way to continue that legacy of self-determination."

What was the personal impact of Hintil on your identity?

"It taught me—it didn't allow me to forget who I was and what I am, and where I belong. I went first as a student, and then returned as a teacher... Returning as a teacher, I loved that it was still there. It was coming home. I was coming home. And it was an honor to be able to be one of the stones in the foundation."

How do you describe Hintil's role in the community?

"Hintil is the launch pad. It's where you're planted. And then any way you grow, that's where you come back to. We would go on hikes into the canyon across from campus, telling them stories about the land, the plants, the constellations. We’d have camping trips and ghost stories around the fire... When I see them now with their kids, they're like, 'I told them that story.' They still remember the stories that I told them."

What is the enduring spirit of Hintil?

"It’s always gonna be there. It’s not just a building. It’s a community spirit. That's what built it. It can burn down, it can move, it can disappear into space—the spirit’s always gonna be there. It's always in me. It is. And I said, even after me, I want to make sure that there's somebody here that's going to take on the tradition and keep it going, keep it thriving."

Spotlight
Leah Aguilera K-8 History/Ethnic Studies Specialist	Leah Aguilera is the Executive Producer of The School, ensuring its narrative holds cultural integrity. She connects Hintil's legacy of self-determination to the entire District while advocating for the visibility of every Native student. Why was it so vital for you, as an Indigenous educator and leader, to take on the role of Executive Producer and direct the making of The School: The Legacy of Hintil Ku'u Ca? As an Indigenous, Sierra Miwok educator, woman, and mother, I felt a deep responsibility to ensure that the story of Hintil Ku'u Ca was told accurately, with respect, and with cultural integrity. Too often, Native histories are narrated about us rather than with us or by us. Hintil’s story is grounded in Native resistance, reclaiming space, and the belief that our children deserve to learn in ways that honor who they are. Taking on the role of Executive Producer allowed me to ensure that the people who lived this history, including elders, alumni, teachers, and families, could tell their story in their own voices. I wanted the film to reflect the community’s truth, not an outside interpretation. Leading the project was both a responsibility and an act of love, a way to honor our ancestors and to create a record that future generations of Native students can see themselves in. How do you see the story of Hintil Kuu Ca (and the film) fitting into the broader OUSD curriculum for all students? Hintil’s story is Oakland history, California history, and Indigenous history. The film gives all students a local entry point into learning about sovereignty, identity, land, and community. It strengthens place-based education and shows that Native peoples are present and active in Oakland today. For Native students, it affirms identity. For all students, it expands their understanding of resistance, community power, and transformative education. As a long-time OUSD Indigenous educator. What does Hintil's fifty-year legacy mean for building a strong sense of lasting Indigenous identity and home for Native students within a large urban district? Hintil has been a homeplace for Indigenous children, a school where culture, language, and family are at the center. Its fifty-year legacy proves that Native students thrive when they are reflected in their learning environment. In an educational system that often overlooks Native students, Hintil shows that belonging is possible and powerful. This legacy guides how we continue supporting Indigenous identity and leadership for the next generation. You provided a crucial quote on this: can you elaborate on the "data challenge" and why it is so critical for the District to accurately count and recognize its Native/Indigenous student population? Accurate data is one of the most significant equity issues facing Native students in OUSD and across the country. When Native students are not accurately counted, they become invisible in decisions about funding, programming, staffing, and support services. Under-counting Native students leads directly to under-serving them. We know that the actual number of Native students in OUSD is higher than what is reflected in official enrollment data. Many families do not see themselves represented in enrollment forms, do not feel safe identifying, or do not realize that multiple affiliations can be reported. When Native students are accurately counted, the District can build strong, culturally responsive programs, advocate for relevant funding, strengthen partnerships with tribal nations, and ensure representation across curriculum and leadership. This work is not only about data systems. It is about visibility, dignity, and educational justice. Accurate recognition allows us to design supports that honor who Native students are and what they need to thrive.

Spotlight

Leah Aguilera

K-8 History/Ethnic Studies Specialist

Leah Aguilera is the Executive Producer of The School, ensuring its narrative holds cultural integrity. She connects Hintil's legacy of self-determination to the entire District while advocating for the visibility of every Native student.

Why was it so vital for you, as an Indigenous educator and leader, to take on the role of Executive Producer and direct the making of The School: The Legacy of Hintil Ku'u Ca?

As an Indigenous, Sierra Miwok educator, woman, and mother, I felt a deep responsibility to ensure that the story of Hintil Ku'u Ca was told accurately, with respect, and with cultural integrity. Too often, Native histories are narrated about us rather than with us or by us. Hintil’s story is grounded in Native resistance, reclaiming space, and the belief that our children deserve to learn in ways that honor who they are. Taking on the role of Executive Producer allowed me to ensure that the people who lived this history, including elders, alumni, teachers, and families, could tell their story in their own voices. I wanted the film to reflect the community’s truth, not an outside interpretation. Leading the project was both a responsibility and an act of love, a way to honor our ancestors and to create a record that future generations of Native students can see themselves in.

How do you see the story of Hintil Kuu Ca (and the film) fitting into the broader OUSD curriculum for all students?

Hintil’s story is Oakland history, California history, and Indigenous history. The film gives all students a local entry point into learning about sovereignty, identity, land, and community. It strengthens place-based education and shows that Native peoples are present and active in Oakland today. For Native students, it affirms identity. For all students, it expands their understanding of resistance, community power, and transformative education.

As a long-time OUSD Indigenous educator. What does Hintil's fifty-year legacy mean for building a strong sense of lasting Indigenous identity and home for Native students within a large urban district?

Hintil has been a homeplace for Indigenous children, a school where culture, language, and family are at the center. Its fifty-year legacy proves that Native students thrive when they are reflected in their learning environment. In an educational system that often overlooks Native students, Hintil shows that belonging is possible and powerful. This legacy guides how we continue supporting Indigenous identity and leadership for the next generation.

You provided a crucial quote on this: can you elaborate on the "data challenge" and why it is so critical for the District to accurately count and recognize its Native/Indigenous student population?

Accurate data is one of the most significant equity issues facing Native students in OUSD and across the country. When Native students are not accurately counted, they become invisible in decisions about funding, programming, staffing, and support services. Under-counting Native students leads directly to under-serving them. We know that the actual number of Native students in OUSD is higher than what is reflected in official enrollment data. Many families do not see themselves represented in enrollment forms, do not feel safe identifying, or do not realize that multiple affiliations can be reported.

When Native students are accurately counted, the District can build strong, culturally responsive programs, advocate for relevant funding, strengthen partnerships with tribal nations, and ensure representation across curriculum and leadership. This work is not only about data systems. It is about visibility, dignity, and educational justice. Accurate recognition allows us to design supports that honor who Native students are and what they need to thrive.

Spotlight
Teresa Hunt Littlebird Instructional Support Specialist, Sojourner Truth	Teresa Hunt Littlebird, Instructional Support Specialist, is a community member whose knowledge helped shape The School. Her personal journey of cultural discovery and her active role in the modern powwow scene make her a powerful voice for fostering belonging and cultural reclamation for Native students in OUSD. How did your personal journey influence your understanding of Native identity? "For a long time, I felt different, like there were parts of me that just didn't quite fit in. I was adopted, and it wasn’t until I connected with my heritage that I realized those things weren't flaws or differences. They were pieces of my culture that were inside me all along. Finding that sense of belonging showed me that it is never too late to begin the process of reclamation, no matter your age or life stage." How do you share that sense of identity and belonging with others? "I am part of the thriving modern powwow scene. Powwows are not historical reenactments. They are living celebrations of culture, family, and pride. I share my dance and my craft with others because I want them to find that same light. My goal is to foster philanthropy and community, helping others realize that their passion is a pathway to their cultural identity." What is the emotional outcome of finally connecting with your cultural community? "When I walk into a room with my community, I feel like I'm seen. I feel like I'm heard. I feel like I'm home. This kind of acceptance and belonging is what we must guarantee for every single student. That recognition is key to helping them feel whole." What defines the Native community in Oakland today? "Native American culture is not frozen in the past. It is modern. It is thriving. It is innovative... I describe it as a 'renaissance' of urban Native culture... The community is structured as a web of relationships with various spheres of activity... As one teacher described it years ago: 'For 50 years, that's what the pre-school has done,' cross-cutting those spheres and bringing the community together."

Spotlight

Teresa Hunt Littlebird

Instructional Support Specialist, Sojourner Truth

Teresa Hunt Littlebird, Instructional Support Specialist, is a community member whose knowledge helped shape The School. Her personal journey of cultural discovery and her active role in the modern powwow scene make her a powerful voice for fostering belonging and cultural reclamation for Native students in OUSD.

How did your personal journey influence your understanding of Native identity?

"For a long time, I felt different, like there were parts of me that just didn't quite fit in. I was adopted, and it wasn’t until I connected with my heritage that I realized those things weren't flaws or differences. They were pieces of my culture that were inside me all along. Finding that sense of belonging showed me that it is never too late to begin the process of reclamation, no matter your age or life stage."

How do you share that sense of identity and belonging with others?

"I am part of the thriving modern powwow scene. Powwows are not historical reenactments. They are living celebrations of culture, family, and pride. I share my dance and my craft with others because I want them to find that same light. My goal is to foster philanthropy and community, helping others realize that their passion is a pathway to their cultural identity."

What is the emotional outcome of finally connecting with your cultural community?

"When I walk into a room with my community, I feel like I'm seen. I feel like I'm heard. I feel like I'm home. This kind of acceptance and belonging is what we must guarantee for every single student. That recognition is key to helping them feel whole."

What defines the Native community in Oakland today?

"Native American culture is not frozen in the past. It is modern. It is thriving. It is innovative... I describe it as a 'renaissance' of urban Native culture... The community is structured as a web of relationships with various spheres of activity... As one teacher described it years ago: 'For 50 years, that's what the pre-school has done,' cross-cutting those spheres and bringing the community together."

Spotlight
Dolores Jeff Teacher of Hintil Kuu Ca	Principal Dolores Jeff's connection to Hintil is a profound multi-generational legacy that defines the school's mission. As an alumna who later brought her son and granddaughter, she now serves as the school's leader, ensuring the beautiful space and its focus on cultural transmission endure for future families. How does Hintil function as a family and generational foundation? "This is a space of love. It's a generation. The children here are related, they’re cousins, they’re brothers and sisters. When you hear a three-year-old say, 'I love you, Miss Dolores,' it just melts your heart. That’s what this is. This is a family. Being a leader here, as a mother ,grandmother, great grandmother means so much because I get to see the children of the children I used to teach. We are all connected." What is the emotional value of the school’s physical space? "You could work many different places, but if you come to Hintil, you got this big ol' mountainside. You got this hill that’s just beautiful. Breath of fresh air, peace and quiet. The other day, a hawk flew right up over on top of us. You could see every color underneath that hawk. This is my blessing, coming to Hintil and being here... the space alone is a blessing." How do you weave culture into the daily lessons? "I keep my culture alive in my lessons... One example would be a coyote... When we're sitting in circle time, I'm teaching the children how to listen with our coyote ears." We have storytimes that are related to the animals, animals are a very important part of our story telling. What do the school’s murals represent for the families? "We have our ancestors on the walls. The new mural is about the present and the future. They're connected. So it's like we're bringing our ancestors with us as we move forward."

Spotlight

Dolores Jeff

Teacher of Hintil Kuu Ca

Principal Dolores Jeff's connection to Hintil is a profound multi-generational legacy that defines the school's mission. As an alumna who later brought her son and granddaughter, she now serves as the school's leader, ensuring the beautiful space and its focus on cultural transmission endure for future families.

How does Hintil function as a family and generational foundation?

"This is a space of love. It's a generation. The children here are related, they’re cousins, they’re brothers and sisters. When you hear a three-year-old say, 'I love you, Miss Dolores,' it just melts your heart. That’s what this is. This is a family. Being a leader here, as a mother ,grandmother, great grandmother means so much because I get to see the children of the children I used to teach. We are all connected."

What is the emotional value of the school’s physical space?

"You could work many different places, but if you come to Hintil, you got this big ol' mountainside. You got this hill that’s just beautiful. Breath of fresh air, peace and quiet. The other day, a hawk flew right up over on top of us. You could see every color underneath that hawk. This is my blessing, coming to Hintil and being here... the space alone is a blessing."

How do you weave culture into the daily lessons?

"I keep my culture alive in my lessons... One example would be a coyote... When we're sitting in circle time, I'm teaching the children how to listen with our coyote ears." We have storytimes that are related to the animals, animals are a very important part of our story telling.

What do the school’s murals represent for the families?

"We have our ancestors on the walls. The new mural is about the present and the future. They're connected. So it's like we're bringing our ancestors with us as we move forward."

The Walls Speak: Hintil Kuu Ca's Living Campus

Today, Hintil Kuu Ca stands as a vibrant, living monument to that original spirit of reclamation. Walking the grounds is a lesson in Indigenous California history, as all classrooms are named after local tribes, including Ohlone, Miwok, and Mono and Maidu.

This commitment to place and identity is perhaps most powerful in the school's central courtyard, which is entirely surrounded by murals. The artwork depicts a spectrum of Native American history and culture, from California historical moments and the Occupation of Alcatraz to images of the land, like salmon runs "...like salmon runs and the Bear Ceremony—a traditional observance where the community gathers in the fall to pray the bear to sleep for winter and returns in spring to welcome the bear back.

The newest addition features a Pomo dancer, representing the tribe for whom the school is named, paired with a Shaw woman dancer. Together, they symbolize the balance and continuity of traditional culture and serve as the backdrop for graduation ceremonies where dancers and singers perform for the community.

The commitment extends beyond the walls into the landscape. Hintil maintains gardens that connect students to the local environment, and Hintil is planning to install a traditional teepee in the outdoor area to provide the children with a dedicated, quiet space for story time, reflection, and prayer.

Inside, the front room is being transformed into a traditional, relaxing space for visitors, designed to welcome the community. This room is a historical archive, housing cabinets filled with artifacts from Hintil's fifty-year history, including the original school sign, cultural dolls, baskets, and instruments, creating a physical link between the past and the vibrant community of the present.

Stewardship in Action

The impact of Indigenous Knowledge extends beyond a single school site. In 2024, Korematsu Discovery Academy partnered with Hintil, the Sogorea Te' Land Trust, and Planting Justice to deepen students' understanding of land stewardship. Read more about it here.

This partnership demonstrates the unique value an Indigenous school brings to our entire District: sharing knowledge, protocol, and stewardship principles with the broader OUSD community. As Corrina Gould, tribal spokesperson for the Confederated Villages of Lisjan, reminds us: "I think one of the biggest challenges for protection of Indigenous cultural heritages is our invisibility in our own homelands."

The Data Challenge

In OUSD’s enrollment system, the current settings often default multiracial students away from their Native identity, meaning the child is no longer counted as Native. As OUSD educator Leah Aguilera explains: "You can't serve a population you cannot count."

Moving Forward Together

This Native American Heritage Month, we honor the ancestors who built this legacy and the students who carry it forward. The story of Hintil Kuu Ca is a powerful reminder that education is about identity, family, and the fierce determination to create a place where every child belongs.

We invite all staff and families to learn more through our OUSD Indigenous People's Heritage Month Resource Guide, which includes lessons, activities, and classroom materials.

As Dolores Jeff reminds us: "We're bringing our ancestors with us as we move forward." Together, we celebrate. Together, we move forward.

In This Section

Native American Heritage Month: Honoring Hintil Kuu Ca's 50-Year Legacy in Oakland

The Spirit of Alcatraz: Education as Reclamation

Mike Marin

Why was Hintil's story so important for you to document?

The Occupation of Alcatraz was about reclaiming a place. How does the unique physical location of Hintil on the Oakland hills contribute to the feeling of self-determination and sanctuary for Native students today?

What was the personal impact of Hintil on your identity?

How do you describe Hintil's role in the community?

What is the enduring spirit of Hintil?

Leah Aguilera

Why was it so vital for you, as an Indigenous educator and leader, to take on the role of Executive Producer and direct the making of The School: The Legacy of Hintil Ku'u Ca?

How do you see the story of Hintil Kuu Ca (and the film) fitting into the broader OUSD curriculum for all students?

As a long-time OUSD Indigenous educator. What does Hintil's fifty-year legacy mean for building a strong sense of lasting Indigenous identity and home for Native students within a large urban district?

You provided a crucial quote on this: can you elaborate on the "data challenge" and why it is so critical for the District to accurately count and recognize its Native/Indigenous student population?

Teresa Hunt Littlebird

How did your personal journey influence your understanding of Native identity?

How do you share that sense of identity and belonging with others?

What is the emotional outcome of finally connecting with your cultural community?

What defines the Native community in Oakland today?

Dolores Jeff

How does Hintil function as a family and generational foundation?

What is the emotional value of the school’s physical space?

How do you weave culture into the daily lessons?

What do the school’s murals represent for the families?

The Walls Speak: Hintil Kuu Ca's Living Campus

Stewardship in Action

The Data Challenge

Moving Forward Together

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