First of all, I apologize for not writing back with a report earlier! I
wanted so, first of all, be absolutely sure what was being taught to and
learned by the students regarding Native American history. Secondly, I
wanted to be able to budget enough time so that these comments will be
fairly complete.
To recap (for those of you who have forgotten or for those of you new to
the list): I am a European American father of a 7th grade girl who
attends a "middle school" program (junior high equivalent) in
Minneapolis, MN. This year their focus is on U.S. history and the first
segment of intensive study was on Native American history and culture
(although I have gotten commitments from the teachers that Native
American history and culture will not be "forgotten" for the rest of the
year by the usual practice of ignoring it once the main emphasis of study
becomes the post-invasion dominance by the European (and their
successors) invaders). Shortly after school began, my daughter came to
me because she thought that an assignment she was being asked to do was
at least "stereotypical" if not "racist". This was an assignment
regarding "Naming ceremonies" for a mythical "Indian" tribe living ina
mythical environment. Other assignments in this "simulation" including
going on a "stray" (a mythical vision quest), as well as other equally
reprehensible assignments. I immediately protested to the teachers and a
meeting with the teachers (and assistant principal) was held. The
assistant principal reported that she had contacted the owner of the
educational company which had developed this simulation and found out
that this guy's son ("a big lumberjack type who loves the outdoors and
Indian stuff" (a direct quote from the owner -- enough said)) wrote the
simulation. In the ensuing meeting with all the teachers, most of the
teachers admitted to having been uncomfortable about this project and had
already tried to remedy the situation by revising the simulation
(although others, including one in particular who I feel possibly holds a
grudge) defended the simulation. I demanded that they get Native
American input and presented the responses I received from the list --
including Jim Postema's (I think) post which opened up the possibility of
a public protest -- these comments served me very well! (again, many
thanks). I had also contacted the curriculum resource person at the Mpls
public school Native American magnet for help and she immediately
contacted a number of teachers at Windom. The upshot of this meeting was
that they would cease doing the simulation and send out copies to Native
American educators for comment -- when these comments were returned they
were even more blistering of the simulation than my comments had been and
the simulation was dropped completely.
The next week, I conducted a class for 75 6th, 7th, & 8th grades on
stereotypes -- It was encouraging to see that many if not most students
had already decided that the simulation was presenting a stereotypical
view of Native Americans and we talked about stereotypes including
"Noble/Ignoble Savagery" imagery and how stereotypes are connected with
power -- some of the teachers were pretty uncomfortable but the students
were pretty engaged and I got good feedback from most of the teachers and
the students. For the teachers, their biggest challenge was to replace
the remaining 7 week "hole" in the lesson plan. The teacher for my
daughter was extremely creative and resourceful -- She scheduled public
bus trips to the Minneapolis Native American Center and Bearhawk Jewelry
Store which also has a small but impressive collection of work done by
Native American artisans and artists. Drum groups were invited to play
some songs and discuss them with the students. Movies were also shown,
including the TBS "Native Americans" specials and PBS-type movies such as
Seasons of the Navajo as well as a movie I introduced her to "In the
Spirit of Crazy Horse" -- which I have had for over 2 years and which I
didn't think my daughter would be interested in but she thought was
terrific -- as soon as I get it back, we shall share it together.
The main project was to write a research paper on a specific tribe or
nation. After these were due, the parents were invited to an open-house
to admire artwork (particularly maps of culture areas), miniature houses
(including, of course, igloos and tipis, but also plankhouses, chickees,
wigwams, hogans, Longhouses, etc.), as well as items that the student
thought were important to the specific tribal Native American life at
moments in their history -- from miniature birchbark canoes, lacrosse
sticks and cradleboards to weapons (not just "bows & arrows"), farming
implements, dream catchers, and medals. The three most surprising items
were a walky-talky (to symbolize the Navajo code-talkers), a relief
picture of the trading post of Wounded Knee with a breastwork in front of
it, and a picture of a "Dakota" casino right next to a "Dakota" community
center. I looked over as many of the reports that I could see (all of
which were handsomely displayed) and while most of them ended pretty much
at the turn of the century a fairly large minority carried their reports
of Native American history to the present.
Again, I apologize for this rather lengthy post but too often we are too
quick perhaps to point out the "Stanford Review" types in the world but
do not point out enough that for most stereotypes are accepted
uncritically but when the dangers of stereotypes are presented, people
see the dangers and reject (as much as they are able to) the assumptions
upon which the negative imagery is based.
Final point, if my daughter had not brought the "naming ceremony"
assignment to my attention because she was troubled, I probably wouldn't
have known anything about it. So, we should not only listen to our
elders but also our children. Second final point, I raised my concerns
with other European American parents who did not respond as I had hoped
by accompanying me to these meetings or at the least raising their
concerns to the teachers and administration of the school. Stereotypes
affect all of us and it is up to all of us, but particularly European
Americans, to never allow a stereotype to pass unchallenged.
Thanks again for all of your support -- It was very, very, very helpful.
David Rayson
rays0001@gold.tc.umn.edu