Students in schools across the country this month will learn about the first Thanksgiving, perpetuating a fairy tale about struggling pilgrims and the friendly Indians who shared a harvest banquet. This usually follows Columbus Day instruction that is similarly celebratory. A staggering 87 percent of references to American Indians in all 50 states’ academic standards portray them in a pre-1900 context. Students are graduating from high school without even basic knowledge of contemporary Native challenges or culture.... There is a shameful lack of meaningful Native content.... Sarah Shear, associate professor of social studies education at Pennsylvania State University in Altoona. Shear, who this year earned a PhD in learning, teaching and curriculum from the University of Missouri, spent two years examining state-mandated U.S. history standards, coding each state six times in an effort to understand what students are learning about Natives. “All of the states are teaching that there were civil ways to end problems and that the Indian problem was dealt with nicely,” she said. “They’re teaching that this is what needed to happen in order for the United States to become the United States. The conflict had to be dealt with in order to manifest destiny. The relationship with Indians was a means to an end.” “Nothing about treaties, land rights, water rights,” Shear said. “Nothing about the fact that tribes are still fighting to be recognized and determine sovereignty.” In some states, politics plays a huge role in determining academic standards, Shear said. Politicians, not educators, decide the “grand story” that teachers will tell students. In other states, standards may be simply—and shockingly—out of date. Either way, Shear said, the effect is a white-washing of history, a focus on the Euro-American story that is so narrow there’s no room for an indigenous narrative.
Posted on: Wed, 19 Nov 2014 02:56:17 +0000
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