Friday, July 8, 2011

United Indians of All Tribes-SeaFair PowWow needs volunteers Fri. July 15th-Mon. July 18th

http://www.unitedindians.org/powwow/

Volunteers

The 26th Annual Seafair Indian Days Pow Wow is coming up quickly
(July 16-17)!
We are in need of volunteers more than ever to help us make this years Pow Wow a success. YOU can help! If you are interested please contact our Volunteer Coordinator at (206) 285-4425. All volunteers receive FREE admission, refreshments, loads of fun & other goodies!!
Thank You!
Pow Wow Volunteer Coordinator
& the rest of the Pow Wow Committee
United Indians of All Tribes Foundation
Sign up form: 2011 PW Volunteer Signup
To volunteer please e-mail pwvolunteers (at) unitedindians.org

Tuesday, June 14, 2011

Draft of Spaghetti Feed/Potluck/Open-mic/Unveiling Mural/Somatic Workshop invitation

1st Annual Spaghetti Feed/Potluck/Open Mic/Somatic Workshop and Unveiling Tulalip Reads for Unity Mural

Who: NWIC-Tulalip and Cascadia Community College students, staff, faculty and Tulalip community members

When: June 15th and June 16th

Wednesday: 2:00pm-3:30pm, room CC1-351-Potluck/Open mic
Thursday:    8:45am-11am room CC2-360 Potluck/Open Mic
                    10:30am-1:05pm, room UWB Drama classroom
1:15- 3:20 CC3 room 201 Unveiling the Tulalip Reads for Unity Mural 3:30-4:45 CC1 room 210 


Where: Cascadia Community College
    18345 Campus Way NE, Bothell WA 98011

·       From I-405 south take exit 24 turn right/east off freeway
·       Take a left at first light onto UWB/CCC campus.
·       Take left at first light/by bus loop and turn left into parking garage.
·       North Garage Parking $4.00 a day, metered parking or free parking on Beardslee Blvd street parking.

Why: To Honor and celebrate student, staff, community members and faculty cross campus and community efforts, Tulalip Reads for Unity, Diversity brings Unity,  Cascadia Drama and Painting classes and Spring Unity Projects 2011.

What to bring: Yourself, your family and friends and perhaps a story, poem or your thoughts on what you learned, experienced and did this term! Also feel free to bring a dish to share, yet we will have plenty of food, we just need your presence and appetite!

Tuesday, May 24, 2011

Things to watch, think about, share/discuss and perhaps let us know what you think

Wellbriety: A Journey to Forgiveness on http://www.youtube.com/watch?v=vZwF9NnQbWM and www.whitebison.org


 Dr Karina Walters of the Indigenous Wellness Research Institute at UW-Seattle
Historical Trauma, Microaggressions, and Identity: A Framework for Culturally-Based Practice Dr. Karina Walters speaks at the University of Minnesota on Race, Culture and Children’s Mental Health.
Watch the video of the presentation.
 www.iwri.org go to "News and Events" and then scroll down to "Historical Trauma, Microagressions and Identity." 


Time Wise: White Anti-Racist Activist and Educator
www.timwise.org   
Tim Wise is among the most prominent anti-racist writers and educators in the United States, and has been called, “One of the most brilliant, articulate and courageous critics of white privilege in the nation,” by best-selling author and professor Michael Eric Dyson, of Georgetown University. Wise, who was recently named one of “25 Visionaries Who are Changing Your World,” by Utne Reader, has spoken in 49 states, on over 600 college campuses, and to community groups across the nation. He has also lectured internationally in Canada and Bermuda on issues of comparative racism, race and education, racism and religion, and racism in the labor market.


Seattle Civil Rights and Labor History Project websitehttp://depts.washington.edu/civilr/
Seattle has a unique civil rights history that challenges the way we think about race, civil rights, and the Pacific Northwest. Civil rights movements in Seattle started well before the celebrated struggles in the South in the 1950s and 1960s, and they relied not just on African American activists but also on Filipino Americans, Japanese Americans, Chinese Americans, Jews, Latinos, and Native Americans. They also depended upon the support of some elements of the region's labor movement. From the 1910s through the 1970s, labor and civil rights were linked in complicated ways, with some unions and radical organizations providing critical support to struggles for racial justice, while others stood in the way.
This multi-media web site brings the vital history of Seattle's civil rights movements to life with scores of video oral histories, hundreds of rare photographs, documents, movement histories, and personal biographies, more than 300 pages in all. Based at the University of Washington, the Seattle Civil Rights and Labor History Project is a collaboration between community groups and UW faculty and students. Here is more About the Project, about our contributors, and the project's impact.

Comedian Louis CK: "On Being White" on youtube: "From his latest stand-up "Chewed Up" - Louis CK tells people why it's great being a white male. It's advantages and it's futuristic disadvantages."
http://www.youtube.com/watch?v=TG4f9zR5yzY


Comedian Charlie Hill in 1983 on youtube. If you aren't engaged after his "One little, two little, three little white-ees...."  song, well then move on....or just keep watching and see what you think:
http://www.youtube.com/watch?v=wh6eCALFohY

You can also post other resources that you think would add to our discussion and/or that you would like us to see.

Sunday, May 22, 2011

It is Week 7 of the term, what assignments/projects/group presentations are coming up?

Hey All,

We are less than one month/four weeks away from the end of Spring term, are you ready?

Are you caught up or ahead on your homework? Is there anything you can get a jump start on
now?Have you posted any SDLA's( for COLL 101) or A La Carte's (for ENGL& 102) ahead of time?
Getting as many of these done early will make the last few weeks of the term easier on you and me- so please get cracking.

Is there anything I could add or do during class time that would help you get ahead or do your work better? Please let me know and I will do my best, my mind reading skills are not always as sharp as they could be, so help me out here with some clear feedback on what you need and maybe even what is working for you.

All the best,

Melissa




















Tuesday, May 10, 2011

What have you learned during this term so far?

Hey All,

For those of you wanting to continue blogging, how about a reflection on what you have learned this term so far, it can be from our class or any of the others?

How are you doing in your classes?

Did you register yet for Summer and Fall terms?

Are there any topics or subjects that you would like me to add or make sure I include in class time?

Just give us an idea of how things are going and what you still hope to accomplish this term and how you will do it.

Thursday, April 28, 2011

Feedback and questions for our guest speakers

Hey All,

Since Kohl, Paco, Jordan and Richard have visited two of my three classes in the last week, here is a space to give them some feedback and thanks for their time, knowledge and energy, as well as possibly ask follow up questions or new ones that have occurred to you since their talks.

Also, Kohl has shared his blog with us: http://www.kohllaff.blogspot.com/ So, now we have another blog to post to for our weekly online work. Once again, I am hoping we can have conversations/discussions online as well as in person, and Kohl is a great person to have discussions with and he is a beautiful writer.

Jordan also shared his email if you want to learn more about body cameras: jladucer@stu.nwic.edu

You may also share any comments about Debora Pontillo's visit if you were in my ENGL& 102 class last week. Besides being a Founding Faculty at Cascadia, she is also a multi media artist, if you would like to see some of her work: http://www.deborabarrerapontillo.com/

It is such an honor and a pleasure to be able to learn with and from so many individuals who bring their academic/intellectual learning, their heart and their humanity to this work.

Monday, April 25, 2011

Week 4- April 25th-May 1st

This week I would like you to research a topic from the following list and then tell us all something about what you found, what you thought about it and what other sources or points of view there are. So, you can start with the resources I've listed here and then branch out and report back to us- being sure to post a link or reference information so we could look at it as well.

The point of this week's discussion is to remember/learn about parts of history that are not always taught or talked about in contemporary media/political/personal conversations. Many of you may be familiar with the phrase "Those who cannot remember the past are condemned to repeat it."

The U.S. Eugenics Movement:
http://www.hsl.virginia.edu/historical/eugenics/2-origins.cfm
http://www.hsl.virginia.edu/historical/eugenics/
http://campus.udayton.edu/~hume/Eugenics/eugenics.htm

Forced Sterilization of women and men who were not white, or were considered unfit because of mental, emotional issues or criminal behavior:
http://faculty.utep.edu/LinkClick.aspx?link=lawrence.pdf&tabid=19869&mid=71730
http://www.umw.edu/hisa/resources/Student%20Projects/Cincinnati/students.umw.edu/_ncinc5ce/choiceandalternatives.html
http://faculty.washington.edu/dianm/Sterilization.pdf

The Seattle Civil Rights and Labor History Project website:
http://depts.washington.edu/civilr/

Racial Microaggressions in Everday Life:
http://www.olc.edu/~jolson/socialwork/OnlineLibrary/microaggression%20article.pdf
http://www.youtube.com/watch?v=FX7Xp_6vHMc

Historical Trauma, Microaggressions, and Identity: A Framework for Culturally-Based Practice

Dr. Karina Walters speaks at the University of Minnesota on Race, Culture and Children’s Mental Health.
Watch the video of the presentation.
http://www.iwri.org/news/


Once again, part of a college/university education and our societal acceptance of the ideas of honoring and accepting diversity and being multiculturally aware is being exposed to different points of view. These are just some things I would like you to think about and consider, we may have made a lot of progress on issues of racism, yet the work is not done. Even if you believe that you are not racist, I continue to ask you to consider the "legacies of racism" and how the issues/historical events listed above could still be challenges for individuals, insitutions and communities.

Monday, April 18, 2011

Why did I ask you to read Sherman Alexie's "Flight"?

Hey All,

You've been asked to read Sherman Alexie's Flight and I'm wondering what your initial impressions are?

What did you think of his word choices? His topics? His characters?

What if anything was is Sherman Alexie saying about identity, motivations, history, revenge, being a teenager, being abused, moving homes and schools a lot, making choices?

Any other ideas?

Friday, March 25, 2011

Tulalip Reads for Unity thank you

Hey All,

Words are not enough to express my gratitude for the opportunity to participate in the Tulalip Reads for Unity and all the beautiful work, engaged learning and inspiring moments that are coming from it. Thank you to the faculty, staff and students at NWIC-Tulalip and beyond, the Tulalip Tribes and Tulalip Tribes Charitable Fund, community members and the people in various parts of the US and other parts of the world who have looked in at some of the work that was done on the blogs. A special thanks has to go to Paco Cordova and Kohl Younger for taking the time to share their experience, energy, hope and intellectual/academic knowlege with us. Jordan also gets a shout out of appreciation.

The work of the students is wrapping or wrapped up, now the grading begins. I'm actually pretty excited to read what people did for their final research papers. Even our CCC/UWB librarian commented on how seriously so many students were taking their work and how far ahead they were a few weeks back than you usually see at that time for many students. They also seemed to take things like the peer review more seriously and gave each other some good insights and reflected back to their own work in ways that I can't give enough points to motivate them to do.

Of course when you try something new you are learning as you go, so I see ways to do things differently and hopefully better, yet so many Cascadia students were deeply touched, angered and inspired to have a chance to learn more of a non-white washed version of history- that came from being able to start to buld relations. So my deepest appreciation for allowing us to at least make a start at rejecting the Myth of the Vanishing Race and knowing more than just Native American History, yet knowing what can also be considered on some levels our shared histories.

Thursday, March 17, 2011

Go raibh maith agaibh(guh rev mah ah-gwiv) Paco, Kohl and Jordan!!!

Since it is St Patrick's Day I thought the thank you in Irish was appropriate. I'm behind on my blogging, slacking on my own assignment..DOH!

Anyways, while I should be out the door right now, I wanted to give a huge thank you to Kohl, Paco and Jordan, who came to my two English 102 classes and helped us connect how the information were are studying works for them and gave us names of books and authors to look for, which was great for for helping my students finish their research papers. We really appreciate them sharing their stories and knowledge with us and hope they enjoyed spending time with us as well.

I'd better get going, yet will blog more later.

Happy St Patrick's Day and remember DON"T DRINK the GREEN BEER. It is considered "Plastic Paddy"-ish and not someplace you really need to go. Have a safe and sane time and I look forward to seeing people at the open-mic.

Wednesday, March 2, 2011

What about human responsibilities? A universal declaration of.......

Kohl recently posted beautifully about Rigoberta Menchu, human rights and the United Nations amongst other things. It reminded me of a talk I went to by Dr Hans Keung back in 1999 about the Universal Declaration of Human Responsibilities, a companion or mirroring idea to the 1948 Universal Declaration of Human Rights. In its most basic form the idea is you have the right not to be tortured AND you have the responsibility not to torture, which is coming full circle.

There are many versions, yet I like the one by the Inter-Action Council called "UDHR-English" on search engines http://www.interactioncouncil.org/udhr/declaration/udhr.pdf and more about the world's religious and political leaders involved in this group is at: http://www.interactioncouncil.org/

Here are some excerpts:

The following draft of human responsibilities seeks to bring freedom and responsibility into balance and to promote a move from the freedom of indifference to the freedom of involvement. If one person or government seeks to maximise freedom but does it at the expense of others, a larger number of people will suffer. If human beings maximise their freedom by plundering the natural resources of the earth, then future generations will suffer.

                                                                       
There is no need for a complex system of ethics to guide human action. There is one ancient rule that, if truly followed, would ensure just human relations: the Golden Rule. In its negative form, the Golden Rule mandates that we not do to others what we do not wish be done to us. The positive form implies a more active and solidary role: Do unto others as you would have them do unto you.

Bearing in mind the Golden Rule, the Universal Declaration of Human Rights provides an ideal starting point from which to consider some of the main obligations which are a necessary complement to those rights.
·
If we have a right to life, then we have the obligation to respect life.
·
If we have a right to liberty, then we have the obligation to respect other people’s liberty.
·
If we have a right to security, then we have the obligation to create the conditions for every human being to enjoy human security.
·
If we have a right to partake in our country’s political process and elect our leaders, then we have the obligation to participate and ensure that the best leaders are chosen.
·
If we have a right to work under just and favorable conditions to provide a decent standard of living for ourselves and our families, we also have the obligation to perform to the best of our capacities.
·
If we have a right to freedom of thought, conscience and religion, we also have the obligation to respect other’s thoughts or religious principles.
·
If we have a right to be educated, then we have the obligation to learn as much as our capabilities allow us and, where possible, share our knowledge and experience with others.
·

If we have a right to benefit from the earth’s bounty, then we have the obligation to respect, care for and restore the earth and its natural resources.

Thursday, February 24, 2011

Undoing 'Assimilate or face the consequences' training

As a white woman living in dominant US culture, at some point in the past my ancestors were willing/able to buy into the old melting pot assimilation model. I remember in elementary school being taught how our ancestors did this because in exchange for giving up their language, heritage, old fights, ties, etc, they would get all kinds of economic benefits and privileges.

What they left out was that people who resisted assimilation, including Native communities across the continent, lose or have repeatedly been denied access to the same benefits and privileges.

What they also left out was that connections to our ancestors and the land also has costs as well as benefits.

A few weeks ago Paco mentioned that tribal governments should be studied alongside of the legislative, executive and judicial aspects of US government, so we can understand how the nation to nation status works. I agree, we have to be educated in order to stop, reverse or at least mitigate the ongoing legacies of racism.

Some dominant culture/white people tell me that while they agree that racism is bad and so forth, they really think we should focus on the future and build for a better tomorrow. It sounds so simple when they say it, yet how do you do that when history and the present time continue to batter you, economically, physically, emotionally, spiritually, etc?  Also, when there is talk of building a better future, can we truly do that if many of us really don't know what really happened in the past or what is happening today on the ground that we live on?

Can we move forward while also learning about the past? Can we create a new model that doesn't punish those who refuse to assimilate? Can we create a society that encourages all of us to remember, see and continue to learn about each other?

Washington State Representative John McCoy, helped pass HB 1495 in 2005 "Encouraging tribal history to be included in the common school curriculum."
http://apps.leg.wa.gov/billinfo/summary.aspx?year=2005&bill=1495 

In September 2010 an extensive and well thought out website was rolled out to help people implement the 2005 HB 1495 with lesson plans, resource lists and links, for all levels in k-12 called "Since Time Immemorial" http://tribalsov.ospi.k12.wa.us/  While many people were involved, Shana Brown and Denny Hurtado led the effort I heard. Anyone can access the site and it is less than a year old, so please tell teachers and anyone else you can think of about it. HB 1495 and the Since Time Immemorial website show us a way of resisting the assilimate or face the consequences training. It would cool to hear what other efforts are going on in various places.

Tuesday, February 15, 2011

The Matrix- an analogy of race relations?

Alright, so the movie The Matrix and the two following parts of the trilogy have been viewed from many perspectives, including many religious and philosophical traditions, yet they are also interesting to think about as analogy of race relations in the US.

Since I'm not sure how many people have seen this 1999 flick, here is the basic outline:

Storyline http://www.imdb.com/title/tt0133093/ 

Thomas A. Anderson is a man living two lives. By day he is an average computer programmer and by night a malevolent hacker known as Neo. Neo has always questioned his reality but the truth is far beyond his imagination. Neo finds himself targeted by the police when he is contacted by Morpheus, a legendary computer hacker branded a terrorist by the government. Morpheus awakens Neo to the real world, a ravaged wasteland where most of humanity have been captured by a race of machines which live off of their body heat and imprison their minds within an artificial reality known as the Matrix. As a rebel against the machines, Neo must return to the Matrix and confront the agents, super powerful computer programs devoted to snuffing out Neo and the entire human rebellion. Written by redcommander27  
Plot Summary | Plot Synopsis

So, Thomas/Neo gets a choice between taking a blue pill and reality will keep looking like the computer generated one or he can take the red pill and see actual reality- which is not at all pretty. He takes the red pill. To get to the point about race though you need to skip ahead to when they visit Zion, especially in the second and third installments, where those not in the Matrix live. There are some great scenes in Zion, and if you look around the majority of people there are not white. I mean a visually overwhelming majority are every shade of black and brown. This is not a mistake and it makes sense, who would be most likely not to get to believe in the shiny fake-pretty pre-packaged reality? Does anyone else remember this or being struck by it?

Sometimes I think taking the red or blue pill is a choice some of us have the privilege of making on an almost daily basis, while for most others it is not.

For anyone who is thinking about taking the red option (or always have) and then trying to do something about it, I wanted to point out Tim Wise. He is a white anti-racist activist, which even he admits is because of privilege, yet he is a anti-racist role model and can be humorous too: http://www.timwise.org/appreciation-and-accountability/

 http://www.timwise.org/f-a-q-s/
3. Do you think all whites are racist?
I believe that all people (white or of color) raised in a society where racism has been (and still is) so prevalent, will have internalized various elements of racist thinking: certain beliefs, stereotypes, assumptions, and judgments about others and themselves. So in countries where beliefs in European/white superiority and domination have been historically embedded, it is likely that everyone in such places will have ingested some of that conditioning. I think all whites — as the dominant group in the U.S. — have been conditioned to accept white predominance in the social, political and economic system, and to believe that white predominance is a preferable arrangement for the society in which they live, the neighborhoods in which they live, the places where they work, etc.

However, this doesn’t mean that all whites, having been conditioned in that way, are committed to the maintenance of white supremacy. One can challenge one’s conditioning. One can be counter-conditioned and taught to believe in equality, and to commit oneself to its achievement. These things take work — and they can never completely eradicate all of the conditioning to which one has been subjected — but they are possible.

In other words, we can be racist by conditioning, antiracist by choice. That racism is part of who we are does not mean that it’s all of who we are, or that it must be the controlling or dominant part of who we are. By the same token, just because we choose to be antiracist, does not mean that we no longer carry around some of the racism with which we were raised, or to which we were and are exposed.


Alright, so there are loads of others doing social justice work, carrying on the legacy of the civil rights struggles. Anyone want to share other favorites?

Wednesday, February 9, 2011

Kohl and Paco ROCK THE HOUSE!!!

So today both of my English 102 classes got a chance to meet and hear from two students from NWIC-Tulalip. Paco and Kohl graciously agreed to come and share some of their stories and experiences with us, which I deeply appreciate.

It was great to get to hear and watch them in both classes, because while they hit some of the same themes, they were two totally different presentations. I think we laughed more in the first one and were a bit more serious in the second, although Kohl and Paco might have a different perspective on that.

It was fantastic was that they were able to hold people's attention for nearly two hours in each class. This was impressive for a number of reasons, including that both classes are held in computer labs, so somehow they managed to compete and win students attention over Facebook and whatever else is online! I'd like to also thank all of the students who did listen so respectfully, asked and answered questions and who came up and talked to them after class!

Another thing that really struck me was how much information, ideas and stories Paco and Kohl were able to share in each class, and it didn't feel rushed or overwhelming. Standing up in front of a group of strangers and sharing so much of yourself, your history and your cultures is not an easy thing to do, yet they made it look effortless.

Since it would take too long to write down all that I remember them saying, I will just give some highlights:

Kohl reminding us about the Gulf Oil Spill last year, and sharing with us his perspective on it.
Paco talking about identity and finding balance within yourself.
Kohl sharing some family stories and some of the historical events that have shaped them.
Paco just getting into various things he was saying, and hearing him talk with the passion and inflection
of a Baptist preacher.
Kohl explaining how generosity works amongst the Lakota people. The idea that sharing increases your status is an important one for many of us to try and understand.
Paco giving us insights into why Native people are still struggling with historical trauma, and the need for us to keep (get?) an open mind about this and other things.

Alright, so I could go on and on, yet those are some highlights. I am also enjoying hearing and reading what my students learned from Kohl and Paco today.

I want to thank Paco and Kohl for being such amazing speakers, student scholars and gentlemen.

Sunday, February 6, 2011

Doing our heads in.....with privilege.

"Melissa, no matter how cool a white person is, no matter how much work they've done on themselves around issues of race, class and creed, I always hit the limit of their ability to understand my experience, I find I hit the limit of their privilege- and it always hurts."  B. May 2003

When B. told me that I was at first selfishly heartbroken. I had thought if I worked hard enough I could totally get over having white privilege, that I could somehow examine my conscience, behaviors, actions, thoughts, etc until I was completely free of it and the pain I caused others with it. Knowing it wasn't possible hurt, although not nearly as much dealing with it from the other side. Realizing B. was willing to be my friend, even though he knew I would eventually hurt him with the limits of my privilege, hit me even harder. How could he ever let me or any white person be his friend knowing that?! I'm not sure I could be as open with people I knew would hurt me, even if we are all individuals and hope does spring eternal.

This is one story and many people have stories, opinions and perspectives, yet I've found from other friends that his story is not unique. Some may shrug this off as simply part of being human, making mistakes and forgiving each other, yet it is deeper than that in my opinion. Why and how much deeper? Perhaps others could jump in and share how it works for them?








Monday, January 31, 2011

An interview with Sherman Alexie and a 1983 clip from comedian Charlie Hill

In class we talked about how many interviews there are with Sherman Alexie, yet since this one was on The Absolutely True Diary of the Part-time Indian and is from our local KTCS Channel 9, I thought you might want to check it out: http://www.youtube.com/watch?v=Io9vRHYMiFM

While I was poking around youtube I found this piece from comedian Charlie Hill back in 1983. I wasn't sure about him when it first started, yet as he went on I was riveted and cracking up. Even though it is twenty eight years old, much of it is still funny and often powerful: http://www.youtube.com/watch?v=wh6eCALFohY&feature=related







Sunday, January 30, 2011

What is Sherman Alexie trying to say about_________?

This week my Cascadia ENGL& 102 students are writing an Analysis paper on The Absolutely True Diary of a Part-time Indian. We are starting with the question what is Sherman Alexie trying to say about any number of issues he brings up in this book, and then analysing it through what has also been said in the academic research body on these topics. We know academic research is not the be all and end all of knowledge, it is just what we have access to and part of the skill set students are meant to learn in this class.

While Mr Alexie is great at connecting his stories to the universal as well as personal and local, I've asked my students to try and focus on how these universals are affecting people in Native communities. Cascadia students are processing lots of information on all kinds of stuff, like the academic articles on multicultural/anti-racist issues, their position in US society, and now diving into to a whole new area of awareness, all while also trying to blog about it. This Analysis paper will be most people's first time having to do college level research in an area of Native American Studies, so we are mainly learning together. Everyone I've spoken with is looking forward to learning more and getting to hear/read from students at NWIC-Tulalip and other community members. We are working on educating ourselves, yet appreciate the chance to possibly hear/read other people's voices as well.

We spent a few hours in the CCC/UWB Library last week and looked at various sources in Native American Studies and Indian Country sources online in the UW library system. Students also worked in groups to create presentations on local communities using official tribal websites, with the caveat that these are just one public version of Northern Coastal Salish people and their communities, yet we need to start somewhere. They will give their presentations tomorrow in class.

I was at NWIC-Tulalip last Thursday and got to see people come in to pick up books and share the excitement about the read, it was so cool! The plans for the gatherings are also exciting, and it is great to see this read building momentum! Thanks for letting us participate!!!




Building and unbuilding a House of Racism

Many US suburban people of my age, heck even kids from the burbs today, are often taught a very white-washed version of history. When we do finally get access or have alternative versions brought to our attention, once we get past the shock and sense of guilt for our ignorance, some of us become hungry for the other sides of these stories.

I teach a class called US Multicultural History, as well as English and other classes, and I am fascinated by finding versions of history that challenge the official versions, as are many of my students. I am still privileged to be an American and appreciate that as a middle class white American I have access to clean water, food, education and other basics that 80% of the world's population do not. I would just like to see a more honest version or versions of our histories taught, because the struggles continue and we all need to heal- oppressed and oppressors- if we are ever to get past our very racist and violent history. Sure we have a lot to celebrate, yet when we congratulate ourselves too much we continue to practice what the ancient Greeks called "hubris" -overbearing pride.

Most countries, governments, people, groups want to show their best side when writing or recounting their histories, yet I believe we owe it to ourselves and our descendants to be honest about how this country was created, what we've done since and how we need to continue to work to make this place the one our long standing ideals point to, as seen in the Great Law of Peace of the Iroquois Nations and as listed in the Bill of Rights and other key documents. In joining the on-going work towards these ideals, I offer a stripped down version of US history, as an exercise of what was not meaningfully taught in any history class I attended until I got to college.

If the USA was a house, here is my version of what it would be, although it seems so simple I am sure others have said/thought it before me:

The first steps in our House of Racism are the land and the foundations: how many ways can you describe murdering people, stealing their lands, lying to them, repeatedly forcing them from their homes, more killing and on and on?

While trying to distract some people with your talk of liberty and equality for all, you legally codify racism throughout all areas of society. The people whose land you are taking getting treaty after broken treaty, while you continue a campaign that eventually kills 90% of their pre-European contact populations. Enslaved African-Americans are only 3/5's of a person, and that concession is only to give white slave owners more votes in government. Along with other privileges only "free white person's" are allowed to become citizens. These and the "psychological wages of racism", including the illusion of superiority, help the average white person ignore/deny/justify the cultural genocide and the buying and selling of human beings. These foundations built on land soaked in blood lead to the building of the structure of our House of Racism.

This analogy is getting complicated as it seems everything from the land through the foundations are also part of the framing. Well, let's say the framework for the walls are all proceeding laws, continuing oppression of Native Americans and African Americans, adding oppressing most anyone else who came here in large enough numbers to get attention (even people like the Irish, who would eventually be considered white), and using racism as a way to divide and conquer people (especially white people) from voting and working for their class interests.

Our House of Racism building project is repeatedly and nearly constantly being challenged by non-white people, which occassionally cause some changes to be made, yet these often changed one bad set of laws and traditions for another. The ending of slavery was one, African Americans were no longer being bought, sold and owned, yet this was replaced by Jim Crow laws, the rise of the first KKK clans and later to the Eugenics Movement. The Eugenics Movement used pseudo-science to try and prove white people were superior to everyone else. Eugenics was popular in all parts of the US, even taught in schools and universities, until Hitler used Eugenics as part of his argument for killing Jews, then suddenly Americans dropped it like a hot potato.

Meanwhile, back to the people of the First Nations, once the majority of indigenous groups were bound by treaties and left with small percentages of their orginal lands on reservations, whites were taught they no longer existed and/or were not out problem. Scholars call this "The Myth of the Vanishing Race" or the "Vanishing Race Myth", and it can be seen in imagery we use, as well as implied in our history books, movies and other media outlets. Seattle is considered to be one the major players in this, using not only the name of Chief Seattle (Anglicized though it may be), yet also Native art and imagery to sell itself, while at the same time one of their first laws when the city formed was to make it illegal for Natives to live in Seattle City limits. While many Americans continued to go on with their lives, forgetting or trying to forget whose land they were living on, government officials, doctors, educators and religious folk continued interacting with Natives in ways that most often point to a continuing policy of cultural genocide, and these were people supposedly put there "to help." Alright, this post it getting too long, so I apologize for moving on when there is so much to say here, yet others have said it better, so I will let them do so.

The crowning achievement on our House of Racism is the roof, known as "The Civil Rights Movement" and "Civil Rights Laws". This roof provides great cover and comfort for some, definite gains for some, and has generated a whole lot of denial in many parts of our society. I am amused/frustrated by white people pointing to Civil Rights as proof that we are no longer racist. While I was born in 1966, so I do not personally remember that time, I've seen enough pictures, documentaries and history books to know that it was not white people doing that work.

White people did NOT stand up and say "Wow, we have been so racist, we are truly sorry, what can we do to make amends?" The way I have read/seen it most often is that African Americans in the South agitated for their civil rights, which the whites reacted to violently, and it shocked white people living elsewhere when it came on the news to see how African Americans/their fellow citizens were being treated. However it seems nothing was seriously done about it until it went on the international news, then many history books/documentaries say that white Americans were so embarassed that their stated liberty and freedom for all was such a lie, that then they insisted something done by the feds. The way it reads to me is that whites were forced/embarassed into the civil rights, and when you read primary sources from history, you can see it has usually been that way for most of the anti-racist gains made in this country.

A side note to this is that Seattle has an earlier and much more diverse civil rights story, check out this site created by a UW professor and his students: http://depts.washington.edu/civilr/
"Seattle has a unique civil rights history that challenges the way we think about race, civil rights, and the Pacific Northwest. Civil rights movements in Seattle started well before the celebrated struggles in the South in the 1950s and 1960s, and they relied not just on African American activists but also on Filipino Americans, Japanese Americans, Chinese Americans, Jews, Latinos, and Native Americans."


Alright, so that is my version of the House of Racism, not the only one, yet here it is. What trips me out is how do we make things right? How do you make a society built on so much pain and oppression into one that is free and fair for all? How do you get some of the people to see that the benefits and privileges they enjoy are not always enjoyed by their fellow citizens? How do you get some people to understand that after 500 years of oppression, you can't just pass a few laws and say now, can't we all get along? How do we all heal, if so many can't see they/we and our institutions are still sick?

Friday, January 28, 2011

Autochthonous= Greek for 'self from the soil', 'originating from this soil', aka native or indigenous

Years ago I learned a marvelous word: autochthonous ( a-ta-k-thon-nos). The way I first learned it was that the words in Greek meant "self from the soil" or "originating from this soil". In most of the online dictionaries I've found they just list the more Anglicized definitions of native or indigenous, yet I think the actual meaning of the Greek words have a special feeling to them.

autochthonous (not comparable)
http://en.wiktionary.org/wiki/autochthonous
  1. Native to the place where found; indigenous.  [quotations ▼]
  2. (biology, medicine) Originating where found.
  3. (geology) Buried in place, especially of a fossil preserved in its life position without disturbance or disarticulation.
What do you think? Once enough people could pronounce and remember the word, we could flip certain conversations with it and the underlying concepts.

Monday, January 24, 2011

Loving on Sherman

Sherman Alexie dropped out of the sky and bitch-slapped me out of the "Myth of the Vanishing Race" with The Lone Ranger and Tonto Fistfight in Heaven sometime in 1995 or '96 while I was a student at The Evergreen State College (TESC) in Olympia, WA. While the book was an assigned reading, it was more like an exploding dose of cognitive dissonance followed by a paradigm shift, leading to questions, leading to more cognitive dissonance and so forth.

Instead of hearing/seeing/reading about Native Americans, Mr Alexie was himself speaking on the page, through the book in my hands, his words and ideas invading my mind. I'm trying to express why and it is all mixed up with what happened later and is happening now. I think I will skip ahead and talk about Mr Alexie being the keynote speaker at my graduation from TESC in 1996, a speech I still think about from time to time. He spoke about the importance of knowing about your ancestors and knowing where they came from before you try to understand others, especially if you were white, which my friend and I had stenciled in Celtic knotwork on our graduation hats as an expression of our fascination with our Irish/Scottish/Welsh ancestors and so we were happy with that idea. He also spoke of being at the Vatican in Rome and being in lines with all these white people snapping photos and otherwise acting like the church was Disneyland. He said it was at this moment that he realized why white people couldn't respect Native-American sacred spaces, because they couldn't even respect their own. It struck me as true at the time and something I still think about when I am in various spaces.

In the following years I was lucky enough to see him speak at a couple of other venues. Now I am thinking of the scenes from the movie The Business of Fancydancing where Seymour the author is dealing with white people at bookstores and laughing at myself. Alright, well it was probably much better for me than it was for him, yet I did appreciate his willingness to be frank and not let us off the hook as an audience or a nation.

Friends that have seen him speak in recent years have said he has gotten more intense and opinionated, yet perhaps he is just in a place where he can express these ideas more like he wants to- he doesn't need to be Seymour for us anymore.

Saturday, January 22, 2011

Questions we are afraid to ask and other random thoughts

If we are going to participate in a community read that has the possibility of creating healing in our communities, then we will eventually have to get past any enforced or artificial politeness and find ways to be respectfully honest with each other and ourselves.

While I do not speak for the students at Cascadia or anyone except myself, I can say I know white people who get uncomfortable around non-white people, and part of it is being worried about saying the wrong thing. I've come to see it isn't a simple matter of saying something insensitive/ignorant/racist, yet going deeper and seeing that those words are connected to thoughts inside your head, which are connected to other actions and behaviors in your life-whether you are conscious of it or not. These actions/behaviors do affect others, whether we intend them to or not.

I have also heard from a few non-white people that it takes a fair amount of energy to deal with white people who are uncomfortable around them (and again no one elected me to speak for them, just telling you what I've heard). First of all you want to decode whether they are uncomfortable because they are unfamiliar with someone who looks like you, because they are worried about saying the wrong thing, because they are indeed racist or some other reason? Then you may have to decide on how to act in terms of trying to help them feel comfortable around you. I cannot imagine how frustrating this is, as even if you decide you don't want to worry about anyone else feeling comfortable around you- you still have to expend energy to hold onto that as you walk through this world.

Alright, so now I am not exactly sure where I was going with this post. It was mainly thinking about how do you get past what can initially be awkward and really get the conversations starting.

We talked in class at Cascadia about how local tribes did NOT live in tipis, they used cedar planked longhouses. It is a painfully small step, yet hopefully one in the right direction. Where shall we go next?

Sunday, January 16, 2011

Inclusion does not mean belonging

When Zacchoreli told me that "Inclusion does not mean belonging" would be the first prompt for our blogging, I immediately thought of the inclusion model practiced in the US schools, businesses and governments since the 1960's. The idea is where once non-white people were excluded from these places, we now open the door and include them.

It might sound like a good idea, until you consider that schools, businesses and governments in the US were formed in thoroughly racist times and were part of ensuring white privilege passed from one generation to the next. Take schools for example, publicly supported education came about as a way to assimilate people into the dominant culture. So, testing, classroom practices, schedules, etc were all set up to make children learn to be good workers and good Americans-which meant acting like the white-dominant culture, forgetting your ancestors roots and so on. The Boarding School experiences of Native Americans were even more harsh, they took children out of their homes and communities, forced them to speak, learn and act in dominant culture ways, and the discpline and routines were unforgiving. Since we did not fundamentally change the institutions of learning we just invited non-whites in, we ask them to join a system that is still promoting white cultural ideals of language, clothing, time management, etc.

What can happen with the inclusion model is that the message given to non-dominant culture people is they must change who they are to fit into white institutions in order to be accepted. Furthermore this acceptance is conditional on the person making white people "feel comfortable" around them. All this adds to the message of you are included, yet do not truly belong and don't you forget it.

How do we change our institutions to make honoring diversity more than just an empty phrase? How far are we willing to change our institutions from the ground up? How about at least examining them to ensure that we do more than just include people who are willing/able to follow the dominant cultural models? Can we institutionalize respect in institutions built on disrespect?

INTENT versus IMPACT

As we begin our work this term I want you to think about how our interactions can be looked at from a lens of "Intent versus Impact". You may say something that you intended to mean one thing, yet to the person who heard it there was a very different impact.

Many interactions can get stuck with the first person insisting their intent is more important than how it impacted the other, yet I want us to do it differently. If you read the article on Racial Microagressions or look on youtube or a search engine for that term and/or for "Dr Derald Wing Sue" you will see one perspective on how intent versus impact plays out in dominant culture and dominant-target interactions.

Communication skills are something that can always be improved or expanded, especially in a setting like this where we are coming from a number of different places and backgrounds. So, I hope you can do the readings, the work, the interacting and the learning in that spirit. We have an amazing opportunity to really hear each other if we choose to, so please take your part in this endeavor seriously.

Monday, January 10, 2011

ENGL& 102 and Community Read introduction

"Life is a constant struggle between being an individual and being a member of the community." Sherman Alexie The Absolutely True Diary of a Part-Time Indian

ENGL&102 is designed to increase your confidence with a research-based writing process. It provides practice with: generating ideas; forming hypotheses and arguments; locating materials from libraries, internet, experts and other sources; organizing notes; using evidence; incorporating sources; and avoiding plagiarism. You will strengthen your understanding of rhetorical strategies, group process, close reading and critical thinking. You will further develop a composition process of brainstorming, discussing, drafting, revising and editing, and you will continue to make stylistic decisions that develop and showcase your individual writing voice. 

In this course, we will focus our research and composition around Native American Studies in general and specific issues brought up in Sherman Alexie’s The Absolutely True Diary of a Part-time Indian.  We will be joining the community read between students, faculty and staff at the Northwest Indian College-Tulalip branch campus, community members of the Tulalip Tribes and other interested individuals.
These blogs will be where we do a lot of commenting on the Alexie book, as well as what we find in our research and personal experiences. As was mentioned in class and on the syllabus, the guidelines/rules of "netiquette" and multicultural communications apply(posted on Angel and you can also find some by using a search engine on those terms).  We hope to have meaningful and even challenging conversations, so having at least some recent exposure to these guidelines can help us through any rough spots. Please feel free to email me if you are having any concerns about yours or someone else's posts during this community read: mestelle@cascadia.edu