United States Inclusion Attempts

“Indian Kickingbird Addresses Forum” a Grizzly article written by Marc Hauser, details Kirk Kickingbird’s February 1971 lecture at the College Forum about Indian legal problems in the United States. In his lecture, Kickingbird-a congregational relationist of the BIA and legal consultant for tribes--focuses on the fact that American Indians face a separate jurisdiction than non-native American people. He specifies that Indian lands are not taxable since they are kept in trust by the federal government. He also states that Native Americans who live on protected lands do not have to pay tax on income that they earn through these protected lands. Nevertheless, Kickingbird asserts, Indians face problems living in the United States, including the ability to practice their ways freely. Kickingbird stresses that the American Indian "still knows his language and often learns more rapidly if taught in the Native tongue." "Tribal Colleges and Universities in an Era of Dynamic Development" exemplifies the concept that Native American Curriculum taught by Native Americans helps Native American students thrive and empowers the communities in which they live in. Michael Pavel, Ella Inglebret, and Susan Rae Banks elaborate how TCUs (Tribal Colleges and Universities) support the communities they're located in and the students that attend them when stating, "The community-based nature of TCUs makes them optimally suited to serve as resources for data collection and dissemination pertaining to areas such as economic growth, production, and trends" (60). Kickingbird also knows that if Native Americans are taught through their own ways and by their own people it would be lucrative to both the individual and the community.

Teaching Black History to White People

Katherine Mangan, begins her article, "Teaching Black History to White People" by discussing how Leonard N. Moore teaches a history class about the Black Power Movement, on a campus where only 5 percent of undergraduates are African American. Mangan, goes on to explain how Moore tries to implement the idea of race into all of his students, even if they claim that they “do not see race”. Connecting this back to one of the readings, Mills had said "Rather, it reflects the fact that standard textbooks and courses have for the most part been written and designed by whites, who take their racial privilege so much for granted that they do not even see it as political, as a form of domination." (Mills 1). For instance, in his new book, Teaching Black History to White People (University of Texas Press, 2021) he goes on to state how he teaches Jim Crow Laws, voter suppression, and personal problems he experienced as a professor (like being mistaken for a basketball coach) to his students to help them understand the impact of oppression on African American individuals. In doing this, he also tells the author about how some parents of the undergraduates were afraid that he would turn their children into “liberals” or make them question their racial identity. After talking about this, the author asks Moore a question about why he wrote his book after two decades of teaching. From this, he simply states how the deaths of George Floyd and Breonna Taylor, an “older white gentleman” questioning racism, and the need for undergraduates to see the “difference” in society was why he wrote the book. Then, Moore begins to elaborate on the importance of Critical Race Theory (or in his words, critical race facts) and to change the mindset of individuals to accept the race of others instead of being judgemental. Additionally, Moore also talks about how he wants his students to not be afraid to come to him with comments and concerns about his teachings. He understands that what says sometimes can be taken differently by specific people, so he wants these students to tell him personally instead of calling a hotline about it. While stating this, he also brings up how he does not want allyship from Caucasian individuals through assuming what African American individuals want, but asking them what they need help with instead. In other words, “what can I help you fight for?”.

https://www.chronicle.com/newsletter/race-on-campus/2021-10-19