“I thought Natives were all living an idyllic country life…”: Students Reconsider North American Indigenous Peoples’ Lives Through Speech, Gender, and Genocide
- 161 Downloads
Drawing on student work produced in a speech communications course, this chapter reveals how genocide education helped change students’ stereotypical imagery of North American Indigenous Peoples. Students synthesized a 2015 National Endowment for the Humanities/Kupferberg Holocaust Center (KHC) Colloquium and Andrea Smith’s lecture on American Indian genocide with academic research to write and perform an informative speech. One striking commonality across students’ work was the realization that North American Indigenous Peoples’ experiences can be viewed through a genocide framework. This new awareness helped students to better understand the history of the United States and the lethal implications of the philosophy of Manifest Destiny on Indigenous Peoples’ lives. The chapter shows how combining the development of public speaking skills with the learning of controversial subject matter encourages students’ participation in democratic processes.
KeywordsNorth American Indigenous Peoples American Indian Genocide Informal Speech Ethnic cleansingEthnic Cleansing Speaking Course
- Bergen, Doris, L. 2003. War and Genocide: A Concise History of the Holocaust. Lanham, MD: Rowman and Littlefield.Google Scholar
- Commission for Racial Justice. 1987. Toxic Wastes and Race in the United States. New York: United Church of Christ.Google Scholar
- Huey, Aaron. 2010. America’s Native Prisoners of War—Ted Talk. Filmed [September 2010]. YouTube video, 15:34. Posted [September 2010]. https://www.ted.com/talks/aaron_huey.
- von Joeden-Forgey, Elisa. 2015. Gender and the Future of Genocide Studies. Lecture, from Queensborough Community College, Bayside, NY, September 30, 2015.Google Scholar
- Kolb, David, A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
- Kolb, David A., Richard E. Boyatzis, and Charalampos Mainemelis. 2001. Experiential Learning Theory: Previous Research and New Directions. In Perspectives on Thinking, Learning, and Cognitive Styles, ed. Robert J. Sternberg and Li F. Zhang, 227–247. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
- Lee, Tanya, H. 2015. The Native American Genocide and the Teaching of US History. Truthout, April 1, 2015. https://www.truth-out.org/news/item/29954-the-native-american-genocide-and-the-teaching-of-us-history.
- Montana Office of Public Instruction. 2004. Indian Education for All. Helena, MT: Montana Office of Public Instruction. http://opi.mt.gov/programs/indianed/IEFA.html.
- Newmann, Fred M., and Gary G. Wehlage. 1993. Five Standards of Authentic Instruction. Educational Leadership 50 (7 (April)): 8–12.Google Scholar
- Ostler, Jeffrey. 2015. Oxford Research Encyclopedia of American History. “Genocide and American Indian History.” Oxford: Oxford University Press. http://americanhistory.oxfordre.com/view/10.1093/acrefore/9780199329175.001.0001/acrefore-9780199329175-e-3?rskey=Bk30Gg&result=1.
- Shear, Sarah B. 2015. Cultural Genocide Masked as Education. In Doing Race in Social Studies: Critical Perspectives, ed. Prentice T. Chadler, 13–40. Charlotte, NC: Information Age Publishing INC.Google Scholar
- Smith, Linda T. 1999. Decolonizing Methodologies: Research and Indigenous Peoples. New York, NY: Zed.Google Scholar
- Smith, Andrea. 2011. Conquest—Sexual Violence and American Indian Genocide. Lecture, CMC Media and Democracy Lectures Wealthy Theatre, Grand Rapids, Michigan. https://www.youtube.com/watch?v=Neg-Rlbi764.
- Soley, Mary. 1996. If It’s Controversial, Why Teach It? Social Education 60 (1): 9–14.Google Scholar
- Totten, Samuel. 1987. The Personal Face of Genocide: Words and Witnesses in the Classroom. Social Science Record 24 (2): 63–67.Google Scholar