“I Don’t See Colour In My Class"

Uh, WRONGO.

I don’t know who said this, but upon unpacking it’s meaning and understanding what it really mean, I can’t help but shake my head. When you google it, many interesting titles come up…

→ 'I Don't See Color': Why You Should Start 

→  Colour Blindness - a New Racism 

→  'I don't see color' is cringeworthy. 
→  The Problem With “I Don't See Colour”

When we don’t acknowledge and further celebrate the differences amongst our students, we are putting them largely at a disadvantage. We get no further in closing the gap that racism so rudely continues to push wider. I have grown up in a society and culture where it is not uncommon to hear a person make a racist joke in my friend group or family. I am not proud of this. It seems that people think because they are making a racial slur about a friend, because it is socially accepted, that it affects no one else. But this is wrong. We think “oh those awful acts of racism would never happen in my school”, however our society perpetuates racism through white capital everyday. I was taught to see racism as individuals being mean, not through these complex systems of power. Although we think we are “Post-Racial” because there is less socially unacceptable racism, there are things everyone, particularly white “majority” including myself do everyday that is racist, yet socially acceptable. I have once heard and not challenged a racist joke. I have not fully come to the realization that people are oppressed by racism every day without even knowing it. Even they start to believe that things are not racist because of this democratic racism! I have made assumptions about what I see, and I have thought that there should be equality in school… but as I am learning I know that this is not equitable. 

My backpack is quite full and heavy. Your backpack? You may ask. You cannot see it, just as you cannot see colour in your class, but it’s there, bringing me “up"… until now. Peggy MacIntosh (1989) refers to it as the invisible backpack, that hold daily effects of white privilege in her life. While reading through the 26 privileges, I was able to relate to all, if not most of them without having given it a second thought or felt so much appreciation about the notion before. So what do I do with this unearned privilege pushed upon me? I can acknowledge that it is there, for one, as well as probe those around me to think about their privilege. I can ask my students how to make curriculum meaningful to them so that they can move in any direction of their choice, not where society leads them to think they should be. I can leave assumptions and my perceptions of their own privileges at the door. I can advocate for my students of all races to succeed despite the systems of money and power that exist. I can show them that this is now how the world should work. 

It’s Not Indian

Today my mind was blown. It literally almost exploded. It was opened right up and filled with information that has barely crossed my mind in the last 12 years of my education. Although I have have skimmed the surface of education on First Nations and residential schools, have had a glimpse into some of the struggles and attempts to reconcile, and read ONE remarkable novel written by Richard Waganese, a Native author and Storyteller, I can only begin to understand the history and it's implications on today’s society and education. 

It’s First Nations, Métis and Inuit.

In the article "What’s In A Name? The Politics of Labelling and Native Identity Constructions”, Steffi Retzlaff (2005) explains how the word Indian has been historically constructed due to colonization to stereotype the image of Native peoples as “‘Savages' who are violent and barbaric, superstitious, illogical and in general inferior,” and more modernly, "as poor, assimilated, as substance abusers, gamblers or militant” (p. 611). Although he explains that First Nations is a preferred and an all inclusive high-frequency term, all three First Nations, Métis and Inuit are very different (YET ANOTHER FACT I DID NOT KNOW) and should be recognized that way.

HOWEVER.. it does not stop here. This terminology describes a group. This is not each individual or who they are… 

The speaker we were fortunate enough to have come to our classroom 

Rainbow Schools First Nation, Métis and Inuit Education Guide (2016)

Follow @KTPetrick did an awesome activity that drove this ridiculous notion of associating identities to labels, home. In the short time she shared her name, the names she is called, what she does, what she looks like, and asked “Who do you think I am?” Everyone was able to make assumptions about her without knowing who she was. These are the kinds of activities we need to be doing with our students. This is what will teach them the injustice of stereotypes.

I began to think to myself that I did not attend school with many, if any, Indigenous students. But did I? Probably. Here I go again falling into my own unearned privileges of societal position (i.e. white, middle class, educated female). Someone does not “look” Indigenous, and not all First Nations, Métis and Inuit peoples look the same. Just as non-canadian people should not assume “Canadian's live in igloos” (yes, have actually even asked this multiple times), non-indiginous people should not assume “Indians live in teepees and wear feathers”. Yes, this is part of their culture, but no, that is not right to refer to in such a demeaning manor. CULTURAL APPROPRIATION. If you don’t know what it is (like myself a few weeks ago) LOOK IT UP. This photo Krista posted cracked me up and enraged me all at once. 

Personal Communication, K., TuckerPetrick, September 21st, 2016

Rainbow Schools First Nation, Métis and Inuit Education Guide (2016)

But I did not notice as I watched the beloved game of hockey that the jersey’s of many teams were a disgrace and disrespectful of the absolute beautiful culture I have come to learn about. I came across this document created in the western provinces supporting success for First Nations, Métis and Inuit and found this prayer that directly speaks to inelasticity and the power education for ALL has on our world. In my physical education class we had a session focused on traditional First Nations, Métis and Inuit games and although it was quite different from the games that have become westernized, it was enjoyable and felt meaningful. I would use opportunities like this in my future classroom regardless of my population of students to CELEBRATE  the traditions embedded in the culture rather than ignoring it and expect students to leave their history at the door, just like they did only 30 years ago. I feel the slightest bit more confident in my ability to help First Nations, Métis and Inuit students find success from listening to one professional.

Without Krista having shown us multiple support resources, or telling us that there is in fact an Aboriginal Lead in every board, I would stand as ignorant as I was walking into the class. It’s not that I don’t care… it’s that I don’t know. I hope to further increase my knowledge each day I interact with human beings.