Bias in the Curricula

Bias in Curricula

Native American Bias in K-12 Literature

There are many artifacts used in curricula that illustrate a racial bias towards marginalized groups. American Indians are one such group adversely affected by stereotypical and offensive portrayals in educational material and literature. Native Americans are typically not even mentioned in American history textbooks past 6th grade curriculum. When they are referenced, it is often in terms of Pilgrims and Thanksgiving. Other times they are depicted as adversaries to be defeated in the "settling" of the West. As far as most Americans have been taught in the educational system, Native Americans virtually ceased to exist after 1890. In addition, there exists a very pervasive and subtle dehumanizing Native American stereotype that has become ingrained in American popular culture (i.e., sports teams, Halloween costumes, etc.). These misrepresentations -- and the misperceptions that follow - are commonly held by all Americans, and have the power to impact Indian children themselves.

For example, The Indian in the Cupboard is a beloved children's book by British author Lynne Reid Banks. It was first published in 1980 and has received numerous awards, and was made into a film in 1995. However, for Native Americans, this is an incredibly biased work that perpetuates common myths and stereotypes. The miniature toy Indian that comes to life is the first example of bias in this abstract. Native Americans are objectified in this depiction. In addition, he is described as an Iroquois warrior, but is dressed as a movie western version of a generic plains Indian "chief," in full eagle feather headdress and other incorrect attire not typical of the Iroquois people.

The warrior speaks in grunts and partial sentences. There is an attempt to make him sound like Tonto -- a reference to the noble warrior tradition. He is manipulated by a more powerful white child, which reinforces the notion of a simple-minded, socially inferior Indian whose contact with the white man will save him and his people. This abstract can be found in many school libraries in both print and media formats. Despite the exciting plot, this book supports the continuation of certain classic misperceptions.

Another racially and ethnically biased abstract is the children's book Indian Campfire Tales: Legends About the Ways of Animals and Men by W.S. Phillips (1963). This work is one of a numerous collections] of generic Indian legends that exist. The author offers a compilation of stories described as a "history of the tribes," but makes no effort to identify the original sources of these tales or the original authors. The language used throughout the stories is also biased. Names such as "Big Feather Two Feet" are stereotypical. Further, descriptions of Native Americans as "roaming," "wandering," or "roving" across the land imply that they are where they do not belong. In a subtle way such language justifies the seizure of Native lands by clever and more mindful white Americans who "traveled" or "settled" their way westward.

One short story within the book features a stranded-in-the-wilderness tale about white teen and Indian teen. All of the Indian characters are grunting savages. The time period, place and tribes involved are unknown, and the storyline is rather dark. Other legends use terms such as "squaw," "papoose," "chief," and "redskin." Wardrobe descriptions are always of beads, feathers, and buckskin and there is often vanishing Indian concept at play -- Native Americans are portrayed as a soon-to-be-extinct species, with no place or existence as human beings in contemporary America. In one story, animals "become" Indians simply by carrying bows and arrows or dressing the part in Indian clothing. In another children "play Indian" as if "Indian" was a role that one could assume as one can dress up like doctors or cowboys or baseball players. By comparison, it would be very politically incorrect to imply animals and children can dress up as African- Americans or "play Italian."

Often characters are only successful if they abandon traditional ways in favor of those of white or mainstream society. White figures are depicted as a sort of social worker or teacher capable of presenting the remedies need to the dilemma encountered. Perhaps one of the worst things about this compilation of stories is that they have the power to make a Native American child feel embarrassed or ashamed of his or her heritage. Further, the reader is led to believe that all Indian legends are the same. The themes do not vary much at all. Illustrations consist of pictographs and cave paintings that seem to have no relation to the stories. The assertion that this represents an accurate tribal history fails to convince and ultimately is not related to the overall context of the book or adventures and situations the characters encounter.