Group 5 Questions

One AITTP student in the article states, “We have to make sure that our people know how to read and write, and that they have someone in front of them who understands what it means to be Indian.” (Brayboy, 426) The article also talks about self-identification, and how important it is for groups to “define themselves, their place in the world, and their traditions.” (Brayboy, 435) To what extent is it possible to understand a culture other than your own without having grown up immersed in it? Is it possible for a teacher to have a sufficient understanding of a culture without having the outward appearance and history that reflects that culture or does a teacher need to be similar to students in order to help them in the process of defining themselves?

 Brayboy discusses the notion that the goal of U.S. society is to “civilize” American Indians by replacing their heritage with English culture. However, in order for individuals to thrive they need knowledge of their past, present and future as the article describes culture, knowledge, and power as all being intertwined. Looking specifically in an educational setting and the problematic idea of assimilation, what knowledge do American Indians need to gain in education? In other words, what is an “appropriate” education that will teach American Indians both the necessary academic knowledge as well as allow them to maintain their cultural identity?

 Think of an image people may have of your culture. Does it reflect the reality of who you are? Think again about what we discussed last week in our group and what it may be like to check the “other” box on an application. TribalCrit values the importance of stories as a legitimate form of data to make up theory and remind us of our origins. Looking back at the stories you told in your autoenthnography, what does this tell you about where you come from and what would you want younger members of your community to take away from your stories?