Day 16 Theme: Valuing different ways of knowing and learning

White supremacy is perpetuated through the definition of European-based knowledge systems and cultural markers as advanced, rational and objective. This allows White people to believe their perspectives are complete and accurate, and their decisions driven by logic and evidence. In contrast, the philosophies, cultures and science of people of color are portrayed as subjective, emotional and driven by mythology. Of course, this is merely a cover that Whites have used for centuries to justify the oppression of people of color in favor of their own self-interest. For a deeper look at how dominant groups exploit the concepts of knowledge and truth to maintain power, check out the work of sociologist and Black feminist thought leader Patricia Hill Collins.

Ocean Mercier: Indigenous Knowledge and Western Science (3-minute video linked below)

In the modern-day U.S., this colonialist mindset shows up in myriad ways, one of the most harmful being in the educational system. We invite you to read the following two articles, linked below, about the need for school systems to examine how White supremacist ideas continue to corrupt their educational model and actively prevent students of color from achieving their full potential:

Breaking down our bilingual double standard

Native American Identity and Learning

As you read these articles, we ask you to think about ways to make change in our school systems.

In the words of Fay Givens, “American Indians have a wide view of education; it involves things the mainstream would fail to call education. We are considered poorly educated by western standards when in most cases an Indian child by the age of ten has gone hunting, fishing, can fillet a fish and is learning to tan a hide, can make a basket or a mask for ceremonies. Many have already made a hand drum.” Indeed, many youth are drawing from a vast body of Indigenous knowledge and cultural assets to take leadership roles in addressing some of society’s most pressing problems (brief article linked below on 14 year old, Autumn Peltier).

We invite you to watch Detroit Natives Reclaim Their City’s Story (4-minute video linked below) and learn about the Aadizookaan, a Detroit creative collective that draws on the strength of Indigenous knowledge systems to promote equity and healing from injustice in the city. In Kalamazoo, the Society for History and Racial Equity (SHARE) works to educate the community on the importance of the region’s African American history.

Reflect & Respond:

If you work in a school or have a child who attends school, what kinds of conversations can you start or join around this idea? If you’re a White person, what can you do to support people of color who are already fighting for culture change in our schools and bearing the cost for doing so? Thinking back to last week, what are some ways in which you can use your White privilege for good in this space?

OR

As you think about how White supremacist perspectives have shaped the story of your own community, we ask you to explore local movements that promote accurate history and more liberatory concepts of education and knowledge.