Identity, Blood Quantum, and Fractions

Abstract

As I write much of this curriculum I consistently reflect on “The Safety Zone” Theoretical Framework that is discussed in To Remain an Indian (Lomawaima, K. & McCarty, 2002), In western society much of Native American history has been suppressed. As stated in To Remain and Indian, “Native and non-Native, has competed and cooperated to determine where and when Indigenous cultural practices might be considered benign enough to be allowed, even welcomed, within American life…the outcome has been not to welcome but to marginalize, repress, or even criminalize Native life (Lomawaima, K. & McCarty, 2002). Although I am not discussing Native ceremonies and songs, I am expressing how this also correlates with Native history. The purpose of this lesson is to bring awareness to the injustices that Native peoples face with blood quantum. I would also like to shed light onto my students’ own heritage and lineage. Very often I feel that there is racism among our own tribal communities. Stemming from the idea that if you are not a “full” tribal member you are “less than” those that are. I would love to teach them to be proud of who they are and where they come from, no matter what the colonial mindset of blood quantum says. I hope to help them develop pride and honor in their identities. There are many different lessons that can be learned from this unit. But the main thing I hope they takeaway is being proud of their heritage and yearn to learn more about it. Through this lesson I hope they continue to dig and learn about their identity. I will also continue to do my best to support them in this process through Culturally Responsive Schooling.