Brattleboro Adopts Indigenous Peoples’ Day

Yesterday, Brattleboro’s Representative Town Meeting adopted Article 22, “…to proclaim the second Monday in October as Indigenous Peoples’ Day, in place of Columbus Day.” After a lengthy and thoughtful discussion, Moderator Lawrin Crispe called the question and it passed unanimously. Action on the article can be found in the Brattleboro Community TV footage at 7:49:15. Special thanks to my friend and fellow advocate Dr. Jess Dolan for her considerate testimony, along with other Members who offered backing.

Kchi wliwni – great thanks to everyone for your support, assistance, and conviction in bringing this positive change to our community. I hope we can look forward to growing awareness of a more truthful and restorative story, one that benefits all.

#ReclaimingWantastegok #decolonization

Peace.

Brattleboro Vote on Indigenous Peoples’ Day Approaches

Brattleboro’s Representative Town Meeting (RTM) held its pre-convening informational evening on March 15, 2017 at Academy School in West Brattleboro, VT. The Official Warning (agenda) was read and discussed, and questions and opinions were aired in preparation for action on Saturday, March 25th at the same venue, beginning at 8:30 a.m. The final item on the Warning, Article 22, asked “Shall the Town of Brattleboro advise the Selectboard to proclaim the second Monday in October as Indigenous Peoples’ Day, in place of Columbus Day?” This author, sponsor of the petitioned article, was present to speak in support of the measure; it appeared to be well-received that evening (testimony viewed at 1:18:15 in the video from Brattleboro Community TV).

Olga Peters, for  Windham County’s The Commons weekly, put together an article in review of the Informational Meeting and cited the  upcoming action on Article 22:

“The penultimate meeting article will ask members to advise the Selectboard to proclaim the second Monday in October as Indigenous Peoples’ Day. This would replace “Columbus Day” on the town calendar.

Rich Holschuh, who led the petition drive, spoke on the article, noting that changing the holiday to Indigenous Peoples’ Day is a nationwide movement. “Because its time has come,” he said. “Brattleboro can provide a great deal of leadership in the state because this is where colonization in the state began, in 1724 at Fort Dummer.”

According to Holschuh, Marlboro was the first town in Vermont to formally change the second Monday to Indigenous Peoples’ Day. Amherst, Mass., has also made the change.”

And, finally, the Brattleboro Reformer issued a full editorial in support of the measure on Friday, March 24, 2017, the day before the RTM meeting. Full text here. An excerpt below:

Today, March 25, Brattleboro will hold its annual Representative Town Meeting. While the reps will have some meaty issues to weigh and decide on, they will also be discussing whether the town should rename Columbus Day — which falls this year on Oct. 9 as Indigenous Peoples’ Day.

Understanding the kind, compassionate, intelligent and literate people who volunteer to be meeting reps, we believe approval of Article 22, which calls upon the Select Board to do away with Columbus Day, is a given. Last October, the Select Board decided not to put the question on the annual Representative Town Meeting warning without a properly authorized petition.

Now that the matter is officially on the ballot, meeting reps can approve it and the new Select Board, which will be sworn in on March 27, will have the opportunity to do the right thing.

Gill Montague School Committee Faces Questions After Mascot Vote

turners-falls-athletics-fields

Members of the Gill-Montague School Committee faced more questions and complaints about the mascot vote from parents and students this week. The board had agreed to take a two meeting break from the issue after the committee voted to change the mascot from the Indians, but the public can bring any issue to the public comment portion of school board meetings.

So, several parents raised concerns about how the vote was taken, because the School Committee had voted to suspend its planned process to vote on the mascot issue. Marisa Dalmaso-Rode, a parent who is part of a group that operates a Facebook page about saving the mascot, said there are still a lot of unanswered questions from the School Committee surrounding the choice to not bring in a pro-Indian mascot Native American group to speak to students. She said the committee should release more information about the vote or the town will not be able to heal.

Read the full article by Miranda Davis in the Greenfield Recorder.

Bill In Massachusetts Seeks to Ban Native American Mascots

north-quincy-ma-red-raiders-mascot

From an article in Indian Country Today (full text).

A bill filed in Massachusetts last week could put an end to the use of Native American mascots at public schools in the state. Acting on behalf of her constituents, State Senator Barbara L’Italien filed a bill that takes direct aim at Native American caricatures, disparaging terms, and references, The Boston Globe reported.

Gill-Montague Superintendent’s Thoughts Regarding the Turners Falls Mascot

Remarks made by Superintendent Michael Sullivan on Feb. 14, 2017, when the GMRSD School Committee voted 6-3 to change the Indians mascot/logo, after a contentious but thorough examination of the issue. Full quote below:

Before I share my thoughts about the logo/nickname situation I would like to thank the school committee for having the courage to address this issue, knowing in advance that it would be controversial. The integrity and earnestness with which you have undertaken this process is admirable and I am proud to serve you. It also needs to be said that given your knowledge of the district’s communities combined with the scores of hours you have put into listening to citizens and scholars and studying this matter, no one is better equipped and poised to make decisions about it than you are.

In terms of sharing my perspective on the “TFHS Indians”, I would start by saying there is no doubt that the “Indian” is a symbol of tradition and pride to many, if not most, of the adult members of the district’s communities and we now know that most of our students feel similarly. We also know that those who support the “Indian” have no ill intent towards Native Americans. But, because they bear no ill will, many supporters of the nickname and logo, particularly students, continue to ask “where is the harm in it?”

As the district’s educational leader I believe we need to help our students understand that there is harm in the status quo. On average, each year, three of our students are Native American and these students deserve and are afforded the same civil rights protections enjoyed by all students. According to our policies, these rights include learning in an environment free from conduct, symbols, and language that create a hostile, humiliating, intimidating, or offensive educational environment.

Over the last several months we have heard from over 50 area Native Americans, both at forums and in writing, who find the “Indian” to be offensive, humiliating, and harmful. These sentiments have been the clear consensus view of the Native American community in our region. We have also learned that organizations with expertise in the social sciences have condemned the use of Indian mascots as harmful and/or in violation of students’ civil rights. These include the American Psychological Association, the American Anthropological Association, the American Sociological Association, as well as the U.S. Commission on Civil Rights, the National Association for the Advancement of Colored People, the National Congress of American Indians, and the National Collegiate Athletic Association.

Our review process has shown that there is widespread interest in having students learn more about local history and Native American cultures. This is commendable and will be acted upon. But this will not be enough. Our review process has also revealed that Native American mascots have helped legitimize and perpetuate harmful racial stereotypes and that these symbols exist within a context of historical oppression against indigenous people, including an act of tragic violence that occurred right in this community, only to be followed by centuries of ongoing assault, subjugation, and dispossession. Understood in this context it is logical to see the injustice of appropriating a name and culture that is not ours to take and shape as we please. Indians are not like cowboys or Vikings. They are cultures of real people, our neighbors, and it is inappropriate to treat them or any racial, ethnic, religious, or gender group in ways that perpetuate and legitimize stereotypes.

Part of the mission of all public schools is to teach students to think critically and to equip them to live in a multi-ethnic and complex world, which includes learning to recognize and dispel prejudices and stereotypes. Our review process has made clear we have much work to do to advance all facets of students’ multicultural learning; from thinking critically about history, to learning to see events from multiple perspectives, to understanding the nature of prejudice, discrimination, and oppression.

Many of our students have difficulty understanding this perspective and instead fall back on their honestly held belief that where no offense is intended, no problem exists. We have an obligation, as a public school system, to help our students grow beyond this line of reasoning, an aspiration clearly advanced by the district’s core values of empathy and continuous learning and it core belief that public education is the primary means we have for cultivating democracy and achieving social justice.

In my opinion there is no way to retain the name “Indians” that would not continue to present a civil rights problem, a pedagogical mixed message, and a misalignment with our mission and core values. That we did not understand these things in the past need not be anyone’s fault, but if we do not act upon what we understand now it will be a lost opportunity to be our best selves.

Gill-Montague Board Votes 6-3 to Remove Turners Falls Indian Mascot

jasmine-goodspeed-turners-falls-mascot-vote

The Gill-Montague Regional School Committee has voted to change the Turners Falls High School mascot from the “Indians” in a 6-3 vote on Tuesday night.

About 70 were in the crowd of the auditorium as the five-month debate came to an unanticipated close when the School Committee voted to change after an hour of discussion on the issue.

The School Committee was partially through a process to review the mascot that they discontinued last meeting. Those who advocated for the vote said it was because the process had become overwhelmingly divisive in the towns and schools.

Read the full report by Miranda Davis in the Greenfield Recorder!

Video coverage of the School Committee meeting from Montague Community Television:

More coverage (some duplicate wire services):

http://www.westernmassnews.com/story/34506389/turners-falls-vote-to-change-high-schools-indian-mascot

School committee voted to remove Turners Falls High School ‘Indians’ mascot

http://www.dailyprogress.com/massachusetts-school-board-dumps-native-american-mascot/article_675ca1ec-b904-5666-acf9-da02b690c20e.html

http://www.masslive.com/news/index.ssf/2017/02/turners_falls_high_school_to_s.html

http://www.bostonherald.com/news/local_coverage/2017/02/massachusetts_school_board_dumps_native_american_mascot

https://www.boston.com/news/local-news/2017/02/15/massachusetts-school-board-dumps-native-american-mascot

 

A Day in the Life of Paul and Denise Pouliot, Part 2

paul-and-denise-pouliot

An integral part of Native American society is that people are judged not by what wealth they hold, but by what wealth they can give to others. This attitude is clearly expressed by the Cowasuck Band of the Pennacook Abenaki People and its nonprofit social and cultural services organization, COWASS (Coos) North America. As Sagamore (sag- 8mor) of this band, Paul Pouliot and his wife Denise are committed to preserve their culture, traditions, and way of life. They have spent their time furthering education regarding the Abenaki people.

Read Part 2 of the story by Cathy Allyn on page 2 of The Baysider newspaper. This is a multi-part story, so watch for more.