A Letter From the Teacher: Indigenous representation and TikTok in a preschool curriculum

Dear teacher, caregiver, parent, and more,

I hope you did not celebrate Columbus Day.

I hope you thought about its significance as a national holiday—and what message its existence sends to our country. I hope you now recognize why the holiday was established among the Italian-American community as a means of acceptance into mainstream, White America. I hope you appreciate their former struggle . . .and understand how non-White communities are still fighting for that acceptance each and every day. I hope you challenged the deceptive history we were taught—the misinformation we received that painted a story of “two sides” and fair compromise.

I hope you researched activities, stories, and photographs that celebrate Indigenous Peoples, rather than the colonial figurehead who destroyed and terrorized them. I hope you engaged in an alternative commemoration that centers the stories and struggles of Indigenous People.

The second Monday of October came and went. My Apple and Google Calendars marked, in alphabetical order and from top to bottom, Columbus Day followed by Indigenous Peoples’ Day underneath. And quite frankly, as an early childhood educator and social justice advocate, I know that this lip service is not enough.

Our children deserve more. Our Native communities absolutely deserve more.

Photo credit: @wiisaakodewinini via @iiycfamily (Instagram, October 2020)

They deserve justice and equality. They deserve national, non-Indigenous support and recognition throughout the year—and not just during October and November. So, as Thanksgiving looms around the corner, consider how you support and uplift Indigenous voices beyond November.

1. Frame the narrative and history accurately.

So often, adults worry about simplifying language and sheltering young children from tragic events. We might not share upsetting details that are difficult for them to process developmentally. And that’s absolutely fine. But the reality is that we live on a land that was stolen from its people. Children have an innate need for fairness. They know when their sister or brother has more—they know what’s fair and what’s not fair. How European colonists took the land and hurt the people living here was, simply put, not fair.

Your young child will understand the root of this injustice. Any conversation on the history and establishment of the U.S.A is incomplete without this fact.

2. Share a land acknowledgement.

One of our favorite units of study in early childhood education is “All About Us”. During this topic, we learn about our families, homes, and communities. This unit of study is coming up soon for children in New York City’s Universal Pre-K curriculum. As you plan your activities, we invite you to read a book written by a Native author.

More importantly, our young children are learning about the land they live on. They are learning that they live in a city or state. This is the opportunity to share that, “We live in a city called Cleveland. It’s by Lake Erie. And it’s where the Erie and Mississauga people are from. This is their home.” Acknowledge whose land you are occupying and raise awareness of Indigenous rights and existence. (This resource shares Indigenous land across North America that you can learn about.)

3. Speak in the present.

Indigenous Peoples do not exist solely in the past. We must know their history, both before and after European colonization. But more importantly, we must know their present stories and experiences. Say, “They are from this land. This is their home.” Their continued existence is resistance.

4. Learn about their communities and journey towards justice.

In New York City’s Universal Pre-K program, children spend an entire month learning about water. Some teachers spend their four weeks asking children to memorize the entirety of the water cycle.

We are challenging you to teach water in the context of Indigenous rights.

When you learn that people, animals, and plants need water to survive, talk about environmental rights and how we deserve clean water. Invite the children to learn where their drinking water comes from. Which sources of safe water exist in their communities? What happens when people cannot access clean water because someone stole it from them?

5. Amplify Indigenous voices.

I am not an Indigenous person. In no way am I an expert on Indigenous experiences. What I am doing is using my privilege and platform in the field of early education to make my teaching representative. (Even now, I am conscious of the language I use in this conversation and research before I write.)

And representative teaching begins by bringing in the experts: Indigenous authors, illustrators, artists, scientists, activists, and more.

My role is to create a space for Indigenous voices to be heard within my curriculum and practice, whether in a formal classroom or through Allusio Academy (such as here on my blog).

Each resource that I have linked is from a Native community or source. They are their own experts. As a non-Native person, I have to do the work and connect their stories to my children’s learning.

For instance, in the water unit example above, it took me two minutes to find Carole Lindstrom’s book called “We Are Water Protectors”. Lindstrom is Anishinabe/Metis, and her book’s illustrator is Michaela Goade, an artist enrolled in the Tlingit & Haida Indian Tribes of Alaska. They have dedicated their life’s work to honoring their ancestral stories and community experiences. The least I can do as an early educator is share their work with my children.

“We Are Water Protectors”, by. Carole Lindstrom. Illustrated by Michaela Goade.

And this brings me to TikTok.

Maybe you appreciate TikTok as a fun platform, maybe you’re wary of its social implications. After all, the impacts of social media are significant on our children’s sense of self, their self-esteem, and their understanding of society.

This year, I put aside my hesitations on the social networking app and began to appreciate it as a living conversation. Through this app, we see individuals across cultures and countries communicate through video, song, and dance.

What’s especially caught my attention is the dynamic world of Indigenous and BIPOC creators. Amid the choreographed dance routines and cooking videos, people from Indigenous communities have used TikTok to share their culture with the world. While I could Google traditional regalia or dancing styles, it has been an eyeopening experience to learn about new cultures in this creative space.

Creators like Tia Wood (@tiamiscihk) and James Jones (@notoriouscree) have taken to the platform in celebration of their identity and heritage. At Allusio Academy, we implore you to bring marginalized and diverse stories to the forefront of your curriculum. And the beauty of progressive, inquiry-based philosophies means that anyone and everyone has a space in our curriculum.

Photo credit: @tismiscihk, Instagram

Photo credit: @notoriouscree, Instagram

Check out their accounts and their video. Explore the pages they follow—many of them are Indigenous social organizations and sources of knowledge. Find upcoming virtual events (including a number for children). And most importantly, share their wonderful work with your children. Share conversation and dialogue about Indigenous communities and their experiences.

We honor learning through books, photographs, videos, and any medium that opens our eyes to the world. And if this learning comes from a new generation of thinkers and creators, then all the better.

Sincerely yours in justice and inclusion,

An Early Childhood Teacher