Embracing Equity VC 2021 Restoration & Revitalization: Anti-Racist Allyship with Indigenous Peoples

Daisy introduces Alvin Warren, Vice President of Career Pathways and Advocacy at the LANL Foundation. Alvin is a lifelong New Mexican, a member of the Santa Clara Pueblo, and has a rich background in philanthropy and education. He outlines the session's focus: principles of anti-racist allyship, particularly for Indigenous people, emphasizing accurate information, and delving into the crucial topics of land and language, including interactive group exercises.

Alvin reiterates core principles of allyship, starting with consistent action from those with privilege, ongoing learning, and working to dismantle systems of white supremacy. He then details specific principles for allyship with Indigenous peoples: increasing visibility, building respectful relationships, and restoring agency and self-determination. He warns against co-option and appropriation, stressing the importance of listening to and following Indigenous leadership.

Alvin highlights the deliberate effort to invisibilize and erase native people from history and the present, citing data from the 'Reclaiming Native Truth' project. This includes low media representation, absence in state history standards, and the perpetuation of harmful stereotypes. This invisibility leads to direct harm, impacting policy, increasing discrimination, and putting native women at higher risk.

Alvin explains the profound connection Indigenous cultures have to their land, interwoven with their identity, ancestors, and stewardship responsibilities. He illustrates how every part of the country was historically occupied by Indigenous nations, emphasizing that separating native people from their lands severs ancient reciprocal relationships and undermines political sovereignty. The presentation visually depicts the historical and ongoing loss of Indigenous land.

Alvin details how the United States continues to abrogate the rights of Indigenous peoples regarding land. He discusses the Indian Claims Commission Act, which offered insufficient compensation over land return, and international criticisms regarding the US's failure to uphold Indigenous land rights. Tribes often resort to expensive efforts to buy back their own stolen land, a process that is piecemeal and limited, though a growing 'land back' movement is gaining national attention.

Attendees are prompted to use a tool to identify the traditional territories where they live or work and discuss what they have learned. The main task is to identify one action they can take as an anti-racist ally to help Indigenous peoples regain or protect their original lands.

Participants share their insights from the small group exercise. Claudia suggests 'Indian Country Today' as a reliable news source for Indigenous issues. Emily shares her action of following local Indigenous organizations to inform her land acknowledgment. Katrina emphasizes the importance of learning to pronounce the names of nations correctly, connecting it to a process of restoration. Myrna discusses educating children about the original peoples of the land and the need for recognition. Alvin acknowledges the complexities of overlapping tribal territories due to colonization and highlights that forcefully removed tribes still exist and maintain connections to their ancestral lands.

Alvin describes the devastating impact of boarding schools on Indigenous children, detailing the systematic reprogramming, punishment for speaking native languages, and physical, sexual, cultural, and spiritual abuse. He highlights the statement 'kill the Indian and save the man' by R.H. Pratt. The tragic consequences include the loss of children and profound intergenerational trauma, particularly the intentional eradication of native languages. Today, 99% of native languages are endangered or at risk of extinction without intervention.

Alvin shares his personal story, growing up in a non-native and native family, with grandparents who experienced boarding schools. Despite their 'success' in white society, his family lost their ancestral languages. He describes his painstaking journey of relearning his language, guided by elders and available resources. He speaks about the emotional significance of being able to teach his children the language that was once beaten out of his ancestors. He discusses the challenges of language revitalization, including limited funding and federal policies that undermine these efforts, yet celebrates the courage of native people and the rise of immersion schools.

The audience is invited to a second small group exercise. They are asked to identify native languages and boarding schools in their region using provided websites. The goal is to make the historical context concrete and to identify one action they can take as anti-racist allies to support the maintenance and revitalization of Indigenous languages.

Participants share reflections from the second small group exercise. Nitani Lim discusses the shock of discovering 26 boarding schools in New Mexico and the importance of educating early childhood educators on Indigenous history and languages. Patty asks for guidance on how to reach out to local tribes respectfully, avoiding extractive engagement. Alvin advises doing personal research first, building relationships, understanding the context of requests, and ensuring interactions are mutually beneficial. He concludes by thanking the audience and sharing a quote from Crystal Echohawk on the vision for a future where Indigenous self-determination, sovereignty, equity, and languages thrive, emphasizing the critical need for allies in this work.