The Imaginary Indian

Main Idea

Many popular images of “Indians” are stereotypes. These stereotypes continue to influence how society regards First Nations and, occasionally, how some First Nations regard themselves.

Objectives

1. to explore students’ perceptions of “Indians”

2. to explore the roots of prejudice, misunderstanding and stereotypes

Teacher Information

When Columbus arrived in what he considered the “New World” in 1492, he believed he had discovered a new route to India and its riches. He named the people he met “Indians.” In fact, these people were Arawaks — one group of a large number of distinct indigenous peoples inhabiting the Americas.  Stereotyped images of “Indians” have been nurtured in novels, articles and the press for several centuries. Children learn about Indians in their games and pastimes, from their story books and textbooks and from television and movies.

From Pocahontas to Tonto to sport teams like the Redskins and Blackhawks, images of “Indians” pervade popular North American culture — but don’t accurately reflect First Nations’ reality. The “imaginary Indian” stereotypically speaks with animals, roams freely in the woods, performs mysterious ceremonies and dresses in fanciful costumes. Children love to do these things as well, and it is normal that children become fascinated by these images.

Not all of these images are negative. For example, the “imaginary Indian” may have some important lessons to teach children about living in harmony with nature. But these images are not authentic.  The qualities associated with the “imaginary Indian” — nature-lover, shaman, warrior and princess — more often represent the biases of Western society than actual First Nations cultures. These images have reduced the multiplicity of First Nations histories and traditions to limited and pervasive stereotypes.

Textbooks also perpetuate a particular image of Indians. First Nations still often appear in history textbooks only as traders and military allies. “Indians” tend to disappear from textbooks after the War of 1812, with perhaps a fleeting glance at Indian treaties. Most textbooks give the impression that Canadian society developed without much, if any, contribution from the First Nations.  This unit asks students to identify images of the “imaginary Indian,” and shows that these images are far removed from the complex realities of contemporary First Nations societies. By realizing that Canadian attitudes towards First Nations are often based on fantasy, students will be better able to approach and comprehend contemporary First Nations studies and issues.

Activities

1 . Take Me Out To The Ball Game?

Most students are likely unaware of the stereotypes perpetuated by different amateur and profession sports teams. These include names such as the Indians, Braves, Redskins, Chiefs, Blackhawks and Redmen. Fans have adopted mascots adorned with feathers and “warpaint” and use sounds and gestures such as the “Indian chant” and the “tomahawk chop” during games.  In a class discussion, ask students to discuss the pros and cons of these names and images in sports. Ask them to examine if other cultures are used in the same way by sports teams. Ask them to consider why other cultures are not used in this way.  There are several examples of actions that students can take. Do any of them own sports wear or baseball hats of these teams? Ask the students if they feel comfortable continuing to wear these jerseys when they know that some First Nations object to these symbols.

2 . At The Movies

The Hollywood movie industry has played a vital role in creating and perpetuating stereotypes of First Nations. Early stereotypes began in the days of the Western dime novel and the Wild West Show, two popular entertainment forms during the frontier days of North America. Movies perpetuated the stereotype of the marauding savage to heighten the drama and create suspense for audiences.  First Nations were depicted as simplistic foils for the main characters and portrayed in ways that were historically inaccurate.

For example, traditional dances were shown as pagan rituals, while First Nations languages were made into meaningless gibberish that Hollywood thought was the way “Indians” sounded. Movies also popularized phrases that became stereotypical of First Nations speaking English, e.g. “How!” “White man speak with forked tongue.” Generally, films portrayed First Nations as a silent, monosyllabic and simple-minded people.

The stereotyping of First Nations in movies continues today. Many Canadians do not know much about First Nations except what is presented on television or at the movies. As a result, they learn to perpetuate false images. Most filmmakers have also missed the opportunity to learn from the rich diversity of First Nations cultures. First Nations have been hurt by Hollywood stereotyping because they face the resulting prejudice every day and because these images inevitably become part of the way they see themselves. Worse, these images rarely portray the reality of life for First Nations or their communities today. As well as stereotyping First Nations, many films misrepresent their ways of life, portray a one-sided view of history, and ignore the important contributions First Nations made to North American life. 

Tell students that they are world-famous movie reviewers. Ask them to review one of the following movies: Indian in the Cupboard, Disney’s Pocahontas, Thunderheart, Dances With Wolves, Disney’s Peter Pan.  The students should watch the movie carefully for its portrayal of First Nations peoples. Their assignment is to give the movie a “thumbs up” or “thumbs down,” not for its entertainment value, but for its portrayal of First Nations. They should be prepared to discuss their reasons with the class.

3 . The Original Environmentalist?

Many people have an image of the “Indian” as one with nature. The “noble savage” is an enduring popular stereotype of First Nations that still exists. Some First Nations, who believe that all First Nations are the caretakers of this planet, often promote this romantic stereotype.  The problem with stereotypes, even positive or romantic ones, is that they prevent people from understanding one another. They create barriers between people and cultures and lead to expressions of “we” and “they” that cause only more mistrust and suspicion. Respect and co-operation between members of different cultures begin with learning about people as they are. Images of people and cultures, whether they are positive or negative, stand in the way of that knowledge.

To facilitate the discussion, teachers should point out to students that traditional First Nations teachings encourage members to respect the Earth and all living things. However, teachers should also make clear that culture, and being a member of a culture, have little to do with whether an individual actually practices such teachings.