Avoid generalization
Instead of generalizing phrases like "all Native Americans," use conditional language such as "most Native Americans" or "different Indigenous cultures." There is no one "Indian" language, culture or way of thinking.
Refrain from using terminology and phrases that perpetuate stereotypes
Common phrases like "Indian Princess," "Low man on the totem pole," "sitting Indian style," etc. perpetuate stereotypes and imply a monolithic culture. If you are unsure about a phrase, research its origins and think about its meaning and implications.
What is the correct terminology: American Indian, Indian, Native American, Indigenous or Native?
All of these terms are acceptable. The consensus, however, is that whenever possible, Native people prefer to be called by their specific tribal name. In the United States, Native American has been widely used but is falling out of favor with some groups, and the terms American Indian or Indigenous American are preferred by many Native people. Native peoples often have individual preferences on how they want to be addressed. When talking about Native groups or people, use the terminology the members of the community use to describe themselves collectively.
Sources:
Smithsonian National Museum of the American Indian
- Impact of Words and Tips for Using Appropriate Terminology
- Teaching & Learning about Native Americans
Cultural appropriation vs. appreciation: Cultural appropriation occurs when aspects of Indigenous cultures are taken out of context and used without acknowledgment or respect. In contrast, cultural appreciation, which EDI promotes, involves recognizing Indigenous contributions such as agricultural techniques like Chinampa (floating gardens) and medical knowledge about plants like American Black Willow (used for modern aspirin), while giving proper credit to Native American peoples and understanding the cultural context of these innovations.
Chinampa: This agricultural technique, also known as floating gardens, was developed by the Aztecs and other Indigenous peoples of Central and South America. It exemplifies the advanced sustainable practices Indigenous communities used to feed their people. Recognizing this method in an EDI framework shows how Indigenous farming practices can inform sustainable agriculture and environmental conservation efforts.
Indigenous knowledge systems: Indigenous peoples, through intimate knowledge of their environment, developed complex and sophisticated understandings of medicine, ecology and engineering. For example, the Navajo and Shoshone tribes used Stoneseed as a natural contraceptive, while many tribes used Jimson Weed to treat pain and set bones. These contributions are foundational to modern medical practices, and EDI initiatives ensure these contributions are recognized and integrated into historical and scientific education.
Sustainable practices: Indigenous communities had sustainable resource use approaches long before it became a modern global concern. Native American respect for nature, seen in using every part of an animal or developing natural products like rubber from trees by the Olmecs, shows the depth of their environmental stewardship. Incorporating these sustainable practices into modern systems can lead to more inclusive and eco-conscious innovations.
Intergenerational wisdom: Indigenous knowledge systems often rely on oral tradition and intergenerational learning. For example, using plant-based remedies for various ailments was passed down through generations, influencing modern pharmaceuticals and healthcare. Recognizing the value of this intergenerational wisdom is crucial in an EDI context, where Indigenous ways of knowing should be preserved, respected and integrated into modern scientific discourse.
