Tag Archives: Stereotypes

Module 3: Digital storytelling among Inuit youth

One of the things that struck me from our readings in this module was the fight to include the “s” in Indigenous peoples. It seems so simple, but reading this made me realize that I have probably viewed Indigenous peoples as if they all had the same cultures and values. Since being made aware of this, it’s also made me realize that perhaps focusing on a specific group of Indigenous peoples would be better suited for the final project (as opposed to being general and missing the mark by lumping different cultural groups together as if they had the same values and culture). With that in mind, and after watching the Alluriarniq documentary, Stepping Forward, I’ve decided to focus on how Inuit youth are using digital storytelling to post about their lives, connect with others, and question/confront stereotypes.

1.  Uploading selves: Inuit digital storytelling on YouTube 

This article focuses on how Inuit youth use video-sharing sites and online spaces to post excerpts from their lives and connect with others. It looks into how Internet technology allows narrators to post expressions of Inuit self-hood that are self-produced. It puts forward the idea that by narrating their lives, Inuit youth are giving meaning to their experiences and through this, gaining a sense of control and agency over their world.

2. My Inuit Culture

This video was created by Dina Wolfrey and is about her ties to Inuit culture. She discusses the death of her grandmother, and how in losing her, she lost her grandmother, teacher, and the last way to speak her Inuit language. She says today she is still “keeping her voice heard” by doing things that are a part of Inuit culture.

3. Inuit story telling with Michael Kasugak

Michael Kusugak tells a story from his youth about travelling with his family and the stories his grandmother would tell him.

4. Youth-led participatory video as a strategy to enhance Inuit youth adaptive capacities for dealing with climate change

While not directly relating to exposing stereotypes, I was very interested to come across this article which discusses the climate and environmental changes experienced in the north of Canada that are having huge impacts on the lives of Inuit, and could have devastating consequences for the Inuit youth population. It called to mind the video we watched this past week, March Point, which also used youth voices to ensure representation and sustainable adaptation strategies. It also discussed the negative stereotypes of small, remote, northern communities and how youth-led participatory videos can share experiences of living in the northern communities and share their experience of living in the community, and the pride they have in their community.

5. Storytelling in a digital age: digital storytelling as an emerging narrative method for preserving and promoting Indigenous oral wisdom

This article describes a case study that demonstrates how an indigenous community used digital storytelling to engage community members, celebrate stories and lived experiences, and address issues such as colonization and climate change in northern communities.

Module 2 posts

Toward an Indigenous Feminine Animation Aesthetic

While not discussing digital storytelling, this article does articulate many of the themes I’m interested in exploring in my final project: raising political consciousness of Indigenous rights, drawing attention to how mainstream media works to “naturalize” imperialism, and the digital realm as a dynamic communication network that bolsters tribal political, cultural, and spiritual sovereignty.

Indigenous Digital Storytelling in Video: Witnessing with Alma Desjarlais

This article discusses how Indigenous digital storytelling in video tells the story of what has happened and is happening in the lives and work of Indigenous peoples. Alma Desjarlais is an Indigenous Elder who shares her stories to help people understand the histories and strength of Indigenous peoples.

Grandmothers of the Metis Nation

The above link shows the trailer for the film, Grandmothers of the Metis Nation. The film shares stories of Metis grandmothers to demonstrate the roles and responsibilities of Metis women in the past and today. One of the grandmothers is Alma Desjarlais (from the article above), who explains the roles of grandmothers as educators and healers in their communities.

Narrating Aboriginality On-Line: Digital Storytelling, Identity and Healing

Healing the wounds of “colonial contagion” is a process that’s articulated through the spoken and written words of Aboriginal writers. Indigenous digital stories present counter-narratives to the Canadian settler state to give voices to otherwise silences experiences of the effects of colonization.It focuses on therapeutic possibilities of digital storytelling and warns of limiting the healing potential to simply matters of cultural assertion. It also discusses the limits of digital storytelling and how some individuals and communities may not have the resources to participate in digital storytelling.

Media Portrayals of Missing and Murdered Aboriginal Women

This article summarizes the differences in Canadian local press coverage of missing or murdered Aboriginal women and white women. It discusses stereotypes that make Aboriginal victims less likely to be covered in news stories and the idea that victims are divided into stereotypes of “pure” women who are newsworthy victims and fallen women who are not (aka “missing White woman syndrome”).

Entry #7: MediaSmarts

Mediasmarts. (2017). Common Portrayals of Aboriginal People. Retrieved October 12, 2017, from http://mediasmarts.ca/diversity-media/aboriginal-people/common-portrayals-aboriginal-people

This resource is intended to assist in the critical analysis of common portrayals of Aboriginal people in the media. With resources for parents and teachers, MediaSmarts aims to provide practical and user friendly tools to guide adults in helping youth navigate stereotypes and misconceptions. MediaSmarts contextualizes the issue before providing links to resources that can be used to address the challenge. Tipsheets, blog posts, and lesson plans are just a few of the resource types available to parents and teachers. This resource is useful for understanding how to explore issues such as misrepresentation with students in a way that recognizes the importance of critical thinking and the value of addressing the issues in a way that will allow people to move forward more progressively.

Dana’s Contributions to Module 2

The Ethnos Project

From their Home Page:

The Ethnos Project is a research initiative that explores the intersection of Indigeneity and information and communication technologies (ICTs) such as:

  • open source databases for Indigenous Knowledge management
  • information and communication technologies for development (ICT4D) initiatives
  • new and emerging technologies for intangible cultural heritage
  • social media used by Indigenous communities for social change
  • mobile technologies used for language preservation

The essays found in this site seem incredibly appropriate for our learnings in this course. The founder of The Ethnos Project, Mark Oppenneer, might be a “Wannabe”, however! I tried to learn more about him, only to find that either another person with the same name, or the founder of this page, was fired from his teaching job for inappropriate relations with a student.  From Oppenneer’s LinkedIn profile, it appears to be the same person… What intrigues me about this website, is how polished it looks and how interesting the essays seem to be. My question is this: is the founder a “Wannabe” and should this site be not accessed should this be the case???

Knowing Home: Braiding Indigenous Science with Western Science

Anyone who says that Facebook is a waste of time, is not using Facebook to its full potential.

Recently, I joining a Science Teacher FB group and this group has actually revolutionized my teaching in only 4 weeks. Not only have I adopted something called Two Stage Exams, but someone recently posted a link to this incredible resource, Knowing Home: Braiding Indigenous Science with Western Science. What is particularly jaw-dropping, is that I saved this link two weeks ago, long before I watched this week’s video interviews. The co-author of this online book is none other than Lorna Williams!!!!

This book is a MUST READ for anyone teaching science.  I have only had time to look at a few of the chapters but the one chapter that particularly applies to this week’s module is Chapter 9: Changing Students’ Perceptions of Scientists, the Work of Scientists, and Who Does Science

This chapter summarizes a study that was done with Grade5/6 students and Grade 11/12 in a First Nations Studies course. The stereotypes harboured  by both Aboriginal and non-Aboriginal  students are eye-opening, to say the least. As a science educator, what can I do differently in my practice to help my students see past these stereotypes?  Am I do anything that reinforces these stereotypes?

Sask. First Nation chief says tobacco offering from visiting school’s coach a step toward reconciliation

From the CBC, September 30, 2017. Here is the original Facebook post from Chief Evan Taypotat.

People stereotype, consciously and unconsciously– stereotyping is often due to making assumptions, without taking the time to educate oneself of the truth.  However, this was an example of someone taking the time to understand Indigenous culture and showing respect, in an authentic way.

Colorado River should have same legal status as a person: lawsuit

From the CBC, October 10, 2017.

In Week 6 of our studies, we were asked if we thought if cultures have rights to protect themselves?

Should the lawyer representing the Colorado River win his case, he may wish to move on to representing culture in the courts, as well!  Although the article is a quick read, spending time listening to the lawyer’s arguments in the interview is recommended as it may provide you with extremely compelling reasons that make it obvious that our natural resources should be protected in court, as if they were a person.

Stop believing this myth: No, Native Americans are not “anti-science”

Although this website is highly irritating with its pop-up ads, the article itself is worth a read. I took some time to learn about the Salon website (you know, to check on something called “Authority”…) and according to Wikipedia (I know my credibility is sinking fast now…), Salon.com is a left-wing tabloid style, media outlet. NONETHELESS, I am posting this article because IF what it says is actually true, this article would be very valuable to anyone wishing to “braid” Indigenous science into their lessons.  I would highly advise folks to use this as a stepping stone to research more into the topics it provides.

Web Travel Stops in Module 1

Weblog for Module 1

Indigital Storytelling

This Australian company has created an augmented reality storytelling platform that brings cultural stories, art, place and objects to life through animation. It describes itself as being like “Pokemon Go but for Indigenous knowledge systems.” When pointed at pre programmed objects (card set, or tshirt), it comes to life and tells its story. This app began on Kickstarter in May and was funded in June. The woman that started the company is of indigenous heritage and employed cultural leaders to assist in the development of the app. The app works anywhere in the world, the internet is not a requirement and at the request of the Senior Traditional Owners the AR experiences are placed based only.

https://www.indigital.net.au/

 

Reel Injun

This film is a well researched look at how the media has influenced the perception of aboriginal people, starting from one of the first films made, to the western genre and beyond by a Canadian Cree filmmaker. It looks through the decades of the 20th century at social justice issues and what the impact of the media had on the issues, outcomes and the perceptions by North Americans, such as Wounded Knee. In the early 70s Marlon Brando sent Sacheen Littlefeather in his place to the Academy Awards. When he won for The Godfather she declined on his behalf, citing the treatment of aboriginal people in American films and television, as well as the events at Wounded Knee. There is a phenomenal cast, with interviews with people directly involved with film making, all with great stories. This film is very watchable and in my experience, students really enjoy it as well. https://www.nfb.ca/film/reel_injun/trailer/reel_injun_trailer/

 

Native Princesses

This series on APTN discusses the idea of beauty in Aboriginal cultures and the effect mainstream media has on how indigenous people see themselves. In one episode indigenous actors discuss how difficult it can be to get roles in television and film. One woman speaks about how she doesn’t look ‘native enough’ and even other Aboriginal people comment on her appearance as not being ‘really native’. It also has episodes on cultural appropriation; FNMI fashion designers and missing and murdered indigenous women. One episode about the frequency girls that girls are taken from reserves under the guise of modelling and sold into sex trafficking is particularly disturbing. It brings to light issues that are not discussed openly in mainstream culture, but should be.

http://nativeprincesses.ca/en/about

 

Schooling the World

This film questions the need for all children to attend school, a western approach to ‘modernizing’ cultures around the world. It discusses the detriment that western education has brought to cultures, while trying to “pull people into dependence on the modern centralized economy”. It is a fascinating film that will no doubt cause teachers in particular to rethink their views on the purpose of education.

http://www.filmsforaction.org/watch/schooling-the-world-2010/

 

Uncontacted Tribes: The Last Free People on Earth

In 2010 a photo was taken of a man and children in Brazil. It is thought to be one of the last uncontacted tribes on earth. The response to that photo was incredible, with calls for protecting the people and their land. Times has certainly changed when the general public in the western world would have seen a photo like that and thought it was their duty to ‘civilize’ and bring technology to the tribe. This article discusses the choice that uncontacted tribes have made to remain uncontacted. A different way of life is not backwards, or inferior and the rest of the world should respect that.

https://voices.nationalgeographic.org/2011/04/01/uncontacted-tribes-the-last-free-people-on-earth/

Module 1-Post 2: Fighting Stereotypes & Appropriation With Humour: Paul Waterlander

I stumbled across a First Nations comedy troupe based out of the USA while roaming the Internet.   Stereotyping of First Nations and cultural appropriation are serious problems in our society today.  Humour and satire have been historically used to bring these serious matters to the surface so that they can be debated.   The troupe cleverly calls themselves ” The 1491’s”  ( One year before Christopher Columbus “discovered” the New World).   This is how they describe themselves and what they do:

“The 1491s are a sketch comedy group based in the wooded ghettos of Minnesota and buffalo grass of Oklahoma. They are a gaggle of Indians chock full of cynicism and splashed with a good dose of indigenous satire. They coined the term All My Relations, and are still waiting on the royalties. They were at Custer’s Last Stand. They mooned Chris Columbus when he landed. They invented bubble gum.”

Here is their website: http://www.1491s.com/

You can find many of their videos on this link, or search them on YouTube.  The 1491’s are using technology to create and post their skits, which enables them to broadcast to a wider audience all over the world.  Their fame is starting to spread, and they have been guests on late night television shows.

 

Here is a skit they created that pokes fun at stores that sell phony First Nations items that heavily rely on stereotypes and/or cultural appropriation.  Like all good satire, the mocking tone creates a space for society to reflect and to question their values.

Warning: Some of these skits contain mature content

and may not be suitable to show to students!

 

Moving toward a future of reconciliation and respect

1. I found this website interesting from the perspective of an educator who would like to give students in the classroom an overview of the First Peoples of Canada. This virtual exhibition provides information about the different societies, languages and population percentages and distribution in Canada, before moving to “An Aboriginal Presence” which gives a short biography on many notable Canadian Indigenous peoples, including Alwyn Morris, a gold and bronze Olympic medalist, and Buffy Sainte-Marie, who co-wrote a song I loved when I was younger titled, “Up Where We Belong” among many others. Included in the virtual exhibition are traditional knowledges and artifacts, as well as origins and archaeology. While the exhibition provides more information than an educator might want to show students (it takes quite a while to read through all of the materials presented) I think it has the potential to be a valuable resource in the classroom. I personally enjoyed the sections “An Aboriginal Presence” (as it gave brief biographies of notable First Peoples) and “We Are the Land” (both knowledge and experience) the most.

First Peoples of Canada [virtual exhibition]. (n.d.). Canadian Museum of History. Retrieved 9 November, 2016, from: http://www.historymuseum.ca/cmc/exhibitions/aborig/fp/fpint01e.shtml

2. The next link is to the “Anishnawbe Health Toronto” website. I am including this website because during a previous weblog entry (Module 2 Weblog, link #3), I found an article by O’Sullivan (2013) titled, “Considering Culture in Aboriginal Care” (link: http://m.cmaj.ca/content/185/1/E27.full.pdf). O’Sullivan’s article highlighted the difficulties encountered by Indigenous patients in the Canadian health care system including a lack of feeling of safety, acceptance, empathy and respect. In contrast, Anishnawbe Heath Toronto appears to do the opposite by providing a community health centre based on traditional Indigenous knowledges and traditions; “AHT offers access to health care practitioners from many disciplines including Traditional Healers, Elders and Medicine People. Ancient ceremonies and traditions, intrinsic to our health care model are available.” The “Overview & History” page shares that Anishnawbe Health Resources was founded in 1984, based on the vision of Elder Joe Sylvester. What originally began as a diabetes project, expanded to encompass the needs of Aboriginal health care in Toronto using a model that is based on culture and traditions. Today the mission of Anishnawbe Health Toronto is “To improve the health and well-being of Aboriginal People in spirit, mind, emotion and body by providing Traditional Healing within a multi-disciplinary health care model.” I feel this is an important resource because it demonstrates for me how traditional Indigenous cultures, traditions, and knowledges can be integrated with the theories of western medicine to provide for the health and well-being of the Indigenous peoples of Canada. It emphasizes for me the fact that we need to integrate Indigenous knowledges into all aspects of Canadian society, not simply into our classrooms.

Anishnawbe Health Toronto. (2011). Retrieved 12 November, 2016, from: http://www.aht.ca/

*Citation for previous article as listed on Weblog entry for Module 2:
O’Sullivan, B. (2013). Considering culture in Aboriginal care. CMAJ, 185(1). Retrieved 10 October, 2016, from: http://m.cmaj.ca/content/185/1/E27.full.pdf

3. The following link is to a powerful, but often extremely painful selection of stories from survivors of residential schools in Canada. Each of the forty-seven stories on the site is told in the form of an interview. Each survivor has his or her own story, but there are common threads throughout many stories that include feelings of community and safety before they were taken away from their families to residential schools, fear and a lack of understanding when being taken to and arriving at residential schools, and of devastating trauma caused by the many different forms of abuse suffered while at residential schools. Each story demonstrates the profound impact of residential schools on Indigenous peoples and their families, and the continued impact on their lives today. Please note before you watch any of these videos that there is a warning on the “Stories” home page due to the painful and disturbing subject matter in many of the videos. A contact number is provided on the home page for the Health Canada 24-Hour National Survivors Crisis Line if needed.

Residential School Survivor Stories. (n.d.). Legacy of Hope Foundation. Retrieved 10 November, 2016, from: http://wherearethechildren.ca/en/stories/

4. The following link is to a CBC News, “As It Happens”, written article and audio episode reporting on the Truth and Reconciliation Commission summary report. The written summary provides information about the report and appeals for “a nation-wide commitment to reconciliation” as it exposes the abuse, deaths and continuing trauma suffered by those who were taken from their homes and forced to attend residential schools. The article includes a summary of key recommendations from the 381-page report. The audio is accessible by clicking on ‘Reconciliation is not an aboriginal problem, it is a Canadian problem. It involves all of us’ on the left side of the screen. In doing this, you will be able to listen to the entire “Truth and Reconciliation Commission summary report coverage” portion of the June 2, 2015 episode of “As It Happens” which is 15 minutes and 51 seconds in length. The episode includes much of the information given in the written article, as well as providing some of the testimonies from Residential School Survivors during the Truth and Reconciliation Commission.

Off, C. and Douglas, J. (2015, June 2). Truth and Reconciliation Commission summary report coverage. As It Happens. Retrieved 9 November, 2016, from: http://www.cbc.ca/radio/asithappens/as-it-happens-tuesday-edition-1.3096950/reconciliation-is-not-an-aboriginal-problem-it-is-a-canadian-problem-it-involves-all-of-us-1.3097253

5. My final link is to a TEDx video titled “Changing the way we see Native Americans” that I found created hope. I was immediately drawn to this TEDx TeachersCollege talk by the opening video of a young Indigenous child watching video images of Indigenous peoples as they are portrayed by Hollywood and other major media sources. When Matika Wilbur began to talk, I was drawn to her message as well as the good and beauty that seemed to emanate from her. Her TEDx talk centered on the modern and mainstream view of Native Americans, based on stereotypical images that are created through major media sources. Her goal is to change the way that Native Americans are perceived. With this in mind, she created a project in 2013 called Project 562 which “seeks to photograph every Federally recognized tribe in the United States and reveal in a brilliant spectrum of art, media, and curricula, the rich and complex twenty-first century image and reality of contemporary Native Americans.” During her talk, Matika Wilbur questions, “How can we expect mainstream support for sovereignty, self-determination, nation-building, tribally-controlled education, health care and jobs, when 90% of Americans only view people, my people, as one dimensional stereotypes situated in the historic past, or even worse situated in their imaginations. I argue that we can’t.” (time stamp: 11:38). Matika seeks to create positive change by identifying contemporary Indigenous role models, and to connect us together so that we can learn to respect and honour one another.

Wilbur, M. (2014). Changing the way we see Native Americans [online video]. TEDx TeachersCollege. Retrieved 10 November, 2016, from: https://www.youtube.com/watch?v=GIzYzz3rEZU

Unravelling the Stories

“The goal of Indigenous research is not to comprehend the world as an object,

but rather to move through

the world as a way of knowing in a journey that transforms all those involved.”

~ Sorsen C. Larsen {referencing Cajete, 2000)


While keeping with my initial theme of story, the following links focus more acutely on the authenticity of story due to its source and connection to place.


A Deeper Sense of Place: Stories and Journeys of Collaboration in Indigenous Research – by Jay T. Johnson and Soren C. Larsen

a-deeper-sense-of-place

 

This book contains excerpts from multiple writers relating the concept of place to personhood, belonging and identity. The place experiences of the authors range from Australia, New Zealand, Hawaii and Canada. In particular, these two chapters are of keen interest to me regarding story and place:

“Awakening to Belonging” ~ written by Anne Godlewska

“The Micropolitics of Storytelling in Collaborative Research: Reflections on a Mapping Project with the Cheslatta-Carrier Nation in British Columbia” ~ written by Soren C. Larsen

  • This resource can be accessed online through UBC Library.

America Indians in Children’s Literature – A blog by Debbie Reese and Jean Mendoza

momaicllogowebcolor

Visiting this blog has the potential of revolutionizing one’s mindset when approaching First Nations literature. Although the focus is on American Indians in children’s literature, many of these same books are relevant to students in Canada. Debbie Reese, particularly, is brilliant at pinpointing and rebuking stereotypes that have been, and continue to be, accepted in the stories presented into the hands and minds of children.

To glean further from Debbie Reese, these two videos are worth the watching:


Following are native-owned online bookstores, with the hopes that the resources available will prove to represent the lives and stories of First Nations peoples with respect, truth and integrity.

Oyate

oyate

 

Birchbark Books

birchbark

Theytus Books

theytus-books


Johnson, J. T., & Larsen, S. C. (Eds.). (2013). Deeper Sense Of Place : Stories And Journeys Of Indigenous-Academic Collaboration. Corvallis, US: Oregon State University Press. Retrieved from  http://www.ebrary.com

Allison’s Cyber Travelling Reflections Part 2

These links are ones I have recently come across that relate to my research project on teaching elementary students about Residential Schools, as well as links that support the teaching of First Nations culture to younger students.

The Owl and the Raven: An Inuit Legend

This Inuit legend tells the story of how raven’s feathers turned black. I like this video because it is using authentic language and is engaging for young audiences. Using stop-motion video techniques allows children to get into the story and learn about a legend and culture through storytelling. Hearing an authentic voice speak the language adds to the experience of this charming story.

Common Portrayals of Aboriginal People

mediasmart

I came across this link in Kimberly Cook’s references in her Discussion #5 post. I chose to include it in my resources because I feel it may be important to incorporate into my research for my final project. Although at this point I intend to focus on the topic of residential schools I think it would be important to also introduce the concept of stereotypes to my students during discussions and how this related to the times when residential schools were prevalent.

 

YESNet First Nations Programs & Partnerships

screen-shot-2016-10-15-at-8-58-02-pm

This is a link I came across in my other course, ETEC565A. YESNet is the Yukon Education Student Network, and the First Nations section of this website contains numerous K-12 resources that are directly related to First Nations cultures both in the Yukon and the rest of Canada. These resources include curriculum on relationships, attachments, restorative practices, culturally relevant programs, and activities. You can find book lists, games, study guides and templates relating subjects such as science, math, social studies, and the arts.

10 Books About Residential Schools To Read With Your Kids

booklist

I included this link because of my love for picture books! Storytelling can be a very powerful way to get across important lessons, thoughts, and feelings. Storytelling is also an integral part of many First Nations cultures so it is fitting to incorporate stories into teachings about Aboriginal cultures and ways of life. This particular list includes authentic stories based on real events of First Nations children going to residential schools. These stories open up a space for conversation on this tough topic. The book list contains age range recommendations and a brief synopsis of each title with a picture of the book, too.

Aboriginal Worldviews and Perspectives in the Classroom

screen-shot-2016-10-15-at-9-12-42-pm

I chose this particular image to represent this resource because these Principles of Learning summarize important foundations at the root of many First Nations cultures. This resource comprises the results of meetings between five districts across BC with urban and rural aboriginal and non-aboriginal participants. This compilation contains photos of activities in classrooms as well as projects, meaningful quotes from educators and participants around the province, as well as sections on:

  • Connectedness and Relationship
  • Awareness of History
  • Local Focus
  • Engagement with the Land, Nature, the Outdoors
  • Emphasis on Identity
  • Community Involvement: Process and Protocols
  • The Power of Story
  • Traditional Teaching
  • Language and Culture
  • Experiential Learning
  • The Role of the Teacher
  • Community Engagement
  • Teacher Preservice Training and Inservice Professional Development
  • A Positive, Learner-Centred Approach

Fashion and Indigenous Representation

The two links below both concern fashion, representation of Indigenous people, and the use of social media.

Got Land? Thank an Indian

A Saskatchewan school created a controversy when they disallowed teenager Tenelle Star, a member of the Star Blanket First Nation,  from wearing her sweat shirt which read “Got Land?” on the front, and “Thank an Indian” on the back to school. After discussions with the school board, and First Nations leaders, the she was permitted to wear her shirt. But, the student was harassed on  social media, and eventually her parents felt it was safer for her to close her Facebook account.

Tactless T-shirts by Big Retailers

Vans

Vans was selling a t-shirt with an image of a beer can totem pole. A  Métis man from Vancouver, Chad Girardin, created a social media campaign via a  Change.org petition.  The petition asked Vans to remove the “Wizard Totem” shirt, and requested a formal apology. The shirt was removed from the shelves.

Gap

“Manifest Destiny was the catch phrase which led to the genocide of millions of my people, millions of Indigenous people throughout this country.”

Of course, Vans in not the first big company, to make such a faux pas. A few years ago  the Gap was selling a shirt with the catch phrase “Manifest Destiny“. That was the “term was used to justify American expansion into the west during the 19th century”. Again it was through a social media campaign that the company was forced to remove the t-shirt from their shelves.


 

References