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- Having more educational spaces
All the resources in the power can be use within their organization
- How to balance Indigenous voices that are represented
- vs. educating ourselves internally

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-- Native Issues also intersects with
- MIC
- Poverty
- Housing
- Urban life
- Education
- etc...

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- As a Taino member, would like to take the lead within their organization. Work with IPDPhilly and other Native organizations to come together.
- Our group is more focus on other things but it is not yet intentional in including NA/IP

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- Indigenous voices are verily covered. One huge gap.
- We recently covered IPD in 2020 and previously.
- Having continue coverage year around. important. Try to stay in touch. Bring voices not just in October.
- Noticing that the Mayor executive order was covered.

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Mostly non-native. Funds Native projects. Small grants. Allow to start up.
Historically has been involve in assimilation practices and boarding school. Quakers has been coming together to accept the wrong doings.

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Thinking about media and land acknowledgements. Considering what steps to take

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The BIPOC caucus has been created to offer a space for Black, Indigenous, and People of Color to have a space to heal as well as discuss various concerns that have arisen and continue to arise over the last year in particular. The conversations thus far have not uplifted and focused particularly on Indigenous issues or allowing a space for indigenous members to focus on and heal from their grievances. Our group can directly lead a conversation that allows for indigenous members to speak about their own experiences. The BIPOC caucus could also reach out to Indigenous organizations in the area to invite them to the conversation so that we as a group have more connections and space for the I in the BIPOC caucus.

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Reclaim Philadelphia has a space specifically for Black, Indigenous, and People of Color (BIPOC Caucus) to meet each month and talk about different issues. Its focus is on community healing, and we have talked about anti-Blackness and anti-Asian violence but hadn't touched on anti-Nativeness or issues impacting indigenous folks in our space. I think I can be more intentional about bringing up news and questions, and I am hoping that our organization can help amplify IPD and indigenous peoples in Philadelphia as part of our campaigns to restore political power back to the people. I would have to step up to take lead on that or work with someone to lead on it.

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- Philly Cam (tv/radio, reboradcast docs etc)
- Reclaim Phila (restore power back to the people, BIPOC caucus—healing space, want to bring more indigenous awareness)
-Anakbayan: Filipino rights org
- Society of Quakers—granting group + some advocacy work
- The Philadelphia Citizen (solutions journalism & civic engagement media outlet)

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Facilitator - Keziah
Reporter - Trinity
Notetaker - Nikki
Attendees - Ashley, Philip, Jason
Educators

(1) Jason - Natives misinterpreted in textbooks, shown in animal skins/traditional clothing (but no one still wears them), living in teepees/huts
Trinity - mixed experience of Native people. Vast generalizations in textbooks "Native Americans believe..." but there are different languages, values, religions, traditions. Textbooks try to blanket Native Americans, show general traditional attire.
Ashley - Center for Indigenous studies in Toronto, singularization of Indigenous peoples, failure to recognize plurality of nations, lack of capitalizing of Indigenous (no recognizing of sovereignty and nationhood of tribes/Indigenous), people aren't being taught federally recognized Indigenous peoples of the land on which we inhabit. Institutionalize a territorial call to action.
Keziah - be intentional about bringing in Indigenous history/ perspectives into classrooms, curriculum, and treating. Read primary sources of Indigenous histories alongside Black histories.
Philip - teaching artist, include Indigenous artists who are specific to local areas/cultures. Do students know what it means to be Indigenous/Native American? Students have little context/knowledge of Indigenous peoples. Challenges with formulating hundred-year histories of Native peoples in short teaching sessions
Ashley - literary studies, ethics workshop before students begin writing to ground them in writing from an anti-colonial/Indigenous studies perspective. Recognize distinct Nations of Indigenous peoples with whom they are dialoguing. Writing languageS, cultureS, traditionS in plural. Importance of writing in PRESENT tense (interweave past, present, and future) because these have been and will continue to be Indigenous LANDS/territories. Now that you have this knowledge, how will you responsible with this knowledge as a settler? How can we have a better relation to these lands now that we recognize our positionality? Small-scale carrying responsibilities into action in our day-to-day. How do we treat this land and understand ourselves? Bringing THEORY and ACTION together.
Keziah - how do we make Indigenous people feel seen, heard, important, and integral to this country?
Trinity - having a teacher who was open-minded, listens, and willing to hear a student out and ensure they have a voice. Giving students/Indigenous peoples a voice in their own classrooms. Indigenous peoples have been historically silenced and continues to show up / be internalized by Native children.
Philip - representation within different institutions (art/museums), challenging to find and learn about Native artists who are being celebrated (doesn't mean that there aren't artists in these communities), working to look outside the art that is typically presented within a colonialist mentality/society. Ask the questions to get students to start thinking
Jason - create textbooks with more accurate interpretation, modern depiction of Native peoples, "WE ARE STILL HERE"
Keziah - think about reparations for Native/Indigenous peoples

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Might you be interested in collaborating on a local interdisciplinary Indigenous Futurisms course at the high school level? We'd love to work with you in the way that is most responsible, respectful, and authentic.

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A lot of this is self-education, and self-work--reading, listening, interacting with folks in the area and beyond and trying to figure out where I can use my own privileges and skills to help amplify Indigenous peoples and communities. I am excited to learn how much more I can do and help make it happen.

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Truthfully, no, but we are hoping to use the work of the school library, our elective course, and other alterations to curriculum and community engagement to bring about the change that needs to occur. Looking forward to reaching out to the leaders on today's call as this all takes shape in the next few months.

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We are lucky to have a wonderful librarian who has been promoting works by classic and contemporary Indigenous authors in our high school library. We have also been working together to both institute a Land Acknowledgement at our school and do more to collaborate with local leaders and communities in the work of both our library and our "English" department. Since our school is moving towards a more interdisciplinary model, I think there is a lot of potential to bring in Indigenous knowledge, technologies, activism, art, etc.

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In my literature and creative writing courses so far we have only read one or two pieces by authors Indigenous to North and Central America. I am hoping we can expand representation, voices, and discussion in our 9th grade classes (right at the start of students' high school experience) and build a strong Indigenous Futurisms spring elective for juniors and seniors based on decolonial theory, pedagogy, and praxis for Spring 2022.