Professional Documents
Culture Documents
August 3, 2007
Media Stereotyping Page 2
Abstract
This paper examines how media stereotyping has impacted First Nations culture
with respect, in general, to the image of First Nations peoples and how that image has
been portrayed negatively by media. Inquiry on how the stereotypes have molded past
and present ideals in society will be discussed. The paper will include examples of how
myths, biases and stereotypes have negatively impacted of First Nations’ peoples. The
main areas of media stereotyping discovery will include (a) television, (b) motion
pictures and, (c) print media.
The paper will link the analysis of the negative impact of First Nations peoples
through media stereotyping to the idea of dispelling those myths through educational
means and through the use of the Internet. The paper will present some educational
practices and Web resources that intend to preserve and enhance the First Nations
peoples’ representation. Examples of how education systems can present First Nations
culture without bias and stereotyping through sensitive and creative pedagogy will be
presented. Discussion will also include how the First Nations peoples are responding to
stereotyping by utilizing the Internet to give them an authentic voice.
This paper will investigate media stereotyping affects on First Nations peoples in
Canada and the United States; comparing what has happened in the past to what presently
is occurring to bridge and advance views of First Nations’ peoples. The author of the
paper places value in the importance of educating youth and adults about media
stereotyping in order to advance the First Nations’ peoples’ image as opposed to creating
inaccurate viewpoints based on myths and biases. In addition, ideas on how the First
Nations peoples are successfully using the Internet to educate the public at large will be
addressed.
Media Stereotyping Page 3
Table of Contents
Abstract……………………………………………………………………………… 2
Table of Contents…………………………………………………………………… 3
Introduction…………………………………………………………………………. 4
Educational Guidelines……………………………………………………………… 12
Conclusion…………………………………………………………………………. 16
References………………………………………………………………………….. 19
Media Stereotyping Page 4
Introduction
This paper will examine and analyze how media has played a role in
there are other forms of media stereotyping than discussed in this paper, the author will
specifically examine media to include, (a) television, (b) movies and, (c) print media.
Media stereotyping has impacted First Nations’ peoples and their image for
centuries. This paper will present some examples of media stereotyping, discuss the
impact of those stereotypes and present ways in which those stereotypes can be overcome
This paper will address the importance of the education system as a major factor
in overcoming stereotypes. Discussion will be presented on how learners of all ages need
to be equipped with critical thinking skills that allow them to examine what is true or not;
to develop positive and culturally sensitive understandings about First Nations peoples.
Also presented, will be the importance of culturally sensitive teacher training and
specific professional development to teach and learn a critical thinking framework. The
critical thinking skills are significant in deconstructing negative stereotypes. The positive
convergence of education will be discussed to work towards dispelling the myths and
In addition, this paper will observe how the First Nations peoples of North
America are discovering the Internet as a positive and noteworthy way of dispelling
their own, First Nations peoples can use the Internet to optimistically display who they
are with constructive representation. Depiction of accurate First Nations culture can
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begin to be created with the World Wide Web becoming an authentic voice for First
Nations’ communities. There can be openness toward the understanding of First Nations
culture and communities, for the advancement and enhancement of their culture with the
use of the Internet. The First Nations peoples have responded to the past media
stereotypes by using the Internet to present their side of the story. First Nations’ peoples
are finding that cyberspace can be of value, as neutral grounds to educate those of First
There are many terms that refer to what has been known as the Indians of North
America. Some terms include, (a) Native American, (b) American Indian or, (c) Natives.
For clarity in reading this paper, First Nations, will refer to the group of people
previously known as Indians. As described in Wikipedia, both Canada and the United
States use the term First Nations to refer to one group of Indigenous peoples of North
America.
peoples located in what is now Canada . . . Collectively, First Nations, Inuit, and
have now started to use the Canadian term “First Nations” in the United States
(Wikipedia, 2007).
Therefore, the author of this paper will refer to one term, First Nations,
throughout the entire paper. When referencing other researchers work the term First
Nations will be placed in brackets so that the terminology is consistent throughout the
paper.
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There are various examples whereby the First Nations peoples of North America
have been misrepresented in the media and those stereotypes have created long standing
negative perspectives of First Nations peoples. “[First Nations] people 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” (Images of
The damage to the First Nations’ image and their culture can be traced back for
centuries. The media perpetuates the misconceptions of First Nations peoples. Although
there are many more examples of media stereotyping this paper will present a few
examples to demonstrate a wide-ranging view of what First Nations peoples have been
homogenous; that they are one nation. Although in actual fact, “There are currently over
600 First Nations in Canada, roughly half of which are located in the provinces of
Ontario and British Columbia” (Wikipedia, 2007). “The United States government
recognizes more than 300 [First Nations] tribes” (Floy, 1990, p. 2). Often First Nations
peoples are considered broadly as First Nations but are not represented as having
different bands, tribes, cultural values, languages, historical backgrounds and diverse
ways of life.
Western television programs and movies have portrayed First Nations peoples as
savage beasts. For generations the First Nations peoples have lived with the
generalization that their people display barbaric behaviours creating a societal fear of
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First Nations peoples. “The Hollywood movie industry helped create and perpetuate
[First Nations] stereotypes and some continue to affect attitudes today . . . [movies]
stereotyped [First Nations] as savage and ignorant” (Images of Aboriginal Peoples, n.d.).
The Wild West movies have represented the First Nations image as the negative character
while the cowboy was the good character. “ ‘ . . . the [First Nations] are always the bad
guys. The cowboys win, the [First Nations] get defeated. Children learn that [First
Other stereotypes depict First Nations peoples as animalistic, their image being
dehumanized through movies, television and in print. The stereotypes are perpetuated
through the image of First Nations peoples being compared to animals such as in an
alphabet book for young children whereby there are letters referring to animals except the
letter ‘I’; instead of an animal name, ‘I’ is for Indian which categorizes ‘Indians’ with
animals.
In addition, there are lists of sports team names relating to First Nations tribes
such as the Atlanta Braves, the Washington Redskins or the Cleveland Indians. These
names do not represent or depict a particular nation or race. First Nations peoples have
been questioning the irrelevant use of these names, however, sports names continue to be
incorporated with animals such as hawks, eagles and bears. Again in that list, Indians are
included in the category with the animals. Monica Bodirsky describes this “fictitious
vehicle . . . [as] . . . degrading and trivializes an entire race of people. We can only
imagine the outcry at teams labeled the ‘New York Blacks’ or the ‘Texas Germans’
traditional and not modernized. In television, movie and print media, First Nations
peoples have been referred to as people living in tipis, wearing feathered headdresses or
buckskin clothing.
present, move on to the future, and not get caught up and trapped in old negative
stereotypes of the American frontier past, freeze dried and recycled as modern
cultural myths – all of which were mostly established by white inventors of [First
In news print media it is not uncommon, for example, to read about a crime
suspect listed as a ‘Native’ man or woman but rarely does one read in the news about
another culture as the adjective to that person in question. There is rarely, if ever,
mention, of an ‘Irish’ man or woman, for example, when describing a criminal suspect in
the news.
If the media’s take on [First Nations] people is interpreted at face value, then kids
[Nations] society. If they get their impressions from the news, they’ll likely view
[First Nations] people[s] as a negative force. And if their impressions come from
These examples are merely a snapshot of the media stereotyping towards First
Nations peoples. Although there may not be a way of eradicating stereotyping of First
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Nations’ peoples in general, there are ways of educating people to critically analyze what
This section of the paper will present how the existing stereotypes and the
systems need to take responsibility for teaching students at any age, how to critically
view and assess information especially about another culture. Students need to be
prepared to critique what is real and true about First Nations peoples instead of relying
social attitudes, and the need for national identity. Promoting information literacy
The author of this paper places significant value in the education system being a
significant role player in dispelling myths, biases and stereotypes of First Nations
peoples. Schools can take action in order to represent First Nations peoples and their
culture through culturally sensitive teaching practices. The reality is that there is a
students. Taylor and Patterson concur, “ . . . there is no way that students in a multimedia
Media Stereotyping Page 10
world are going to avoid contact with stereotypes about ethnicity. Reruns of classic
television series and old movies on television reintroduce each new generation to
Therefore, it is through education that can teach First Nations’ peoples and the
public at large a way to discover true cultural values of First Nations peoples. Critical
thinking frameworks can be used to develop informed decisions about the First Nations
peoples and their culture, instead of the media misconstruing their image for the purpose
In the twenty-first century the education system needs to take an active role in
There is no one specific framework to use for teaching critical thinking strategies
in general; there are some significant factors that are key to understanding the importance
Being aware of the damage that has been done through media stereotyping of
First Nations peoples and understanding how to teach and learn specific skills can
of all ages can be more aware of understanding the perpetual destruction media invokes
A framework for assessing movies, television and print material includes, (a) an
skills, (c) sharing knowledge and information of traditional and modern First Nations
cultures, (d) creating a classroom that is inclusive and accepting of all cultural
backgrounds, (e) providing students with specific questions that can be asked to assess
and evaluate what they are viewing, reading or interacting with; to understand the
stereotyping, (f) engaging in discussions that reveal media stereotyping and, (g) including
When viewing a film . . . students require specific skill sets to identify bias,
of media and provided with the opportunity to critically analyze and interpret the
content itself, the intended message, and the reasons behind its production [and]
In Canada and the United States the First Nations peoples need to be honored and
respected as any Indigenous culture deserves. Schools across the continent need to instill
respect of First Nations peoples to support the quest to reduce society’s negative
attitude of respect for cultural differences, know the cultural resources their students
bring to class, and be skilled at tapping students’ cultural resources in the teaching-
stereotyping of First Nations peoples is of importance. There is a need for relevant and
updated media for students to view as positive examples of First Nations peoples to
Media Stereotyping Page 12
create more valid representations of their culture. Culturally sensitive teaching strategies
and relevant curriculum resources play an important role in overcoming negative media
becoming more aware and literate about negative media stereotyping towards First
Nations peoples.
Nations peoples through media awareness and critical thinking skills can underpin
pedagogy to provide students with critical thinking skills that evaluate negative media
stereotyping of First Nations peoples. Positive steps have and can continue to be taken to
ensure culturally sensitive schools throughout Canada and the United States
dehumanizing history that Indigenous peoples have lived. Such an education can
Educational Guidelines
continue. Educators themselves may not even realize a stereotype is being used.
“Perhaps the single most important ingredient in teaching is respect. [First Nations] have
Media Stereotyping Page 13
been stereotyped and treated disrespectfully for so many centuries that it is sometimes
hard to recognize when they are being demeaned” (Teaching About Native, n.d. p. 2).
importance. Being aware of colloquial language that has been referred to First Nations
peoples can give stereotypical messages. Underlying stereotypical terms such as,
“‘You’re acting like a bunch of wild Indians’, ‘Please sit Indian-style’, [or] ‘You’re
behaving like an Indian giver.’” (Teaching About Native, n.d. p. 1) are just a few
examples of language that invokes stereotypes. Educators need to examine their own
themselves of the issues regarding First Nations peoples to facilitate a culturally sensitive
atmosphere for First Nations students and for all students in a classroom. The
responsibility lies in the knowledge of the teacher and their dedication to becoming
studies courses into teacher education courses where colleges and universities are training
teachers to serve in schools with [First Nations] students.” (Pewewardy & Cahape, 2003,
p.2). Professional development for teachers to learn and understand ways of teaching
critical thinking skills and to study Indigenous cultures is an important step toward
Teachers face an important challenge to learn and impart their learned knowledge
onto their students about media stereotypes and ways of synthesizing the information to
Media Stereotyping Page 14
form accurate representations of First Nations peoples. “It is crucial to provide teachers
(Pewewardy & Cahape, 2003, p. 2). Changing the ethics of society’s negative images of
First Nations peoples can start with teachers learning about First Nations peoples, and
learning how to teach critical thinking skills to their students. Teachers have the
important job of being prepared to teach in a multimedia society whereby First Nations
peoples have been misrepresented. Teachers play a significant role in dispelling media
stereotypes.
peoples and the misrepresentations media has produced. First Nations peoples have
responded to the deconstruction of their culture, by the media, in a way of their own.
Although media has negatively impacted the First Nations’ image, the newest wave of
Internet technology is being used by First Nations communities to improve the image of
First Nations peoples. Lewis and Fragnito, both of First Nations ancestry, agree,
The camera, for instance, taught people that we all wore headdresses and lived in
The World Wide Web has offered us the possibility to shape our own
representations and make them known (Lewis & Fragnito, 2005, p. 1).
Many First Nations communities are using the Web to enhance their culture and
to strive towards overcoming past destruction that other technologies such as television,
movies and print media have created. First Nations tribes and bands are taking on the
Media Stereotyping Page 15
challenge of designing websites that will give them an avenue to display the uniqueness
First Nations peoples are discovering that the Internet can be a positive outlet for
their own people and for the public at large. The First Nations peoples are using the
Internet to exercise control over how they are being represented and can use Web
CyberPowWow is one example of a website that features First Nations’ artists and
writers. The website also includes a chat space for visitor interactions. “The sites main
goals have been to overcome stereotypes about [First Nations] people; to help shape the
World Wide Web; and to generate critical discourse – both in person and online – about
First Nations art, technology, and community” (Lewis& Fragnito, 2005 p. 2).
Some researchers believe that the use of the Internet undermines the traditional
knowledge and ways of First Nations peoples. As Bowers, Vasquez and Roaf explain,
spatial, social, spiritual, and experiential dimensions that particularize its application,
cyberspace is no place for tribalism” (2003, ¶ 3). This section of the paper, however, is
presenting examples by which the First Nations peoples are adapting their traditional
ways so that cyberspace can work to their advantage. The Internet is not a complete
solution to dispel past stereotypes that have perpetuated negative images of First Nations
Although many technologies have had negative effects on indigenous people, the
electronic media have a lot of positive potentials for them. While many critics of
television and the electronic media see these things as threats to indigenous
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The First Nations peoples have responded with hope rather than resistance in their
struggle to confront media stereotyping toward their communities and culture. The
communities taking advantage of the affordance of cyberspace; their hope is “to promote
[First Nations] culture and dispel stereotypes created about indigenous peoples . . . [to] be
extended on a much larger and further reaching scale on the Internet” (Gathering of
Nations, 2007).
technology can positively impact First Nations peoples’ image. The magnitude of this
concept is crucial in bridging past destruction of First Nations peoples and their culture.
Sterritt writes,
networking tool. The power of the information highway has paved a road for
[First Nations] people to walk on without having to tackle the mental road blocks
Conclusion
The Education system can respond to negative media stereotyping with culturally
sensitive teacher training, curriculum resources and specific learning strategies. First
Nations’ communities can respond by using the newest forms of Internet and Web
uniqueness. The education system and the Internet can be a channel of optimism for both
First Nations peoples and for all people across the globe.
By no means does the author of this paper attempt to present a total solution to the
issues involving First Nations media stereotyping and the destruction that has been done.
The author’s intent is to place significant importance in education through the public
education system and through the use of the Internet to educate First Nations students and
all students. Debbie Reese writes, “Much remains to be done to counter stereotypes of
[First Nations] learned by young children in our society . . . not only about history but
also about the contemporary lives of [First Nations’]” (Reese, 1996, p. 4).
The focus of this paper is to present positive intervention strategies that connect
First Nations peoples to an authentic and real view of who they are as opposed to the
view represented in the media. The education system and the use of cyberspace are two
Although this paper has only touched on a few examples of media stereotyping
the First Nations culture has endured; these examples have demonstrated a glimpse of
existing media stereotyping of First Nations peoples and has presented some ways of
direct curriculum initiatives to include critical thinking frameworks specifically for the
evaluation of media stereotyping towards First Nations peoples. The ongoing evolution
of education needs to rise above negative stereotyping and work towards positive
Effective education systems and the Internet can create a more positive image of the
traditional First Nations peoples with a modern image of their people and culture.
Media Stereotyping Page 19
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Pewewardy, C., (1996/97). The Pocahontas Paradox: A Cautionary Tale for Educators.
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Pewewardy, C., & Cahape, P., (2003). Culturally Responsive Teaching for American
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