Rhonda is a third-generation Aboriginal mother, born and raised in Winnipeg. She has frequently visited the home community her family has historic ties to, as well as her husband's. Their child Joseph attends Grade 3 at a local public school. At Thanksgiving, Joseph came home in tears. During the previous classes, the teacher has been discussing the impor- tance of the relationship between Aboriginal people and the first settlers. As part of a classroom assignment, the teacher asked that on the Friday before the holiday that the children come to class dressed as 'Indians.' Joseph was quite confused with the assignment. In his mind, he came to school everyday dressed as an 'Indian,' so what he was being asked to do didn't make any sense. Rather than discuss this with his parents, he decided to just go to school dressed like he did every other day. When he arrived, he noticed that some his classmates were wearing feathers cut out of cardboard in their hair. Others were gripping plastic bows and arrows. Some were running around making war whoops. Not only was Joseph confused, but also the teacher then chastised him for not fol- lowing instructions and getting dressed up like an Indian and he received a failing grade. ACTIVITY: GOT PRIVILEGE? When Joseph tried to tell the teacher that he was Aboriginal, and of his confusion with the assignment, he was told to go to the principal's office. When he told his parents, they chose not to confront the principal or the teacher due to their fears that because of prominent evidence of racism in the city, they could escalate the situationand that systemic beliefs such as the teacher's, that are also built into the cur- riculum, cannot be changed in one-on-one settings. 1. How should the teacher have handled Joseph's concerns over the Thanksgiving dress-up activity? 2. What options are available to Joseph's parents, who were concerned about this blatantly insensitive activity based on stereotypes that historicizes Indians in such a fashion