Dian Squire Profile picture
Sep 13, 2018 9 tweets 5 min read Twitter logo Read on Twitter
Extremely f**ked up over, though not surprised by, the realization that Maslow borrowed heavily/stole from the Blackfeet Nation/Blackfoot people to build what we know as Maslow's Hierarchy of Needs. Of course he Westernized it to remove spirituality
(as did the original "founders" of this country that stole our system of government from the Iroquois People when they removed spirituality as the fourth component of governance), and made it an individual model rather than a communal model, despite needing community
(e.g., ancestors, elders, etc), to reach those levels. When he was stuck on his model, he visited his anthropology buddies on the reservation and began talking to elders about their ways of life. Everything was revealed to him and he published his model not long after.
The triangle model we recognize so clearly, is ACTUALLY A TEEPEE/TIPI!! He apparently "cited" the Blackfeet by "word of mouth" because "his work" would be discredited if it was attached to Native people or if they were co-authors on the work; so, he chose not to.
Here is a picture of him on the reservation. I suggest doing some of your own reading and investigation. And this is a seminal theory we teach in our field and many others. I am sick after being turned onto this by one of the Navajo students.
I would like to make sure I publically acknowledge those who made these findings: @RyanHeavyHead @nblood1 @cblackst and probably other too. They have been writing and presenting on this for years. Glad my small thread could bring some attention to their hard work! Go read it!
Cite them! Teach them! Invite them to present and speak (for pay)! Much additional info available online for public access. Thank you for your work on this! I think everybody in this thread is now dedicated to correct citational practice and acknowledgement.
Thank you @GrandmaSaidNo for reminding me to do this. Sorry for the delay!

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More from @DianSquire

Aug 1, 2018
New article!! We examined the experiences of women of color (WoC) with critical worldviews in education doctoral programs. How students experience doctoral programs in relation to forwarding a critical perspective is integral to positive student development and academic success.
A critical race feminist (CRF) approach framed the voices and experiences of 14 WoC from education doctoral programs and revealed 3 central spaces of resistance to develop this paradigm for the WoC:
Faculty relationships, peer relationships, and opportunities outside of their programs. In using a CRF framework, we also centered the voices of WoC by citing only WoC scholars. Termed by Ahmed (2017), this approach recalls a "feminist memory."
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