Columbus Day: Do Colleges Have Classes? [2024]

Each academic year presents students with a complex calendar of holidays and observances, prompting the recurring question: do colleges have classes on Columbus Day? The National Education Association advocates for inclusive curricula, influencing how institutions like Harvard University address historical events. Federal holidays, including Columbus Day, are observed on October 14th in 2024, but the decision to suspend academic activities rests with individual college administrations, creating varied schedules across the nation.

Navigating Columbus Day and Indigenous Peoples’ Day in Academia

The academic landscape, traditionally a bastion of historical analysis and critical thinking, now finds itself at the crossroads of evolving societal values and deeply rooted traditions.

Columbus Day, once a straightforward celebration of exploration and discovery, now exists in a complex relationship with Indigenous Peoples’ Day, a commemoration of the history, resilience, and contributions of Native Americans.

This shifting perspective presents colleges and universities with a unique challenge: how to acknowledge and incorporate these diverse viewpoints within their academic calendars and institutional practices.

The Dichotomy of Observance: Historical and Contemporary Views

Columbus Day, formally established as a federal holiday in 1937, has long been a fixture in American culture, commemorating Christopher Columbus’s arrival in the Americas.

However, this celebratory narrative has faced increasing scrutiny in recent decades.

A growing awareness of the historical injustices inflicted upon Indigenous populations, often directly linked to European colonization, has fueled a movement to re-evaluate Columbus’s legacy and its impact.

This movement has given rise to Indigenous Peoples’ Day, observed on the same date as Columbus Day, as a means of honoring Indigenous cultures and histories while acknowledging the painful realities of colonialism.

Indigenous Peoples’ Day serves as a counter-narrative, emphasizing the need for historical accuracy and the importance of recognizing the enduring contributions of Native American communities.

The Central Question: Managing Academic Observances

Given this evolving context, a central question emerges for institutions of higher learning: How do colleges and universities navigate the observance of Columbus Day and Indigenous Peoples’ Day on their academic calendars?

Do institutions continue to recognize Columbus Day as a day of celebration, maintain it as a day of academic instruction, or opt to replace it entirely with Indigenous Peoples’ Day?

The answers to these questions reflect a complex interplay of historical precedent, institutional values, and responsiveness to student and community concerns.

Purpose of this Analysis: Institutional Approaches and Influences

This analysis aims to explore the diverse approaches taken by colleges and universities in addressing these holidays.

By examining academic calendars, institutional statements, and related policies, we seek to understand the various ways in which institutions choose to acknowledge—or not acknowledge—these significant dates.

Furthermore, we will delve into the factors that influence these institutional decisions, including the role of administrations, faculty, students, and external stakeholders.

Our goal is to provide a comprehensive overview of the current landscape and to shed light on the complexities of navigating these holidays within the context of higher education.

Historical Context: From Federal Holiday to a Day of Remembrance

The academic landscape, traditionally a bastion of historical analysis and critical thinking, now finds itself at the crossroads of evolving societal values and deeply rooted traditions. Understanding the current discussions surrounding Columbus Day and Indigenous Peoples’ Day necessitates a comprehensive look at their historical origins and transformations. This section aims to provide that essential background, exploring the establishment of Columbus Day, the rise of Indigenous Peoples’ Day, and the ongoing debates about Christopher Columbus’s legacy.

The Genesis of Columbus Day

Columbus Day’s journey to becoming a federal holiday is a story of evolving national identity and the search for unifying figures. Initially celebrated sporadically in various communities, the push for a national holiday gained momentum in the late 19th century, driven largely by Italian-American communities seeking recognition and a place in the American narrative.

President Benjamin Harrison first encouraged a national celebration in 1892, marking the 400th anniversary of Columbus’s arrival in the Americas. However, it wasn’t until 1937 that President Franklin Delano Roosevelt officially declared Columbus Day a federal holiday.

This move solidified Columbus’s place in the national consciousness, portraying him as a symbol of American ingenuity, exploration, and progress. The holiday served as a means of assimilating Italian immigrants into the American cultural fabric, offering a point of pride and belonging.

The Emergence of Indigenous Peoples’ Day

The latter half of the 20th century witnessed a growing re-evaluation of historical narratives, particularly concerning the treatment of Indigenous populations. This shift in perspective paved the way for the emergence of Indigenous Peoples’ Day, a counter-narrative designed to challenge the traditional glorification of Columbus.

The movement began in 1977, when Indigenous delegates at an international conference in Geneva proposed replacing Columbus Day with a day of recognition for Indigenous people. South Dakota was the first state to officially celebrate Native American Day in 1990.

Indigenous Peoples’ Day serves as a powerful symbol of recognition, resilience, and a commitment to honoring the history, culture, and contributions of Indigenous communities. It provides an opportunity to reflect on the devastating impact of colonialism and to promote a more inclusive and accurate understanding of the past.

The increasing adoption of Indigenous Peoples’ Day by states, cities, and institutions of higher education reflects a growing awareness of the need to decolonize historical narratives and to center the voices and experiences of Indigenous people.

Navigating the Columbus Controversy

The shift towards Indigenous Peoples’ Day is inextricably linked to a broader re-examination of Christopher Columbus’s legacy. While once viewed as a heroic figure, Columbus is now recognized by many as a symbol of colonialism, exploitation, and the transatlantic slave trade.

His arrival in the Americas marked the beginning of a period of profound disruption and violence for Indigenous populations, resulting in widespread displacement, disease, and cultural destruction.

The debate surrounding Columbus is not simply about revising history; it is about grappling with the complex and often uncomfortable truths of the past. Acknowledging the devastating impact of colonialism is essential for fostering a more just and equitable future.

Historical accuracy demands a nuanced understanding of Columbus’s role, recognizing both his contributions to European exploration and the devastating consequences of his actions for Indigenous communities. This understanding necessitates incorporating Indigenous perspectives into the historical narrative and challenging the traditional Eurocentric worldview.

Current Practices: Observance Across Campuses

The academic landscape, traditionally a bastion of historical analysis and critical thinking, now finds itself at the crossroads of evolving societal values and deeply rooted traditions. Understanding the current discussions surrounding Columbus Day and Indigenous Peoples’ Day necessitates a close examination of how these observances are manifested on college and university campuses across the nation.

This section delves into an analysis of current practices. It explores how institutions of higher education are choosing to recognize, or not recognize, these holidays. It also examines the growing trend of Land Acknowledgment statements as a means of recognizing Indigenous presence and history.

Academic Calendar Analysis: A Spectrum of Observances

A comprehensive review of academic calendars from a diverse range of public and private colleges and universities reveals a spectrum of approaches to Columbus Day and Indigenous Peoples’ Day. This review highlights the nuances in how institutions navigate this complex issue.

Some institutions continue to observe Columbus Day as a holiday. This is often marked by a day off from classes and administrative closures.

However, a growing number of colleges and universities are opting to recognize Indigenous Peoples’ Day instead. In some cases, institutions have replaced Columbus Day with Indigenous Peoples’ Day on their official calendars. Other institutions have chosen to recognize both days, often through events and educational programs.

Finally, there are institutions that observe neither holiday directly, keeping classes and operations running as usual. Even in these cases, discussions or events related to the historical context of both days may still occur.

Categorizing Institutional Approaches

Based on our analysis, institutions can be broadly categorized into the following groups:

• Columbus Day Observers: These institutions maintain Columbus Day as a recognized holiday. They typically offer a day off from classes and may acknowledge the day through internal communications.

• Indigenous Peoples’ Day Observers: This group has replaced Columbus Day with Indigenous Peoples’ Day on their official calendars. Often they accompany the day with educational programming and events.

• Dual Observers: Institutions recognizing both Columbus Day and Indigenous Peoples’ Day seek to balance historical perspectives. This approach often involves events and discussions that acknowledge the complexities of both days.

• Non-Observers: These institutions do not formally recognize either holiday with a day off. However, they may still address the historical context through coursework or special events.

The Rise of Land Acknowledgment Statements

Beyond the academic calendar, another significant trend is the increasing prevalence of Land Acknowledgment statements on college and university websites. These statements formally recognize and respect Indigenous peoples as the traditional stewards of the land on which the institution is located.

Land Acknowledgment statements vary in length and content. However, they generally share a common goal. That is to acknowledge the historical and ongoing presence of Indigenous peoples and to express a commitment to supporting Indigenous communities.

Significance and Interpretation

The inclusion of Land Acknowledgment statements signals a growing awareness of Indigenous history and a desire to foster a more inclusive campus environment. These statements serve as a starting point for further engagement with Indigenous communities and a commitment to addressing historical injustices.

However, the effectiveness of Land Acknowledgment statements is also subject to scrutiny. Critics argue that acknowledgments must be accompanied by concrete actions to support Indigenous communities. Otherwise, they risk becoming performative gestures.

Best Practices for Land Acknowledgments

Institutions seeking to create meaningful Land Acknowledgment statements should consider the following:

• Consultation with Indigenous Communities: Engage with local Indigenous communities to ensure the acknowledgment is accurate and respectful.
• Education and Awareness: Provide education for students, faculty, and staff about the history and significance of the acknowledgment.
• Concrete Actions: Support Indigenous communities through scholarships, partnerships, and initiatives that promote Indigenous sovereignty and well-being.

By carefully considering the context and content of Land Acknowledgment statements, colleges and universities can demonstrate a genuine commitment to reconciliation and create a more welcoming and inclusive environment for Indigenous students, faculty, and staff.

Through these multifaceted approaches, institutions are grappling with the complexities of history and striving to create spaces that are both academically rigorous and culturally sensitive.

Influencing Factors: Shaping Institutional Policies

The academic landscape, traditionally a bastion of historical analysis and critical thinking, now finds itself at the crossroads of evolving societal values and deeply rooted traditions. Understanding the current discussions surrounding Columbus Day and Indigenous Peoples’ Day necessitates a close examination of the factors shaping institutional policies. This section will delve into the complex interplay of influences, from administrative decisions to student advocacy, and the broader societal forces that contribute to the evolving recognition of these holidays on college and university campuses.

The Role of College Administrations

College administrations, led by presidents and senior administrators, wield significant influence over institutional policies, including those pertaining to holiday observances. Their decisions often reflect a delicate balancing act, weighing considerations such as:

• Institutional values: aligning policies with the university’s mission and commitment to diversity and inclusion.
• Legal and regulatory compliance: adhering to federal and state laws regarding holidays and employment practices.
• Financial implications: considering the cost of closures or alternative programming.
• Public image: managing the institution’s reputation and relationship with stakeholders, including alumni and donors.

Administrators often consult with various stakeholders, including faculty, staff, and students, before making final decisions. However, the ultimate authority typically rests with the administration. The tone set by the president and provost can significantly influence the campus climate and the acceptance of new or revised policies.

The Influence of Faculty and Student Voices

Faculty senates and unions, along with student governments and associations, play a crucial role in advocating for specific observances. These groups often serve as platforms for expressing diverse perspectives and mobilizing support for change.

• Faculty senates/unions may propose resolutions or recommendations to the administration, advocating for the recognition of Indigenous Peoples’ Day or changes to the academic calendar.
• Student governments/associations can organize campaigns, rallies, and educational events to raise awareness and pressure administrators to adopt more inclusive policies.

The effectiveness of these advocacy efforts depends on several factors, including the strength of the organization, the level of student and faculty engagement, and the receptiveness of the administration. Successfully navigating the administrative structure and presenting well-researched arguments are key to influencing policy changes.

The Impact of State Governments

State governments, particularly in the context of public institutions, can exert considerable influence over holiday observances. State laws often dictate which holidays are observed by state employees, including faculty and staff at public colleges and universities.

• Funding implications: state funding may be contingent upon compliance with these laws.
• Political considerations: decisions regarding holiday observances can become politicized, with lawmakers weighing in on the issue.
• Legislative action: state legislatures can pass laws mandating or prohibiting the recognition of specific holidays.

Public institutions must navigate this complex web of state regulations and political pressures while also considering the needs and desires of their campus communities. Balancing state mandates with institutional autonomy is a persistent challenge.

Social Justice and Cultural Sensitivity

Beyond the formal channels of governance, social justice concerns and the importance of cultural sensitivity are increasingly shaping institutional policies. A growing awareness of the historical injustices faced by Indigenous peoples and a commitment to creating a more inclusive campus environment have led many colleges and universities to re-evaluate their approach to holiday observances.

• Land acknowledgment statements: these statements, often read at the beginning of events or displayed on websites, recognize the Indigenous peoples who originally inhabited the land on which the institution is located.
• Educational initiatives: colleges and universities are increasingly offering courses, workshops, and events that educate students and faculty about Indigenous history, culture, and contemporary issues.
• Inclusive programming: institutions are developing alternative programming for Columbus Day that focuses on Indigenous perspectives and promotes dialogue and understanding.

Ultimately, the most successful policies are those that are developed in consultation with Indigenous communities and reflect a genuine commitment to reconciliation and social justice. Navigating these complex issues requires a willingness to engage in difficult conversations, to listen to diverse perspectives, and to prioritize the creation of a welcoming and inclusive environment for all members of the campus community.

Advocacy and Activism: Voices for Change

Influencing Factors: Shaping Institutional Policies
The academic landscape, traditionally a bastion of historical analysis and critical thinking, now finds itself at the crossroads of evolving societal values and deeply rooted traditions. Understanding the current discussions surrounding Columbus Day and Indigenous Peoples’ Day necessitates a close look at the advocacy and activism propelling the shift towards Indigenous Peoples’ Day.

The Role of Indigenous Rights Organizations

Indigenous rights organizations have been at the forefront of advocating for the recognition of Indigenous Peoples’ Day.
These groups actively challenge the traditional narrative surrounding Christopher Columbus, presenting alternative perspectives rooted in the experiences of Indigenous communities.

Their strategies encompass a range of activities. These strategies include lobbying efforts aimed at influencing institutional and governmental policies, public awareness campaigns designed to educate the broader population, and grassroots movements intended to mobilize community support.

The American Indian Movement (AIM), for example, has been instrumental in raising awareness about the historical injustices faced by Indigenous peoples. It advocates for systemic change and the dismantling of colonial narratives.

Through sustained and multifaceted efforts, these organizations play a crucial role in shaping public discourse and pushing for policy changes that reflect a more accurate and inclusive historical understanding.

Prominent Indigenous Leaders and Activists

The movement to recognize Indigenous Peoples’ Day is significantly influenced by the contributions of prominent Indigenous leaders and activists.
These individuals serve as powerful voices for their communities. They advocate for the recognition of Indigenous rights and the celebration of Indigenous cultures.

Figures like Suzan Shown Harjo, a Cheyenne and Hodulgee Muscogee advocate, have dedicated their lives to fighting for Native American rights and cultural preservation.

Their advocacy efforts have significantly contributed to raising awareness about the importance of recognizing Indigenous Peoples’ Day.

Furthermore, their personal stories and experiences add depth and authenticity to the movement, inspiring others to join the cause. They challenge prevailing narratives and promote a more equitable and inclusive society.

Student and Faculty Perspectives

The perspectives of students and faculty members are integral to the ongoing debate surrounding these observances.
Students, particularly those from Indigenous backgrounds, often express a desire for their heritage and history to be acknowledged and celebrated.

They advocate for the adoption of Indigenous Peoples’ Day as a way to promote inclusivity and cultural understanding on college campuses.

Faculty members, particularly those in fields such as history, anthropology, and Native American studies, contribute to the discussion by providing academic insights and historical context.

They often support the recognition of Indigenous Peoples’ Day as a means of fostering a more accurate and comprehensive understanding of history.
However, diverse opinions exist. Some faculty members raise concerns about academic freedom and the potential for politicizing historical narratives.

Ultimately, the engagement of students and faculty enriches the discussion and contributes to the development of well-informed and nuanced institutional policies.

Academic Integration: Education and Curriculum

The academic landscape, traditionally a bastion of historical analysis and critical thinking, now finds itself at the crossroads of evolving societal values and deeply rooted traditions. Understanding the current discussions surrounding Columbus Day and Indigenous Peoples’ Day requires examining how colleges and universities are integrating Indigenous history and culture into their curricula, and addressing the complexities surrounding academic freedom.

This integration process raises important questions about pedagogical approaches and the potential for conflict.

Incorporating Indigenous History and Culture

The movement towards recognizing Indigenous Peoples’ Day has spurred many institutions to re-evaluate their curricula, particularly in the fall semester.

The focus is on providing a more comprehensive and accurate portrayal of history.

This involves moving beyond the traditional narrative of European exploration and colonization. Instead, the integration centers on acknowledging the history, perspectives, and contributions of Indigenous peoples.

Many universities are introducing courses that explore Indigenous history, culture, and contemporary issues.

These courses may cover topics such as Indigenous sovereignty, environmental stewardship, art, literature, and political activism.

Departments of history, anthropology, sociology, and Native American studies are often at the forefront of these efforts.

Curriculum Implementation Strategies

Several strategies are employed to infuse Indigenous perspectives into existing courses:

• Guest Lectures: Inviting Indigenous scholars, elders, and community members to share their knowledge and experiences.

• Primary Source Materials: Incorporating Indigenous oral histories, treaties, and other documents into course readings.

• Interdisciplinary Approaches: Encouraging students to examine historical events and contemporary issues from multiple perspectives.

• Land Acknowledgements: Beginning classes with a land acknowledgement statement to recognize the Indigenous peoples who originally inhabited the land on which the university is located.

These efforts aim to foster a more inclusive and accurate understanding of the past and present.

This transformation requires careful consideration of pedagogical approaches.

Instructors must be prepared to facilitate respectful and inclusive discussions on sensitive topics.

Academic Freedom and Contentious Subjects

The discussion surrounding Columbus Day and Indigenous Peoples’ Day can present challenges to academic freedom.

Some faculty members may feel that their academic freedom is threatened if they are pressured to adopt certain perspectives or avoid discussing controversial topics.

Institutions must navigate these issues carefully.

The balance between academic freedom and the need for cultural sensitivity requires a clear understanding of institutional values and policies.

Managing Potential Conflicts

Here are ways institutions manage potential conflicts related to teaching contentious topics:

• Clear Guidelines: Developing clear guidelines on academic freedom and intellectual diversity.

• Open Dialogue: Encouraging open and respectful dialogue among faculty members, students, and administrators.

• Training and Resources: Providing faculty members with training and resources on inclusive teaching practices and cultural sensitivity.

• Mediation: Establishing mechanisms for resolving conflicts that may arise.

By addressing these challenges proactively, universities can create a learning environment that promotes intellectual rigor while respecting diverse perspectives.

Case Studies: Successes and Challenges

The practical application of evolving holiday observance policies reveals a complex tapestry of institutional responses. Examining specific case studies provides invaluable insight into both the successful implementation of inclusive practices and the challenges that can arise when navigating deeply rooted historical perspectives. Through analyzing these examples, we can identify best practices and potential pitfalls in fostering a more respectful and understanding academic environment.

Successful Implementation of Inclusive Policies

Several colleges and universities have emerged as examples of institutions that have successfully navigated the shift towards more inclusive holiday observances. Their approaches often involve a combination of policy changes, educational initiatives, and community engagement.

One notable example is the University of Maine, which officially recognizes Indigenous Peoples’ Day. This decision was the culmination of years of advocacy by Native American students, faculty, and community members. The university actively promotes events and educational programs that celebrate Indigenous cultures and histories during this time.

Another success story can be seen at Portland State University. They not only acknowledge Indigenous Peoples’ Day but also incorporate Land Acknowledgment statements at official events and on their website. Furthermore, Portland State has invested in developing curriculum that centers Indigenous perspectives, demonstrating a commitment that extends beyond mere symbolic recognition.

These institutions share common traits. They prioritize genuine engagement with Indigenous communities, they foster open dialogue about historical injustices, and they implement concrete actions to promote inclusivity. This holistic approach appears to be crucial for creating a positive and respectful environment.

Navigating Controversies and Addressing Challenges

While many institutions strive for inclusivity, the path is not always smooth. Some colleges and universities have faced controversies when attempting to alter or replace Columbus Day observances.

One recurring challenge is resistance from alumni or community members who view Columbus Day as a celebration of Italian-American heritage. In some instances, proposed changes have been met with protests and petitions, highlighting the deeply held beliefs associated with the holiday.

Another challenge arises when institutions attempt to implement changes without sufficient consultation with all stakeholders. A lack of transparency and inclusive decision-making can lead to resentment and division within the campus community.

For example, consider the situation at [Institution Name – fictional]. After unilaterally deciding to replace Columbus Day with Indigenous Peoples’ Day without proper dialogue, the administration faced significant backlash from the Italian-American Student Association and concerned faculty. The university had to organize a series of town hall meetings to amend relations and discuss collaborative ways for both recognition days to coexist.

Successful navigation of these challenges requires a delicate balance of sensitivity, transparency, and a commitment to education. Institutions must be prepared to engage in difficult conversations, acknowledge diverse perspectives, and find common ground.

Best Practices and Potential Pitfalls

The case studies reveal several key takeaways for institutions seeking to create a more inclusive holiday observance policy.

Best Practices:

• Prioritize consultation and collaboration with all stakeholders, including Indigenous communities, student groups, faculty, and alumni.

• Provide educational resources and programming to promote understanding of Indigenous history and culture.

• Craft clear and transparent policies that articulate the rationale for any changes to holiday observances.

• Be prepared to address concerns and criticisms in a respectful and constructive manner.

Potential Pitfalls:

• Lack of genuine engagement with Indigenous communities.
• Unilateral decision-making without sufficient consultation.
• Failure to address concerns from various stakeholders.
• Tokenistic gestures without meaningful action.

By learning from the successes and challenges of other institutions, colleges and universities can chart a more thoughtful and effective course toward creating a truly inclusive academic environment. The goal must always be to foster dialogue, promote understanding, and honor the diverse histories and cultures that enrich our society.

So, whether or not do colleges have classes on Columbus Day in 2024 really depends on the specific institution. Best bet? Check your college’s academic calendar or website for the official word so you don’t accidentally show up to a locked classroom or, even worse, miss a pop quiz!