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Author: David Wallace Adams Publisher: ISBN: Category : Education Languages : en Pages : 422
Book Description
The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man." Education for Extinction offers the first comprehensive account of this dispiriting effort. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.
Author: David Wallace Adams Publisher: ISBN: Category : Education Languages : en Pages : 422
Book Description
The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man." Education for Extinction offers the first comprehensive account of this dispiriting effort. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.
Author: Heard Museum Publisher: ISBN: Category : Education Languages : en Pages : 156
Book Description
Draws from more than a century of archaeological research and new discoveries from recent excavations to present a thorough examination of Santa Fe's pre-Hispanic history.
Author: Richard Henry Pratt Publisher: University of Oklahoma Press ISBN: 0806192801 Category : Biography & Autobiography Languages : en Pages : 414
Book Description
General Richard Henry Pratt, best known as the founder and longtime superintendent of the influential Carlisle Indian School in Pennsylvania, profoundly shaped Indian education and federal Indian policy at the turn of the twentieth century. Pratt’s long and active military career included eight years of service as an army field officer on the western frontier. During that time he participated in some of the signal conflicts with Indians of the southern plains, including the Washita campaign of 1868-1869 and the Red River War of 1874-1875. He then served as jailor for many of the Indians who surrendered. His experiences led him to dedicate himself to Indian education, and from 1879 to 1904, still on active military duty, he directed the Carlisle school, believing that the only way to save Indians from extinction was to remove Indian youth to nonreservation settings and there inculcate in them what he considered civilized ways. Pratt’s memoirs, edited by Robert M. Utley and with a new foreword by David Wallace Adams, offer insight into and understanding of what are now highly controversial turn-of-the-century Indian education policies.
Author: David Wallace Adams Publisher: University Press of Kansas ISBN: 0700629602 Category : History Languages : en Pages : 488
Book Description
The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man." This fully revised edition of Education for Extinction offers the only comprehensive account of this dispiriting effort, and incorporates the last twenty-five years of scholarship. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.
Author: John R. Gram Publisher: University of Washington Press ISBN: 0295806052 Category : Social Science Languages : en Pages : 265
Book Description
For the vast majority of Native American students in federal Indian boarding schools at the turn of the twentieth century, the experience was nothing short of tragic. Dislocated from family and community, they were forced into an educational system that sought to erase their Indian identity as a means of acculturating them to white society. However, as historian John Gram reveals, some Indian communities on the edge of the American frontier had a much different experience—even influencing the type of education their children received. Shining a spotlight on Pueblo Indians’ interactions with school officials at the Albuquerque and Santa Fe Indian Schools, Gram examines two rare cases of off-reservation schools that were situated near the communities whose children they sought to assimilate. Far from the federal government’s reach and in competition with nearby Catholic schools for students, these Indian boarding school officials were in no position to make demands and instead were forced to pick their cultural battles with nearby Pueblo parents, who visited the schools regularly. As a result, Pueblo Indians were able to exercise their agency, influencing everything from classroom curriculum to school functions. As Gram reveals, they often mitigated the schools’ assimilation efforts and assured the various pueblos’ cultural, social, and economic survival. Greatly expanding our understanding of the Indian boarding school experience, Education at the Edge of Empire is grounded in previously overlooked archival material and student oral histories. The result is a groundbreaking examination that contributes to Native American, Western, and education histories, as well as to borderland and Southwest studies. It will appeal to anyone interested in knowing how some Native Americans were able to use the typically oppressive boarding school experience to their advantage.
Author: Paul Acampora Publisher: Scholastic Inc. ISBN: 0545899087 Category : Juvenile Fiction Languages : en Pages : 169
Book Description
For fans of Gary Schmidt and Joan Bauer, a laugh-out-loud intergenerational road trip story from acclaimed author Paul Acampora! Since the death of his grandfather, Leo's number one chore has been to chase after his grandmother who seems to wander away from home every few days. Now, Gram's decided to roam farther than ever. And despite his misgivings, Leo's going along for the ride. With his seventeen-year-old cousin, Abbey, and an old, gassy dog named Kermit, Leo joins Gram in a big, old Buick to leave their Pennsylvania home for a cross-country road trip filled with fold-out maps, family secrets, new friends, and dinosaur bones.How to Avoid Extinction is a middle grade comedy about death and food and family and fossils. It's about running away from home and coming back again. For Leo, it's about asking hard questions and hopefully finding some sensible answers. As if good sense has anything to do with it. Against a backdrop of America's stunning size and beauty, it's also about growing up, getting old, dreaming about immortality, and figuring out all the things we can -- and can't -- leave behind.
Author: Adam Fortunate Eagle Publisher: University of Oklahoma Press ISBN: 0806184256 Category : Biography & Autobiography Languages : en Pages : 214
Book Description
A renowned activist recalls his childhood years in an Indian boarding school Best known as a leader of the Indian takeover of Alcatraz Island in 1969, Adam Fortunate Eagle now offers an unforgettable memoir of his years as a young student at Pipestone Indian Boarding School in Minnesota. In this rare firsthand account, Fortunate Eagle lives up to his reputation as a “contrary warrior” by disproving the popular view of Indian boarding schools as bleak and prisonlike. Fortunate Eagle attended Pipestone between 1935 and 1945, just as Commissioner of Indian Affairs John Collier’s pluralist vision was reshaping the federal boarding school system to promote greater respect for Native cultures and traditions. But this book is hardly a dry history of the late boarding school era. Telling this story in the voice of his younger self, the author takes us on a delightful journey into his childhood and the inner world of the boarding school. Along the way, he shares anecdotes of dormitory culture, student pranks, and warrior games. Although Fortunate Eagle recognizes Pipestone’s shortcomings, he describes his time there as nothing less than “a little bit of heaven.” Were all Indian boarding schools the dispiriting places that history has suggested? This book allows readers to decide for themselves.
Author: Mark V. Barrow Publisher: University of Chicago Press ISBN: 0226038157 Category : Nature Languages : en Pages : 511
Book Description
The rapid growth of the American environmental movement in recent decades obscures the fact that long before the first Earth Day and the passage of the Endangered Species Act, naturalists and concerned citizens recognized—and worried about—the problem of human-caused extinction. As Mark V. Barrow reveals in Nature’s Ghosts, the threat of species loss has haunted Americans since the early days of the republic. From Thomas Jefferson’s day—when the fossil remains of such fantastic lost animals as the mastodon and the woolly mammoth were first reconstructed—through the pioneering conservation efforts of early naturalists like John James Audubon and John Muir, Barrow shows how Americans came to understand that it was not only possible for entire species to die out, but that humans themselves could be responsible for their extinction. With the destruction of the passenger pigeon and the precipitous decline of the bison, professional scientists and wildlife enthusiasts alike began to understand that even very common species were not safe from the juggernaut of modern, industrial society. That realization spawned public education and legislative campaigns that laid the foundation for the modern environmental movement and the preservation of such iconic creatures as the bald eagle, the California condor, and the whooping crane. A sweeping, beautifully illustrated historical narrative that unites the fascinating stories of endangered animals and the dedicated individuals who have studied and struggled to protect them, Nature’s Ghosts offers an unprecedented view of what we’ve lost—and a stark reminder of the hard work of preservation still ahead.
Author: Carl F. Kaestle Publisher: Macmillan + ORM ISBN: 142993171X Category : History Languages : en Pages : 360
Book Description
Pillars of the Republic is a pioneering study of common-school development in the years before the Civil War. Public acceptance of state school systems, Kaestle argues, was encouraged by the people's commitment to republican government, by their trust in Protestant values, and by the development of capitalism. The author also examines the opposition to the Founding Fathers' educational ideas and shows what effects these had on our school system.
Author: Farina King Publisher: University Press of Kansas ISBN: 0700626913 Category : Social Science Languages : en Pages : 288
Book Description
The Diné, or Navajo, have their own ways of knowing and being in the world, a cultural identity linked to their homelands through ancestral memory. The Earth Memory Compass traces this tradition as it is imparted from generation to generation, and as it has been transformed, and often obscured, by modern modes of education. An autoethnography of sorts, the book follows Farina King’s search for her own Diné identity as she investigates the interconnections among Navajo students, their people, and Diné Bikéyah—or Navajo lands—across the twentieth century. In her exploration of how historical changes in education have reshaped Diné identity and community, King draws on the insights of ethnohistory, cultural history, and Navajo language. At the center of her study is the Diné idea of the Four Directions, in which each of the cardinal directions takes its meaning from a sacred mountain and its accompanying element: East, for instance, is Sis Naajiní (Blanca Peak) and white shell; West, Dook’o’oosłííd (San Francisco Peaks) and abalone; North, Dibé Nitsaa (Hesperus Peak) and black jet; South, Tsoodził (Mount Taylor) and turquoise. King elaborates on the meanings and teachings of the mountains and directions throughout her book to illuminate how Navajos have embedded memories in landmarks to serve as a compass for their people—a compass threatened by the dislocation and disconnection of Diné students from their land, communities, and Navajo ways of learning. Critical to this story is how inextricably Indigenous education and experience is intertwined with American dynamics of power and history. As environmental catastrophes and struggles over resources sever the connections among peoplehood, land, and water, King’s book holds out hope that the teachings, guidance, and knowledge of an earth memory compass still have the power to bring the people and the earth together.
Author: David Wallace Adams
Author: David Wallace Adams
Author: Heard Museum
Author: Richard Henry Pratt
Author: David Wallace Adams
Author: John R. Gram
Author: Paul Acampora
Author: Adam Fortunate Eagle
Author: Mark V. Barrow
Author: Carl F. Kaestle
Author: Farina King