By Clifford E. Trafzer, Jean A. Keller, Lorene Sisquoc
Just like the figures within the historic oral literature of local americans, young ones who lived during the American Indian boarding university event turned heroes, bravely dealing with a monster now not in their personal making. occasionally the monster swallowed them up. extra frequently, notwithstanding, the kids fought the monster and grew more suitable. This quantity attracts at the complete breadth of this event in displaying how American Indian boarding faculties supplied either confident and detrimental affects for local American kids. The boarding faculties turned a vital part of yank background, a shared background that led to Indians “turning the ability” through the use of their university reviews to develop in knowledge and gain their people.The first quantity of essays ever to target the yank Indian boarding university adventure, and written by means of a number of the premier specialists and such a lot promising younger students of the topic, Boarding college Blues levels extensively in scope, addressing matters corresponding to activities, runaways, punishment, actual vegetation, and Christianity. With comparative experiences of a few of the faculties, areas, tribes, and aboriginal peoples of the Americas and Australia, the booklet finds either the sunshine and the darkish elements of the boarding university event and illuminates the sizeable grey zone in among.
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Extra resources for Boarding School Blues: Revisiting American Indian Educational Experiences (Indigenous Education)
36 Thus, like Washington and Jefferson, Pratt believed in environmental determinism. It was the “primitive” and “uncivilized” environment of Indian people that created their “savagery,” not their race. Pratt and other reformers believed that Indian people had the ability to learn and grow intellectually, but in order to bring this about, Pratt wanted to segregate Indian children from their parents and cultures, gradually integrating them into the white world in a controlled fashion. Only in this way, he believed, could Indians become assimilated and contribute to the dominant society.
52. Jim Whitewolf, The Life of a Kiowa Apache Indian, ed. Charles S. Brant (New York: Dover, 1969), 84. 53. D. W. Adams, Education for Extinction, 115. 54. Clifford Trafzer develops the significance of food in Native American communities in Death Stalks the Yakama: Epidemiological Transitions and Mortality on the Yakama Indian Reservation, 1888–1964 (East Lansing: Michigan State University Press, 2001), 4–5, 71, 88, 94, 100, 132–33, 140, 198–99, 202–5. 55. Trafzer, Death Stalks the Yakama, 73–75, 189.
Trafzer, As Long as the Grass Shall Grow and Rivers Flow: A History of Native Americans (Fort Worth: Harcourt, 2000), 24. 10. Clara Sue Kidwell, “Systems of Knowledge,” in America in 1492: The World of Indian Peoples before the Arrival of Columbus, ed. Alvin Josephy Jr. (New York: Vintage Books, 1991), 369–403. 11. Tsianina Lomawaima, “The Unnatural History of American Indian Education,” in Next Steps: Research and Practice to Advance Indian Education, ed. Karen Swisher and John Tippeconic (Charleston wv: Eric Clearinghouse on Rural Education and Small Schools, 1999), 1–33.