Author: Cynthia Leanne Landrum Publisher: U of Nebraska Press ISBN: 1496213556 Category : Social Science Languages : en Pages : 309
Book Description
The Dakota Sioux Experience at Flandreau and Pipestone Indian Schools illuminates the relationship between the Dakota Sioux community and the schools and surrounding region, as well as the community’s long-term effort to maintain its role as caretaker of the “sacred citadel” of its people. Cynthia Leanne Landrum explores how Dakota Sioux students at Flandreau Indian School in South Dakota and at Pipestone Indian School in Minnesota generally accepted the idea that they should attend these particular boarding institutions because they saw them as a means to an end and ultimately as community schools. This construct operated within the same philosophical framework in which some Eastern Woodland nations approached a non-Indian education that was simultaneously tied to long-term international alliances between Europeans and First Peoples beginning in the seventeenth and eighteenth centuries. Landrum provides a new perspective from which to consider the Dakota people’s overt acceptance of this non-Native education system and a window into their ongoing evolutionary relationships, with all of the historic overtures and tensions that began the moment alliances were first brokered between the Algonquian Confederations and the European powers.
Author: Cynthia Landrum Publisher: U of Nebraska Press ISBN: 149621353X Category : Social Science Languages : en Pages : 427
Book Description
The Dakota Sioux Experience at Flandreau and Pipestone Indian Schools illuminates the relationship between the Dakota Sioux community and the schools and surrounding region, as well as the community's long-term effort to maintain its role as caretaker of the "sacred citadel" of its people. Cynthia Leanne Landrum explores how Dakota Sioux students at Flandreau Indian School in South Dakota and at Pipestone Indian School in Minnesota generally accepted the idea that they should attend these particular boarding institutions because they saw them as a means to an end and ultimately as community schools. This construct operated within the same philosophical framework in which some Eastern Woodland nations approached a non-Indian education that was simultaneously tied to long-term international alliances between Europeans and First Peoples beginning in the seventeenth and eighteenth centuries. Landrum provides a new perspective from which to consider the Dakota people's overt acceptance of this non-Native education system and a window into their ongoing evolutionary relationships, with all of the historic overtures and tensions that began the moment alliances were first brokered between the Algonquian Confederations and the European powers.
Author: Margaret D. Jacobs Publisher: Princeton University Press ISBN: 0691227144 Category : History Languages : en Pages : 360
Book Description
A necessary reckoning with America’s troubled history of injustice to Indigenous people After One Hundred Winters confronts the harsh truth that the United States was founded on the violent dispossession of Indigenous people and asks what reconciliation might mean in light of this haunted history. In this timely and urgent book, settler historian Margaret Jacobs tells the stories of the individuals and communities who are working together to heal historical wounds—and reveals how much we have to gain by learning from our history instead of denying it. Jacobs traces the brutal legacy of systemic racial injustice to Indigenous people that has endured since the nation’s founding. Explaining how early attempts at reconciliation succeeded only in robbing tribal nations of their land and forcing their children into abusive boarding schools, she shows that true reconciliation must emerge through Indigenous leadership and sustained relationships between Indigenous and non-Indigenous people that are rooted in specific places and histories. In the absence of an official apology and a federal Truth and Reconciliation Commission, ordinary people are creating a movement for transformative reconciliation that puts Indigenous land rights, sovereignty, and values at the forefront. With historical sensitivity and an eye to the future, Jacobs urges us to face our past and learn from it, and once we have done so, to redress past abuses. Drawing on dozens of interviews, After One Hundred Winters reveals how Indigenous people and settlers in America today, despite their troubled history, are finding unexpected gifts in reconciliation.
Author: Sarah Klotz Publisher: University Press of Colorado ISBN: 164642087X Category : Language Arts & Disciplines Languages : en Pages : 169
Book Description
Between 1879 and 1918, the Carlisle Indian Industrial School housed over 10,000 students and served as a prototype for boarding schools on and off reservations across the continent. Writing Their Bodies analyzes pedagogical philosophies and curricular materials through the perspective of written and visual student texts created during the school’s first three-year term. Using archival and decolonizing methodologies, Sarah Klotz historicizes remedial literacy education and proposes new ways of reading Indigenous rhetorics to expand what we know about the Native American textual tradition. This approach tracks the relationship between curriculum and resistance and enumerates an anti-assimilationist methodology for teachers and scholars of writing in contemporary classrooms. From the Carlisle archive emerges the concept of a rhetoric of relations, a set of Native American communicative practices that circulates in processes of intercultural interpretation and world-making. Klotz explores how embodied and material practices allowed Indigenous rhetors to maintain their cultural identities in the off-reservation boarding school system and critiques the settler fantasy of benevolence that propels assimilationist models of English education. Writing Their Bodies moves beyond language and literacy education where educators standardize and limit their students’ means of communication and describes the extraordinary expressive repositories that Indigenous rhetors draw upon to survive, persist, and build futures in colonial institutions of education.
Author: Holly Littlefield Publisher: Lerner Publications ISBN: 9781575054674 Category : Juvenile Nonfiction Languages : en Pages : 56
Book Description
Recounts the experiences of the Native American children who were sent away from home, sometimes unwillingly, to government schools to learn English, Christianity, and white ways of living and working, and describes their later lives.
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: Jacqueline Emery Publisher: University of Nebraska Press ISBN: 1496219597 Category : Social Science Languages : en Pages : 364
Book Description
2018 Outstanding Academic Title, selected by Choice Winner of the Ray & Pat Browne Award for Best Edited Collection Recovering Native American Writings in the Boarding School Press is the first comprehensive collection of writings by students and well-known Native American authors who published in boarding school newspapers during the late nineteenth and early twentieth centuries. Students used their acquired literacy in English along with more concrete tools that the boarding schools made available, such as printing technology, to create identities for themselves as editors and writers. In these roles they sought to challenge Native American stereotypes and share issues of importance to their communities. Writings by Gertrude Bonnin (Zitkala-Ša), Charles Alexander Eastman, and Luther Standing Bear are paired with the works of lesser-known writers to reveal parallels and points of contrast between students and generations. Drawing works primarily from the Carlisle Indian Industrial School (Pennsylvania), the Hampton Institute (Virginia), and the Seneca Indian School (Oklahoma), Jacqueline Emery illustrates how the boarding school presses were used for numerous and competing purposes. While some student writings appear to reflect the assimilationist agenda, others provide more critical perspectives on the schools’ agendas and the dominant culture. This collection of Native-authored letters, editorials, essays, short fiction, and retold tales published in boarding school newspapers illuminates the boarding school legacy and how it has shaped Native American literary production.
Author: Cynthia Leanne Landrum
Author: Cynthia Landrum
Author: Margaret D. Jacobs
Author: Sarah Klotz
Author: Brenda J. Child
Author: 
Author: Holly Littlefield
Author: Heard Museum
Author: Jacqueline Emery
Author: