Author: Gloria Whelan Publisher: Harper Collins ISBN: 0061975842 Category : Juvenile Fiction Languages : en Pages : 100
Book Description
A critically acclaimed historical novel by the author of the National Book Award-winning novel Homeless Bird. When shy ten-year-old Lucy comes to live with her aunt and uncle at their mission school, she's surprised at the number of harsh rules and restrictions imposed on the children. Why, she wonders, should the Indians have to do all the changing? And why is her aunt so strict with them? Then a girl called Raven runs away in protest, and Lucy knows she must overcome her timidity and stand up to her aunt—no matter what the consequences. With her trademark lyricism, spare prose, and strong young heroine, award-winning author Gloria Whelan has once again taken a chapter from history and transformed it into gripping, accessible historical fiction that is perfect for schools and classrooms, as well as for fans of Linda Sue Park and Louise Erdrich.
Author: Keith R. Burich Publisher: Syracuse University Press ISBN: 0815653581 Category : Social Science Languages : en Pages : 214
Book Description
The story of the Thomas Indian School has been overlooked by history and historians even though it predated, lasted longer, and affected a larger number of Indian children than most of the more well-known federal boarding schools. Founded by the Presbyterian missionaries on the Cattaraugus Seneca Reservation in western New York, the Thomas Asylum for Orphan and Destitute Indian Children, as it was formally named, shared many of the characteristics of the government-operated Indian schools. However, its students were driven to its doors not by Indian agents, but by desperation. Forcibly removed from their land, Iroquois families suffered from poverty, disease, and disruptions in their traditional ways of life, leaving behind many abandoned children. The story of the Thomas Indian School is the story of the Iroquois people and the suffering and despair of the children who found themselves trapped in an institution from which there was little chance for escape. Although the school began as a refuge for children, it also served as a mechanism for "civilizing" and converting native children to Christianity. As the school’s population swelled and financial support dried up, the founders were forced to turn the school over to the state of New York. Under the State Board of Charities, children were subjected to prejudice, poor treatment, and long-term institutionalization, resulting in alienation from their families and cultures. In this harrowing yet essential book, Burich offers new and important insights into the role and nature of boarding schools and their destructive effect on generations of indigenous populations.
Author: Basil H. Johnston Publisher: University of Oklahoma Press ISBN: 0806192704 Category : Biography & Autobiography Languages : en Pages : 260
Book Description
This book is the humorous, bitter-sweet autobiography of a Canadian Ojibwa who was taken from his family at age ten and placed in Jesuit boarding school in northern Ontario. It was 1939 when the feared Indian agent visited Basil Johnston’s family and removed him and his four-year-old sister to St. Peter Claver’s school, run by the priests in a community known as Spanish, 75 miles from Sudbury. “Spanish! It was a word synonymous with residential school, penitentiary, reformatory, exile, dungeon, whippings, kicks, slaps, all rolled into one,” Johnston recalls. But despite the aching loneliness, the deprivation, the culture shock and the numbing routine, his story is engaging and compassionate. Johnston creates marvelous portraits of the young Indian boys who struggled to adapt to strange ways and unthinking, unfeeling discipline. Even the Jesuit teachers, whose flashes of humor occasionally broke through their stern demeanor, are portrayed with an understanding born of hindsight.
Author: Scott Riney Publisher: University of Oklahoma Press ISBN: 9780806131627 Category : Education Languages : en Pages : 296
Book Description
The Rapid City Indian School was one of twenty-eight off-reservation boarding schools built and operated by the Bureau of Indian Affairs to prepare American Indian children for assimilation into white society. From 1898 to 1933 the "School of the Hills" housed Northern Plains Indian children--including Sioux, Northern Cheyenne, Shoshone, Arapaho, Crow, and Flathead--from elementary through middle grades. Scott Riney uses letters, archival materials, and oral histories to provide a candid view of daily life at the school as seen by students, parents, and school employees. The Rapid City Indian School, 1898-1933 offers a new perspective on the complexities of American Indian interactions with a BIA boarding school. It shows how parents and students made the best of their limited educational choices--using the school to pursue their own educational goals--and how the school linked urban Indians to both the services and the controls of reservation life.
Author: Clifford E. Trafzer Publisher: First Peoples: New Directions ISBN: 9780870716935 Category : Education Languages : en Pages : 224
Book Description
In 1902 the Federal Government opened the flagship Sherman Institute, an influential off-reservation boarding school in Riverside, California, to transform American indian students into productive farmers, carpenters, homemakers, nurses, cooks, and seamstresses. Indian students built the school and worked there daily. The book draws on sources held at the Sherman Institute Museum.
Author: Diana Meyers Bahr Publisher: University of Oklahoma Press ISBN: 0806145145 Category : Education Languages : en Pages : 193
Book Description
Sherman Indian High School, as it is known today, began in 1892 as Perris Indian School on eighty acres south of Riverside, California, with nine students. Its mission, like that of other off-reservation Indian boarding schools, was to "civilize" Indian children, which meant stripping them of their Native culture and giving them vocational training. This book offers the first full history of Sherman Indian School’s 100-plus years, a history that reflects federal Indian education policy since the late nineteenth century.
Author: Farina King Publisher: University of Arizona Press ISBN: 0816544328 Category : History Languages : en Pages : 465
Book Description
Returning Home features and contextualizes the creative works of Diné (Navajo) boarding school students at the Intermountain Indian School, which was the largest federal Indian boarding school between 1950 and 1984. Diné student art and poetry reveal ways that boarding school students sustained and contributed to Indigenous cultures and communities despite assimilationist agendas and pressures. This book works to recover the lived experiences of Native American boarding school students through creative works, student interviews, and scholarly collaboration. It shows the complex agency and ability of Indigenous youth to maintain their Diné culture within the colonial spaces that were designed to alienate them from their communities and customs. Returning Home provides a view into the students’ experiences and their connections to Diné community and land. Despite the initial Intermountain Indian School agenda to send Diné students away and permanently relocate them elsewhere, Diné student artists and writers returned home through their creative works by evoking senses of Diné Bikéyah and the kinship that defined home for them. Returning Home uses archival materials housed at Utah State University, as well as material donated by surviving Intermountain Indian School students and teachers throughout Utah, Arizona, and New Mexico. Artwork, poems, and other creative materials show a longing for cultural connection and demonstrate cultural resilience. This work was shared with surviving Intermountain Indian School students and their communities in and around the Navajo Nation in the form of a traveling museum exhibit, and now it is available in this thoughtfully crafted volume. By bringing together the archived student arts and writings with the voices of living communities, Returning Home traces, recontextualizes, reconnects, and returns the embodiment and perpetuation of Intermountain Indian School students’ everyday acts of resurgence.
Author: Chris Benjamin Publisher: Nimbus+ORM ISBN: 1771082151 Category : History Languages : en Pages : 346
Book Description
The scandalous history of neglect, abuse, and exploitation at a residential school for children—and the ongoing effects in the decades since it closed. In Indian School Road, journalist Chris Benjamin tackles the controversial and tragic history of Canada’s Shubenacadie Indian Residential School, its predecessors, and its lasting effects, giving voice to multiple perspectives for the first time. Benjamin integrates research, interviews, and testimonies to guide readers through the varied experiences of students, principals, and teachers over the school’s nearly forty years of operation, from 1930 to 1967, and beyond. Exposing the raw wounds of the twenty-first-century Truth and Reconciliation Commission, as well as the struggle for an inclusive Mi’kmaw education system, Indian School Road is a comprehensive and compassionate narrative history of the school that uneducated hundreds of Aboriginal children.
Author: Jacqueline Fear-Segal Publisher: U of Nebraska Press ISBN: 080329509X Category : Education Languages : en Pages : 440
Book Description
The Carlisle Indian School (1879–1918) was an audacious educational experiment. Lieutenant Richard Henry Pratt, the school’s founder and first superintendent, persuaded the federal government that training Native children to accept the white man’s ways and values would be more efficient than fighting deadly battles. The result was that the last Indian war would be waged against Native children in the classroom. More than 8,500 children from virtually every Native nation in the United States were taken from their homes and transported to Pennsylvania. Carlisle provided a blueprint for the federal Indian school system that was established across the United States and also served as a model for many residential schools in Canada. The Carlisle experiment initiated patterns of dislocation and rupture far deeper and more profound and enduring than its founder and supporters ever grasped. Carlisle Indian Industrial School offers varied perspectives on the school by interweaving the voices of students’ descendants, poets, and activists with cutting-edge research by Native and non-Native scholars. These contributions reveal the continuing impact and vitality of historical and collective memory, as well as the complex and enduring legacies of a school that still affects the lives of many Native Americans.
Author: Gloria Whelan
Author: Keith R. Burich
Author: Basil H. Johnston
Author: Scott Riney
Author: Clifford E. Trafzer
Author: Diana Meyers Bahr
Author: Farina King
Author: Chris Benjamin
Author: Jacqueline Fear-Segal
Author: Linda F. Witmer