The People`s School: A History of Oregon State University, William Robbins
Автор: Milloy John S. Название: A National Crime: The Canadian Government and the Residential School System 1879 to 1986 ISBN: 0887557899 ISBN-13(EAN): 9780887557897 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 24200.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: With the conclusion of the Truth and Reconciliation Commission, more Canadians than ever are aware of the ugly history of Canada's residential schools. Nearly twenty years earlier, UMP published John Milloy's A National Crime, a groundbreaking history of the schools that exposed details of the system to thousands of readers.Using previously unreleased government documents accessed during his work for the Royal Commission on Aborginal Peoples, A National Crime was one of the first comprehensive studies of the history of residential schools, and it remains a powerful indictment of the racist and colonial policies that inspired and sustained them.A National Crime convincingly argues that rather than bringing Indigenous childern into what its planners called ""the circle of civiziliation"" the schools more often provided an inferior eduction in an atmosphere of neglect, disease and abuse.As UMP marks its fifth decade, and Canada struggles towards truth and reconciliation, it is fitting to reissue A National Crime —one of our most influential publications and a cornerstone of our Indigenous studies list—with a new foreword by a scholar in the vanguard of Indigenous historians in Canada. Mary Jane Logan McCallum's foreword sets the story of A National Crime in the context of Indigenous historiography and her own family history, from the broad level of national Indian policy to its impacton individual lives lived.
Автор: Jim Kristofic Название: Medicine Women: The Story of the First Native American Nursing School ISBN: 082636067X ISBN-13(EAN): 9780826360670 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 38810.00 T Наличие на складе: Невозможна поставка. Описание: In this detailed history Jim Kristofic traces the story of Ganado Mission on the Navajo Indian Reservation. Kristofic`s personal connection with the community creates a nuanced historical understanding that blends engaging narrative with careful scholarship to share the stories of the people and their commitment to this place.
Автор: Cowie Sarah E., Teeman Diane L., LeBlanc Christopher C. Название: Collaborative Archaeology at Stewart Indian School ISBN: 1948908255 ISBN-13(EAN): 9781948908252 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 37620.00 T Наличие на складе: Невозможна поставка. Описание: Winner of the 2019 Mark E. Mack Community Engagement Award from the Society for Historical Archaeology, the collaborative archaeology project at the former Stewart Indian School documents the archaeology and history of a heritage project at a boarding school for American Indian children in the Western United States. In Collaborative Archaeology at Stewart Indian School, the team's collective efforts shed light on the children's education, foodways, entertainment, health, and resilience in the face of the US government's attempt to forcibly assimilate Native populations at the turn of the twentieth century, as well as school life in later years after reforms.This edited volume addresses the theory, methods, and outcomes of collaborative archaeology conducted at the Stewart Indian School site and is a genuine collective effort between archaeologists, tribal members, and former students of the school including University of Nevada, Reno, Nevada Indian Commission, and Washoe Tribal Historic Preservation Office. With more than twenty contributing authors, over half of which are tribal members (Washoe, Paiute, and Shoshone), this rich case study is strongly influenced by previous work in collaborative and Indigenous archaeologies. It elaborates on these efforts by applying concepts of governmentality (legal instruments and practices that constrain and enable decisions, in this case, regarding the management of historical populations and modern heritage resources) as well as social capital (valued relations with others, in this case, between Native and non-Native stakeholders).As told through the trials, errors, shared experiences, sobering memories, and stunning accomplishments of a group of students, archaeologists, and tribal members, this rare gem humanizes archaeological method and theory and bolsters collaborative archaeological research.
Declared Defective is the anthropological history of an outcaste community and a critical reevaluation of The Nam Family, written in 1912 by Arthur Estabrook and Charles Davenport, leaders of the early twentieth-century eugenics movement. Based on their investigations of an obscure rural enclave in upstate New York, the biologists were repulsed by the poverty and behavior of the people in Nam Hollow. They claimed that their alleged indolence, feeble-mindedness, licentiousness, alcoholism, and criminality were biologically inherited.
Declared Defective reveals that Nam Hollow was actually a community of marginalized, mixed-race Native Americans, the Van Guilders, adapting to scarce resources during an era of tumultuous political and economic change. Their Mohican ancestors had lost lands and been displaced from the frontiers of colonial expansion in western Massachusetts in the late eighteenth century. Estabrook and Davenport’s portrait of innate degeneracy was a grotesque mischaracterization based on class prejudice and ignorance of the history and hybridic subculture of the people of Guilder Hollow. By bringing historical experience, agency, and cultural process to the forefront of analysis, Declared Defective illuminates the real lives and struggles of the Mohican Van Guilders. It also exposes the pseudoscientific zealotry and fearmongering of Progressive Era eugenics while exploring the contradictions of race and class in America.
Автор: Lowery, Malinda Maynor, Название: The Lumbee Indians : ISBN: 1469646374 ISBN-13(EAN): 9781469646374 Издательство: Turpin Рейтинг: Цена: 36900.00 T Наличие на складе: Невозможна поставка. Описание: Jamestown, the Lost Colony of Roanoke, and Plymouth Rock are central to America's mythic origin stories. Then, we are told, the main characters-the ""friendly"" Native Americans who met the settlers-disappeared. But the history of the Lumbee Tribe of North Carolina demands that we tell a different story. As the largest tribe east of the Mississippi and one of the largest in the country, the Lumbees have survived in their original homelands, maintaining a distinct identity as Indians in a biracial South. In this passionately written, sweeping work of history, Malinda Maynor Lowery narrates the Lumbees' extraordinary story as never before. The Lumbees' journey as a people sheds new light on America's defining moments, from the first encounters with Europeans to the present day. How and why did the Lumbees both fight to establish the United States and resist the encroachments of its government? How have they not just survived, but thrived, through Civil War, Jim Crow, the civil rights movement, and the war on drugs, to ultimately establish their own constitutional government in the twenty-first century? Their fight for full federal acknowledgment continues to this day, while the Lumbee people's struggle for justice and self-determination continues to transform our view of the American experience. Readers of this book will never see Native American history the same way.
Автор: Burich Keith R. Название: The Thomas Indian School and the "Irredeemable " Children of New York ISBN: 0815634366 ISBN-13(EAN): 9780815634362 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 25040.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
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.
Автор: Burich Keith R. Название: Thomas Indian School and the Irredeemable Children of New York ISBN: 0815634544 ISBN-13(EAN): 9780815634546 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 50120.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: 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.
Автор: Fear-Segal Jacqueline, Rose Susan D. Название: Carlisle Indian Industrial School: Indigenous Histories, Memories, and Reclamations ISBN: 0803278918 ISBN-13(EAN): 9780803278912 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 58520.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: The Carlisle Indian School (1879-1918) was an audacious educational experiment. Capt. 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 10,500 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 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 initiators 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 touches the lives of many Native Americans. Jacqueline Fear-Segal is a professor of American history and culture at the University of East Anglia, UK. She is the author of White Man's Club: Schools, Race, and the Struggle of Indian Acculturation (Nebraska, 2007) and editor of Indigenous Bodies: Reviewing, Relocating, Reclaiming. Susan D. Rose is the Charles A. Dana Professor of Sociology at Dickinson College. She is the author of Keeping Them Out of the Hands of Satan: Evangelical Schooling in America and Challenging Global Gender Violence.
The Carlisle Indian School (1879-1918) was an audacious educational experiment. Capt. 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 10,500 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 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 initiators 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 touches the lives of many Native Americans.
Jacqueline Fear-Segal is a professor of American history and culture at the University of East Anglia, UK. She is the author of White Man's Club: Schools, Race, and the Struggle of Indian Acculturation (Nebraska, 2007) and editor of Indigenous Bodies: Reviewing, Relocating, Reclaiming. Susan D. Rose is the Charles A. Dana Professor of Sociology at Dickinson College. She is the author of Keeping Them Out of the Hands of Satan: Evangelical Schooling in America and Challenging Global Gender Violence.
Автор: Martha Louise Hipp Название: Sovereign Schools: How Shoshones and Arapahos Created a High School on the Wind River Reservation ISBN: 1496208854 ISBN-13(EAN): 9781496208859 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 25040.00 T Наличие на складе: Нет в наличии. Описание: Sovereign Schools tells the epic story of one of the early battles for reservation public schools. For centuries indigenous peoples in North America have struggled to preserve their religious practices and cultural knowledge by educating younger generations but have been thwarted by the deeply corrosive effects of missionary schools, federal boarding schools, Bureau of Indian Affairs reservation schools, and off-reservation public schools. Martha Louise Hipp describes the successful fight through sustained Native community activism for public school sovereignty during the late 1960s and 1970s on the Shoshone and Arapaho tribes’ Wind River Indian Reservation in Wyoming. Parents and students at Wind River experienced sustained educational discrimination in their school districts, particularly at the high schools located in towns bordering the reservation, not least when these public schools failed to incorporate history and culture of the Shoshones and Arapahos into the curriculum. Focusing on one of the most significant issues of indigenous activism of the era, Sovereign Schools tells the story of how Eastern Shoshones and Northern Arapahos asserted tribal sovereignty in the face of immense local, state, and federal government pressure, even from the Nixon administration itself, which sent mixed signals to reservations by promoting indigenous “self-determination” while simultaneously impounding federal education funds for Native peoples. With support from the Coalition of Indian Controlled School Boards and the Episcopal Church, the Wind River peoples overcame federal and local entities to reclaim their reservation schools and educational sovereignty.
Автор: David Wallace Adams Название: Education for Extinction: American Indians and the Boarding School Experience, 1875–1928 ISBN: 0700629602 ISBN-13(EAN): 9780700629602 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 22170.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: 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. This fully revised edition of Education for Extinction offers the only comprehensive account of this dispiriting effort.
Автор: David Wallace Adams Название: Education for Extinction: American Indians and the Boarding School Experience, 1875a€“1928 ISBN: 0700629599 ISBN-13(EAN): 9780700629596 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 58510.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: 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.
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