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Author: Mica Pollock
Publisher: New Press, The
ISBN: 1620971046
Category : Education
Languages : en
Pages : 255
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Book Description
An essential guide to transforming the quotidian communications that feed inequality in our schools—from the award-winning editor of Everyday Antiracism Words matter. Every day in schools, language is used—whether in the classroom, in a student-teacher meeting, or by principals, guidance counselors, or other school professionals—implying, intentionally or not, that some subset of students have little potential. As a result, countless students “underachieve,” others become disengaged, and, ultimately, we all lose. Mica Pollock, editor of Everyday Antiracism—the progressive teacher’s must-have resource—now turns to what it takes for those working in schools to match their speech to their values, giving all students an equal opportunity to thrive. By juxtaposing common scenarios with useful exercises, concrete actions, and resources, Schooltalk describes how the devil is in the oft-dismissed details: the tossed-off remark to a student or parent about the community in which she lives; the way groups—based on race, ability, and income—are discussed in faculty meetings about test scores and data; the assumptions and communication breakdowns between counselors, teachers, and other staff that cause kids to fall needlessly through the cracks; or the deflating comment to a young person about her college or career prospects. Schooltalk will empower educators of every ilk, revealing to them an incredibly effective tool at their disposal to support the success of all students every day: their words.
Author: Mica Pollock
Publisher: New Press, The
ISBN: 1620971046
Category : Education
Languages : en
Pages : 255
Get Book Here
Book Description
An essential guide to transforming the quotidian communications that feed inequality in our schools—from the award-winning editor of Everyday Antiracism Words matter. Every day in schools, language is used—whether in the classroom, in a student-teacher meeting, or by principals, guidance counselors, or other school professionals—implying, intentionally or not, that some subset of students have little potential. As a result, countless students “underachieve,” others become disengaged, and, ultimately, we all lose. Mica Pollock, editor of Everyday Antiracism—the progressive teacher’s must-have resource—now turns to what it takes for those working in schools to match their speech to their values, giving all students an equal opportunity to thrive. By juxtaposing common scenarios with useful exercises, concrete actions, and resources, Schooltalk describes how the devil is in the oft-dismissed details: the tossed-off remark to a student or parent about the community in which she lives; the way groups—based on race, ability, and income—are discussed in faculty meetings about test scores and data; the assumptions and communication breakdowns between counselors, teachers, and other staff that cause kids to fall needlessly through the cracks; or the deflating comment to a young person about her college or career prospects. Schooltalk will empower educators of every ilk, revealing to them an incredibly effective tool at their disposal to support the success of all students every day: their words.
Author: Jon Reyhner
Publisher: University of Oklahoma Press
ISBN: 0806180404
Category : Education
Languages : en
Pages : 381
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Book Description
In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children. Drawing on firsthand accounts from teachers and students, American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures.
Author: David Wallace Adams
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 422
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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: S. C. Gwynne
Publisher: Simon and Schuster
ISBN: 1416597158
Category : History
Languages : en
Pages : 394
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Book Description
*Finalist for the Pulitzer Prize and the National Book Critics Circle Award* *A New York Times Notable Book* *Winner of the Texas Book Award and the Oklahoma Book Award* This New York Times bestseller and stunning historical account of the forty-year battle between Comanche Indians and white settlers for control of the American West “is nothing short of a revelation…will leave dust and blood on your jeans” (The New York Times Book Review). Empire of the Summer Moon spans two astonishing stories. The first traces the rise and fall of the Comanches, the most powerful Indian tribe in American history. The second entails one of the most remarkable narratives ever to come out of the Old West: the epic saga of the pioneer woman Cynthia Ann Parker and her mixed-blood son Quanah, who became the last and greatest chief of the Comanches. Although readers may be more familiar with the tribal names Apache and Sioux, it was in fact the legendary fighting ability of the Comanches that determined when the American West opened up. Comanche boys became adept bareback riders by age six; full Comanche braves were considered the best horsemen who ever rode. They were so masterful at war and so skillful with their arrows and lances that they stopped the northern drive of colonial Spain from Mexico and halted the French expansion westward from Louisiana. White settlers arriving in Texas from the eastern United States were surprised to find the frontier being rolled backward by Comanches incensed by the invasion of their tribal lands. The war with the Comanches lasted four decades, in effect holding up the development of the new American nation. Gwynne’s exhilarating account delivers a sweeping narrative that encompasses Spanish colonialism, the Civil War, the destruction of the buffalo herds, and the arrival of the railroads, and the amazing story of Cynthia Ann Parker and her son Quanah—a historical feast for anyone interested in how the United States came into being. Hailed by critics, S. C. Gwynne’s account of these events is meticulously researched, intellectually provocative, and, above all, thrillingly told. Empire of the Summer Moon announces him as a major new writer of American history.
Author: John R. Gram
Publisher: University of Washington Press
ISBN: 0295806052
Category : Social Science
Languages : en
Pages : 265
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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: Carol Jane Ward
Publisher: Rowman Altamira
ISBN: 9780759106093
Category : Education
Languages : en
Pages : 286
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Book Description
Carol Ward examines persistent dropout rates among Native American youth, which remain high despite overall increases in Native adult education attainment in the last twenty years. Focusing on the experiences of the Northern Cheyenne nation, she evaluates historical, ethnographic, and quantitative data to determine the causes of these educational failures, and places this data in an economic, political, and cultural context. She shows that the rate of failure in this community is the result of conflicting approaches to socializing youth, the struggle between 'native capital' and 'human capital' development systems. With high rates of unemployment, poverty, and school dropouts, the Northern Cheyenne reservation provides some important lessons as Native Americans pursue greater educational success. This volume will be of use to policy makers, instructors of comparative education, Native American studies, sociology and anthropology.
Author: James Welch
Publisher: Penguin
ISBN: 9780140089370
Category : Fiction
Languages : en
Pages : 404
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Book Description
In the Two Medicine territory of Montana, the Pikuni Indians are forced to choose between fighting a futile war or accepting a humiliating surrender, as the encroaching numbers of whites threaten their very existence
Author: Clifford E. Trafzer
Publisher: U of Nebraska Press
ISBN: 9780803294639
Category : Social Science
Languages : en
Pages : 292
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Book Description
An in depth look at boarding schools and their effect on the Native students.
Author: Leilani Sabzalian
Publisher: Routledge
ISBN: 0429764170
Category : Education
Languages : en
Pages : 387
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Book Description
Indigenous Children’s Survivance in Public Schools examines the cultural, social, and political terrain of Indigenous education by providing accounts of Indigenous students and educators creatively navigating the colonial dynamics within public schools. Through a series of survivance stories, the book surveys a range of educational issues, including implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, and efforts to claim physical and cultural space in a school district, among others. As a collective, these stories highlight the ways that colonization continues to shape Native students’ experiences in schools. By documenting the nuanced intelligence, courage, artfulness, and survivance of Native students, families, and educators, the book counters deficit framings of Indigenous students. The goal is also to develop educators’ anticolonial literacy so that teachers can counter colonialism and better support Indigenous students in public schools.
Author: Michael C. Coleman
Publisher: U of Nebraska Press
ISBN: 0803206259
Category : Education
Languages : en
Pages : 398
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Book Description
For centuries American Indians and the Irish experienced assaults by powerful, expanding states, along with massive land loss and population collapse. In the early nineteenth century the U.S. government, acting through the Bureau of Indian Affairs (BIA), began a systematic campaign to assimilate Indians.
