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Author: Cynthia Leanne Landrum
Publisher: U of Nebraska Press
ISBN: 149621207X
Category : Social Science
Languages : en
Pages : 308
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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 Leanne Landrum
Publisher: U of Nebraska Press
ISBN: 149621207X
Category : Social Science
Languages : en
Pages : 308
Get Book Here
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 : 401
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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
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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
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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: Arnold Krupat
Publisher: State University of New York Press
ISBN: 1438480083
Category : Biography & Autobiography
Languages : en
Pages : 438
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Book Description
After a theoretical and historical introduction to American Indian boarding-school literature, Changed Forever, Volume II examines the autobiographical writings of a number of Native Americans who attended the federal Indian boarding schools. Considering a wide range of tribal writers, some of them well known—like Charles Eastman, Luther Standing Bear, and Zitkala-Sa—but most of them little known—like Walter Littlemoon, Adam Fortunate Eagle, Reuben Snake, and Edna Manitowabi, among others—the book offers the first wide-ranging assessment of their texts and their thoughts about their experiences at the schools.
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Category : Dissertations, Academic
Languages : en
Pages : 570
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Abstracts of dissertations available on microfilm or as xerographic reproductions.
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Category : Indians of Central America
Languages : en
Pages : 792
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Book Description
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Category : Dissertation abstracts
Languages : en
Pages : 776
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Book Description
Author: Diane Glancy
Publisher: U of Nebraska Press
ISBN: 0803234813
Category : Biography & Autobiography
Languages : en
Pages : 221
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Book Description
The dream of a broken field is to bear crops. The dream of a broken history is to create meaning, to find among the fragments a way to tell the story of a life. It is this dream that Diane Glancy pursues here, through essays on writing, faith, family, teaching, and retirement. Blending a poet?s vision and a storyteller?s voice, the result is at once a virtuoso work of creative nonfiction and an exploration of that genre?s outer limits by one of the foremost voices in Native American literature today. ø Uneasily and yet firmly balanced between European and Native cultures?English and German on her mother?s side, Cherokee on her father?s?Glancy continues to search for a language that articulates the Native experience with both the fullness of tradition and the lapses inherent in a broken heritage. Accordingly, The Dream of a Broken Field offers a narrative that pauses and circles, connects and changes direction and travels great distances with grace only to stop sharply for a startling insight. Writing of weekend trips and long journeys, of natural landscapes and burial mounds, of Native American cosmology and a Christian upbringing, of Native American boarding schools and indigenous writers in American universities, Glancy captures the opposing demands of a hurried life and the timeless reflections of a history forever unfolding.
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Languages : en
Pages : 490
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