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Author: Philip Burnham
Publisher: U of Nebraska Press
ISBN: 1496239415
Category :
Languages : en
Pages : 264
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Book Description
Author: Philip Burnham
Publisher: U of Nebraska Press
ISBN: 1496239415
Category :
Languages : en
Pages : 264
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Book Description
Author: Jennifer Gale de Saxe
Publisher: Routledge
ISBN: 1351205412
Category : Education
Languages : en
Pages : 227
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Book Description
This book is a collection of six case studies of teacher agency in action, centering on voices of educators who engaged in activist work throughout the history of education in the US. Through a lens of teacher agency and resistance, chapter authors explore the stories of individual educators to determine how particular historical and cultural contexts contributed to these educators’ activist efforts. By analyzing specific modes and methods of resistance found within diverse communities throughout the last century of US education, this book helps to identify and place into theoretical and historical context an underemphasized narrative of professional teacher-activists within American education.
Author: Cristina Stanciu
Publisher: Yale University Press
ISBN: 0300224354
Category : American literature
Languages : en
Pages : 381
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Book Description
Challenges the myth of the United States as a nation of immigrants by bringing together two groups rarely read together: Native Americans and Eastern European immigrants In this cultural history of Americanization during the Progressive Era, Cristina Stanciu argues that new immigrants and Native Americans shaped the intellectual and cultural debates over inclusion and exclusion, challenging ideas of national belonging, citizenship, and literary and cultural production. Deeply grounded in a wide-ranging archive of Indigenous and new immigrant writing and visual culture--including congressional acts, testimonies, news reports, cartoons, poetry, fiction, and silent film--this book brings together voices of Native and immigrant America. Stanciu shows that, although Native Americans and new immigrants faced different legal and cultural obstacles to citizenship, the challenges they faced and their resistance to assimilation and Americanization often ran along parallel paths. Both struggled against idealized models of American citizenship that dominated public spaces. Both participated in government-sponsored Americanization efforts and worked to gain agency and sovereignty while negotiating naturalization. Rethinking popular understandings of Americanization, Stanciu argues that the new immigrants and Native Americans at the heart of this book expanded the narrow definitions of American identity.
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Category : Indians
Languages : en
Pages : 694
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Category : Indians of North America
Languages : en
Pages : 824
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Author: Arnold Krupat
Publisher: U of Nebraska Press
ISBN: 149622891X
Category : Literary Collections
Languages : en
Pages : 420
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Book Description
Boarding School Voices is both an anthology of mostly unpublished writing by former students of the Carlisle Indian Industrial School and a study of that writing. The boarding schools’ ethnocidal practices have become a metaphor for the worst evils of colonialism, a specifiable source for the ills that beset Native communities today. But the fuller story is one not only of suffering and pain, loss and abjection, but also of ingenious agency, creative syntheses, and unimagined adaptations. Although tragic for many student, for others the Carlisle experience led to positive outcomes in their lives. Some published short pieces in the Carlisle newspapers and others sent letters and photos to the school over the years. Arnold Krupat transcribes selections from the letters of these former students literally and unedited, emphasizing their evocative language and what they tell of themselves and their home communities, and the perspectives they offer on a wider American world. Their sense of themselves and their worldview provide detailed insights into what was abstractly and vaguely referred to as “the Indian question.” These former students were the oxymoron Carlisle superintendent Richard Henry Pratt could not imagine and never comprehended: they were Carlisle Indians.
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: Roger L. Nichols
Publisher: University of Oklahoma Press
ISBN: 0806186143
Category : History
Languages : en
Pages : 423
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Book Description
Widely used in university courses on Native American history through five editions, The American Indian: Past and Present has been thoroughly revised to present an up-to-date view of Indian heritage. This timely anthology brings together pieces written over the last thirty years—most published in the past decade—that represent some of the best scholarship available. The readings offer a broad overview of indigenous peoples of North America from first contact to the present, showing how Indians relied on their cultural strengths and determination to retain their independent identities. These essays trace the ever changing situations of Indians as both tribes and individuals. They bring readers through Native victory and military defeat, relocation, mandatory acculturation, and militant protests to the present era of self-determination, when the meaning of Native identity is sometimes hotly debated. Editor Roger L. Nichols has selected the new readings and organized the collection to reflect a balance of time periods, geographic areas, and historical and political topics for the student’s first exposure to American Indian history. He also includes suggestions for further reading and study questions as aids to those interested in learning more about the subjects covered. A fresh update to a valuable classic, The American Indian: Past and Present remains an accessible resource for undergraduates and a flexible and authoritative set of readings for the instructor.
Author: Jon Reyhner
Publisher: University of Oklahoma Press
ISBN: 080615991X
Category : Education
Languages : en
Pages : 409
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Book Description
Before Europeans arrived in North America, Indigenous peoples spoke more than three hundred languages and followed almost as many distinct belief systems and lifeways. But in childrearing, the different Indian societies had certain practices in common—including training for survival and teaching tribal traditions. The history of American Indian education from colonial times to the present is a story of how Euro-Americans disrupted and suppressed these common cultural practices, and how Indians actively pursued and preserved them. American Indian Education recounts that history from the earliest missionary and government attempts to Christianize and “civilize” Indian children to the most recent efforts to revitalize Native cultures and return control of schools to Indigenous peoples. Extensive firsthand testimony from teachers and students offers unique insight into the varying experiences of Indian education. Historians and educators Jon Reyhner and Jeanne Eder begin by discussing Indian childrearing practices and the work of colonial missionaries in New France (Canada), New England, Mexico, and California, then conduct readers through the full array of government programs aimed at educating Indian children. From the passage of the Civilization Act of 1819 to the formation of the Bureau of Indian Affairs in 1824 and the establishment of Indian reservations and vocation-oriented boarding schools, the authors frame Native education through federal policy eras: treaties, removal, assimilation, reorganization, termination, and self-determination. Thoroughly updated for this second edition, American Indian Education is the most comprehensive single-volume account, useful for students, educators, historians, activists, and public servants interested in the history and efficacy of educational reforms past and present.
Author: Sarah B. Shear
Publisher: IAP
ISBN: 164113075X
Category : Education
Languages : en
Pages : 401
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Book Description
The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issues--those topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortable--in profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field. The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources. Endorsement: (Re)Imagining Elementary Social Studies is a timely and powerful collection that offers the best of what social studies education could and should be. Grounded in a politics of social justice, this book should be used in all elementary social studies methods courses and schools in order to develop the kinds of teachers the world needs today. -- Wayne Au, Professor, University of Washington Bothell, Editor, Rethinking Schools
