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Author: Amelia V. Katanski
Publisher: University of Oklahoma Press
ISBN: 9780806138527
Category : History
Languages : en
Pages : 292
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Book Description
Examines Indian boarding school narratives and their impact on the Native literary tradition from 1879 to the present Indian boarding schools were the lynchpins of a federally sponsored system of forced assimilation. These schools, located off-reservation, took Native children from their families and tribes for years at a time in an effort to “kill” their tribal cultures, languages, and religions. In Learning to Write “Indian,” Amelia V. Katanski investigates the impact of the Indian boarding school experience on the American Indian literary tradition through an examination of turn-of-the-century student essays and autobiographies as well as contemporary plays, novels, and poetry. Many recent books have focused on the Indian boarding school experience. Among these Learning to Write “Indian” is unique in that it looks at writings about the schools as literature, rather than as mere historical evidence.
Author: Amelia V. Katanski
Publisher: University of Oklahoma Press
ISBN: 9780806138527
Category : History
Languages : en
Pages : 292
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Book Description
Examines Indian boarding school narratives and their impact on the Native literary tradition from 1879 to the present Indian boarding schools were the lynchpins of a federally sponsored system of forced assimilation. These schools, located off-reservation, took Native children from their families and tribes for years at a time in an effort to “kill” their tribal cultures, languages, and religions. In Learning to Write “Indian,” Amelia V. Katanski investigates the impact of the Indian boarding school experience on the American Indian literary tradition through an examination of turn-of-the-century student essays and autobiographies as well as contemporary plays, novels, and poetry. Many recent books have focused on the Indian boarding school experience. Among these Learning to Write “Indian” is unique in that it looks at writings about the schools as literature, rather than as mere historical evidence.
Author: Embe
Publisher:
ISBN:
Category : Indians of North America
Languages : en
Pages : 154
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Book Description
Author: Inés Hernández-Avila
Publisher: Rowman Altamira
ISBN: 9780759103726
Category : History
Languages : en
Pages : 292
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Book Description
This new collection reveals the vitality of the intellectual and creative work of Native women today. The authors examine the avenues that Native American women have chosen for creative, cultural, and political expressions, and discuss the points of convergence between Native American feminisms and other feminisms. Individual contributors articulate their positions around issues such as identity, community, sovereignty, culture, and representation. This engaging volume crystallizes the myriad realities that inform the authors' intellectual work, and clarifies the sources of inspiration for their roles as individuals and indigenous intellectuals, reaffirming their paramount commitment to their communities and Nations. It will be of great value to Native writers as well as instructors and students in Native American studies, women's studies, anthropology, cultural studies, literature, and writing and composition.
Author: Jane E. Simonsen
Publisher: Univ of North Carolina Press
ISBN: 0807877263
Category : Social Science
Languages : en
Pages : 284
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Book Description
During the westward expansion of America, white middle-class ideals of home and domestic work were used to measure differences between white and Native American women. Yet the vision of America as "home" was more than a metaphor for women's stake in the process of conquest--it took deliberate work to create and uphold. Treating white and indigenous women's struggles as part of the same history, Jane E. Simonsen argues that as both cultural workers and domestic laborers insisted upon the value of their work to "civilization," they exposed the inequalities integral to both the nation and the household. Simonsen illuminates discussions about the value of women's work through analysis of texts and images created by writers, women's rights activists, reformers, anthropologists, photographers, field matrons, and Native American women. She argues that women such as Caroline Soule, Alice Fletcher, E. Jane Gay, Anna Dawson Wilde, and Angel DeCora called upon the rhetoric of sentimental domesticity, ethnographic science, public display, and indigenous knowledge as they sought to make the gendered and racial order of the nation visible through homes and the work performed in them. Focusing on the range of materials through which domesticity was produced in the West, Simonsen integrates new voices into the study of domesticity's imperial manifestations.
Author: Stephen Graham Jones
Publisher: University of Alabama Press
ISBN: 9781573660884
Category : Fiction
Languages : en
Pages : 330
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Book Description
The Fast Red Road--A Plainsong is a novel which plunders, in a gleeful, two-fisted fashion, the myth and pop-culture surrounding the American Indian. It is a story fueled on pot fumes and blues, borrowing and distorting the rigid conventions of the traditional western. Indians, cowboys, and outlaws are as interchangeable as their outfits; men strike poses from Gunsmoke, and horses are traded for Trans-Ams. Pidgin, the half-blood protagonist, inhabits a world of illusion--of aliens, ghosts, telekinesis, and water-pistol violence--where television offers redemption, and "the Indian always gets it up the ass." Having escaped the porn factories of Utah, Pidgin heads for Clovis, NM to bury his father, Cline. But the body is stolen at the funeral, and Pidgin must recover it. With the aid of car thief Charlie Ward, he criscrosses a wasted New Mexico, straying through bars, junkyards, and rodeos, evading the cops, and tearing through barriers "Dukestyle." "Charlie Ward slid his thin leather belt from his jeans and held it out the window, whipping the cutlass faster, faster, his dyed black hair unbraiding in the fifty mile per hour wind, and they never stopped for gas." Along the way, Pidgin escapes a giant coyote, survives a showdown with Custer, and encounters the remnants of the Goliard Tribe--a group of radicals to which Cline belonged. Pidgin's search allows him to reconcile the death of his father with five hundred years of colonial myth-making, and will eventually place him in a position to rewrite history. Jones tells his tale in lean, poetic prose. He paints a bleak, fever-burnt west--a land of strip-joints, strip-malls, and all you can eat beef-fed-beef stalls, where the inhabitants speak a raw, disposable lingo. His vision is dark yet frighteningly recognizable. In the tradition of Gerald Vizenor's Griever, The Fast Red Road--A Plainsong blazes a trail through the puppets and mirrors of myth, meeting the unexpected at every turn, and proving that the past--the texture of the road--can and must be changed.
Author: Sarah Ruffing Robbins
Publisher: University of Michigan Press
ISBN: 0472122843
Category : Education
Languages : en
Pages : 373
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Book Description
Examines pedagogy as a toolkit for social change, and the urgent need for cross-cultural collaborative teaching methods
Author: Joel Pfister
Publisher: Duke University Press
ISBN: 9780822332923
Category : History
Languages : en
Pages : 364
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Book Description
DIVExplores the drive of whites to "individualize" Indians -- showing them how they should pursue happiness, find the meaning of life and how they should labor./div
Author: Amanda Jane Zink
Publisher: University of New Mexico Press
ISBN: 0826359183
Category : American literature
Languages : en
Pages : 354
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Book Description
This work provides a compelling explanation of something that has bedeviled a number of feminist scholars: Why did popular authors like Edna Ferber continue to write conventional fiction while living lives that were far from conventional? Amanda J. Zink argues that white writers like Ferber and Willa Cather avoided the subject of their own domestic labor by writing about the performance of domestic labor by "others," showing that American print culture, both in novels and through advertisements, moved away from portraying women as angels in the house and instead sought to persuade other women to be angels in their houses. Zink further explores lesser-known works such as Mexican American cookbooks and essays in Indian boarding school magazines to show how women writers "dialoging domesticity" exemplify the cross-cultural encounters between "colonial domesticity" and "sovereign domesticity." By situating these interpretations of literature within their historical contexts, Zink shows how these writers championed and challenged the ideology of domesticity.
Author: Elisabeth M. Eittreim
Publisher: University Press of Kansas
ISBN: 0700628584
Category : History
Languages : en
Pages : 328
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Book Description
At the turn of the twentieth century, the US government viewed education as one sure way of civilizing “others” under its sway—among them American Indians and, after 1898, Filipinos. Teaching Empire considers how teachers took up this task, first at the Carlisle Indian Boarding School in Pennsylvania, opened in 1879, and then in a school system set up amid an ongoing rebellion launched by Filipinos. Drawing upon the records of fifty-five teachers at Carlisle and thirty-three sent to the Philippines—including five who worked in both locations—the book reveals the challenges of translating imperial policy into practice, even for those most dedicated to the imperial mission. These educators, who worked on behalf of the US government, sought to meet the expectations of bureaucrats and supervisors while contending with leadership crises on the ground. In their stories, Elisabeth Eittreim finds the problems common to all classrooms—how to manage students and convey knowledge—complicated by their unique circumstances, particularly the military conflict in the Philippines. Eittreim’s research shows the dilemma presented by these schools’ imperial goal: “pouring in” knowledge that purposefully dismissed and undermined the values, desires, and protests of those being taught. To varying degrees these stories demonstrate both the complexity and fragility of implementing US imperial education and the importance of teachers’ own perspectives. Entangled in US ambitions, racist norms, and gendered assumptions, teachers nonetheless exhibited significant agency, wielding their authority with students and the institutions they worked for and negotiating their roles as powerful purveyors of cultural knowledge, often reinforcing but rarely challenging the then-dominant understanding of “civilization.” Examining these teachers’ attitudes and performances, close-up and in-depth over the years of Carlisle’s operation, Eittreim’s comparative study offers rare insight into the personal, institutional, and cultural implications of education deployed in the service of US expansion—with consequences that reach well beyond the imperial classrooms of the time.
Author: David Wallace Adams
Publisher: University Press of Kansas
ISBN: 0700629602
Category : History
Languages : en
Pages : 488
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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." 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.
