By Michael C. Coleman
From greater than 100 autobiographical money owed written via American Indians recalling their education in executive and missionary associations this ebook recovers a viewpoint that used to be nearly misplaced.
In a procedure of pedagogy that used to be alien to their tradition those and enormous quantities of others have been wrested as children from their tribal existence and regimented to develop into americans. within the means of enlightening them to western codes and values, their thoughts of ethnic existence have been deliberately obscured for what used to be to believed to be the better stable of the kingdom.
Drawing upon those local American memories finds how younger Indians replied to a method that tried to eliminate the tribal codes that had nourished them. The Christian curriculum, the military-style self-discipline, the white employees of lecturers and directors, and the work-for-study calls for have been alien and bewildering to them, particularly in the course of their first days on the associations.
The former students keep in mind myriad different types of adaptability, resistance, motivation, and rejection, in addition to the various difficulties readjusting to altering tribal lifestyles upon their go back from institution. the following the historical past of the eighty-year epoch of such institutionalized education is put in cautious concentration. Recounting this adventure from the pupil’s eyeview and evaluating it with modern assets via white authors make this publication a testomony to the serious worth of long term autobiographical reminiscence within the writing of history.
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Extra resources for American Indian Children at School, 1850-1930
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Weintraub, The Value of the Individual: Self and Circumstance in Autobiography (Chicago: University of Chicago Press, 1978); and Weintraub, "Autobiography and Historical Consciousness," Critical Inquiry i (1975): 821-48; Robert F. Sayre, "The Proper StudyAutobiographies in American Studies," American Quarterly 29 (1977): 24 -62; Elizabeth W. Bruss, Autobiographical Acts: The Changing Situation of a Literary Genre (Baltimore: Johns Hopkins University Press, 1976); Daniel B. : Princeton University Press, 1968); William C.
Cf. Krupat, Margin, 177-87; Leslie Marmon Silko, Storyteller(New York: Arcade Publishing, 1981). 15. Brumble, American Indian Autobiography, 11, and Chap. 4 16. Bataille and Sands, Chap. 5, esp. 111; Helen Sekaquaptewa, Me and Mine: The Life Story of Helen Sekaquaptewa, edited by Louise Udall (Tucson: University of Arizona Press, 1969); Anna Moore Shaw, A Pima Past (Tucson: University of Arizona Press, 1974). Also William Bloodworth, "Varieties of American Indian Autobiography," Melus (1978): 69.
American Indian Intellectuals (St. Paul: West, 1978), 60-73. Page 15 Chapter 2 The Traditional Education of American Indian Autobiographers You have no education. Capt. Richard Henry Pratt to Spotted Tail (Brulé Lakota), 1879. One of the great Western misconceptions is that peoples without formal schooling are uneducated. If, however, we accept a broad definition of education as "the transmission of [a society's] culture and world view to succeeding generations," these American Indian autobiographers had begun their education long before they set foot inside a school.