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Tens of thousands of Indian children filed through the gates of
government schools to be trained as United States citizens. Part of
a late-nineteenth-century campaign to eradicate Native cultures and
communities, these institutions became arenas where whites debated
the terms of Indian citizenship, but also where Native peoples
resisted the power of white schooling and claimed new skills to
protect and redefine tribal and Indian identities. In "White Man's
Club," schools for Native children are examined within the broad
framework of race relations in the United States for the first
time. Jacqueline Fear-Segal analyzes multiple schools and their
differing agendas and engages with the conflicting white discourses
of race that underlay their pedagogies. She argues that federal
schools established to Americanize Native children did not achieve
their purpose; instead they progressively racialized American
Indians. A far-reaching and bold account of the larger issues at
stake, "White Man's Club" challenges previous studies for
overemphasizing the reformers' overtly optimistic assessment of the
Indians' capacity for assimilation and contends that a covertly
racial agenda characterized this educational venture from the
start. Asking the reader to consider the legacy of
nineteenth-century acculturation policies, "White Man's Club"
incorporates the life stories and voices of Native students and
traces the schools' powerful impact into the twenty-first century.
Fear-Segal draws upon a rich array of source material. Traditional
archival research is interwoven with analysis of maps, drawings,
photographs, the built environment, and supplemented by oral and
family histories. Creative use of new theoretical and interpretive
perspectives brings fresh insights to the subject matter.
The Carlisle Indian School (1879-1918) was an audacious educational
experiment. Lieutenant Richard Henry Pratt, the school's founder
and first superintendent, persuaded the federal government that
training Native children to accept the white man's ways and values
would be more efficient than fighting deadly battles. The result
was that the last Indian war would be waged against Native children
in the classroom. More than 8,500 children from virtually every
Native nation in the United States were taken from their homes and
transported to Pennsylvania. Carlisle provided a blueprint for the
federal Indian school system that was established across the United
States and also served as a model for many residential schools in
Canada. The Carlisle experiment initiated patterns of dislocation
and rupture far deeper and more profound and enduring than its
founder and supporters ever grasped. Carlisle Indian Industrial
School offers varied perspectives on the school by interweaving the
voices of students' descendants, poets, and activists with
cutting-edge research by Native and non-Native scholars. These
contributions reveal the continuing impact and vitality of
historical and collective memory, as well as the complex and
enduring legacies of a school that still affects the lives of many
Native Americans.
The Carlisle Indian School (1879-1918) was an audacious educational
experiment. Lieutenant Richard Henry Pratt, the school's founder
and first superintendent, persuaded the federal government that
training Native children to accept the white man's ways and values
would be more efficient than fighting deadly battles. The result
was that the last Indian war would be waged against Native children
in the classroom. More than 8,500 children from virtually every
Native nation in the United States were taken from their homes and
transported to Pennsylvania. Carlisle provided a blueprint for the
federal Indian school system that was established across the United
States and also served as a model for many residential schools in
Canada. The Carlisle experiment initiated patterns of dislocation
and rupture far deeper and more profound and enduring than its
founder and supporters ever grasped. Carlisle Indian Industrial
School offers varied perspectives on the school by interweaving the
voices of students' descendants, poets, and activists with
cutting-edge research by Native and non-Native scholars. These
contributions reveal the continuing impact and vitality of
historical and collective memory, as well as the complex and
enduring legacies of a school that still affects the lives of many
Native Americans.
This interdisciplinary collection of essays, by both Natives and
non-Natives, explores presentations and representations of
indigenous bodies in historical and contemporary contexts. Recent
decades have seen a wealth of scholarship on the body in a wide
range of disciplines. "Indigenous Bodies" extends this scholarship
in exciting new ways, bringing together the disciplinary expertise
of Native studies scholars from around the world. The book is
particularly concerned with the Native body as a site of persistent
fascination, colonial oppression, and indigenous agency, along with
the endurance of these legacies within Native communities. At the
core of this collection lies a dual commitment to exposing numerous
and diverse disempowerments of indigenous peoples, and to
recognizing the many ways in which these same people retained
and/or reclaimed agency. Issues of reviewing, relocating, and
reclaiming bodies are examined in the chapters, which are paired to
bring to light juxtapositions and connections and further the
transnational development of indigenous studies.
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