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Like the figures in the ancient oral literature of Native
Americans, children who lived through the American Indian boarding
school experience became heroes, bravely facing a monster not of
their own making. Sometimes the monster swallowed them up. More
often, though, the children fought the monster and grew stronger.
This volume draws on the full breadth of this experience in showing
how American Indian boarding schools provided both positive and
negative influences for Native American children. The boarding
schools became an integral part of American history, a shared
history that resulted in Indians turning the power by using their
school experiences to grow in wisdom and benefit their people. The
first volume of essays ever to focus on the American Indian
boarding school experience, and written by some of the foremost
experts and most promising young scholars of the subject, Boarding
School Blues ranges widely in scope, addressing issues such as
sports, runaways, punishment, physical plants, and Christianity.
aboriginal people of the Americas and Australia, the book reveals
both the light and the dark aspects of the boarding school
experience and illuminates the vast gray area in between. Clifford
E. Trafzer is a professor of American Indian history, director of
public history, and director of graduate studies at the University
of California, Riverside. His many books include As Long as the
Grass Shall Grow and Rivers Flow: A History of Native Americans.
Jean A. Keller is an adjunct professor of American Indian studies
at Palomar College in San Marcos, California, and a private
cultural resources consultant. She is the author of Empty Beds:
Indian Student Health at Sherman Institute, 1902-1922. Lorene
Sisquoc is the curator of the Sherman Indian Museum in Riverside,
California. She teaches Native American traditions to high school
students and instructs extension classes in Native American
studies.
Improving the dire health problems faced by many Native American
communities is central to their cultural, political, and economic
well being. However, it is still too often the case that both
theoretical studies and applied programs fail to account for Native
American perspectives on the range of factors that actually
contribute to these problems in the first place. The authors in
Medicine Ways examine the ways people from a multitude of
indigenous communities think about and practice health care within
historical and socio-cultural contexts. Cultural and physical
survival are inseparable for Native Americans. Chapters explore
biomedically-identified diseases, such as cancer and diabetes, as
well as Native-identified problems, including historical and
contemporary experiences such as forced evacuation, assimilation,
boarding school, poverty and a slew of federal and state policies
and initiatives. They also explore applied solutions that are based
in community prerogatives and worldviews, whether they be
indigenous, Christian, biomedical, or some combination of all
three. Medicine Ways is an important volume for scholars and
students in Native American studies, medical anthropology, and
sociology as well as for health practitioners and professionals
working in and for tribes. Visit the UCLA American Indian Studies
Center web site
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