Education for Extinction: American Indians and the Boarding School Experience, 1875-1928

Szasz, Margaret Connell; Adams, David W.

doi:10.2307/369797

Cited by 25 publications

(34 citation statements)

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“…Policy governing Indian Education has such a long and contentious history across the United States that we must constantly be vigilant of rules and efforts to address Indigenous education from deficit mindsets and to be reminded, as Paris and Alim (2017) stated, “that our languages, literacies, histories, and cultural ways of being as people and communities of color are not pathological” (p. 2). Recent mainstream awareness regarding the harsh Indian Boarding School practices grounded in assimilation and complete erasure of any vestiges of “Indianness” from students (Adams, 2020; Child, 1981; Treuer, 2019) was brought to light by federal reporting in the Department of Interior's Federal Indian Boarding School Initiative (2022). Literacy policy for Indigenous learners is born from these ideologies and resulted in a top‐down, deficit‐based practice that has “prescribed and written what others think is best for youth in schools, all while leaving out of the picture the ways communities of color have historically acquired and used literacy” (Muhammad, p. 15).…”

Section: Indigenous Literacy Policy In the Southwest United Statesmentioning

confidence: 99%

Indigenous literacies: A look at pedagogies and policy in the Southwest United States

Martinez

2023

J Adolescent & Adult Lit

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Literacy engagement for Indigenous peoples is a practice embedded in lived experience as thoughtful ways to communicate with and make sense of the world around us. Indigenous literacies involve the melding of Indigenous ways of knowing with contemporary educational pedagogies. Indigenous authors and teachers have long used Indigenous pedagogies in their writing and teaching to situate Indigenous identities and knowledge where it has been omitted, to interrogate the systems that appropriate or misarticulate Indigenous knowledge, to actively question spaces where the value and power of Indigenous knowledge is completely disregarded, and to reclaim or create spaces that amplify Indigenous voices and ways of knowing for learners as acts of education sovereignty. This column discusses the concepts of Indigenous literacy, it provides an overview of its practical applications in the US Southwest and the Native American education policies that shape literacy engagement in contemporary learning spaces centering on Indigenous perspectives.

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Section: Indigenous Literacy Policy In the Southwest United Statesmentioning

confidence: 99%

Indigenous literacies: A look at pedagogies and policy in the Southwest United States

Martinez

2023

J Adolescent & Adult Lit

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“…Ahora bien, el incumplimiento de lo anterior daría lugar a la 'educación en casa clandestina', la cual se considera como una forma de absentismo escolar puesto que los niños no están vinculados a instituciones educativas y tampoco están legalmente registrados como siendo educados en casa por sus familias (Isenberg, 2007). Dicha clandestinidad es evocada también por la 'educación no regulada' que ilustra los serios problemas que pueden surgir de la custodia parental exclusiva (Adams, 1997, citado por Kunzman, 2009 5 .…”

Section: Concepción Del Sujeto Que Educaunclassified

Educación en casa o Homeschooling. Un recorrido por su terminología

Salazar

Peña²

2023

Prax. Educ. Pedagog.

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El fenómeno de la educación en casa o homeschooling ha recibido varias denominaciones a través de la historia de la literatura académica sobre el tema. ‘Escolarización en casa’, ‘educación en familia’ y ‘aprendizaje en el hogar’ son algunas expresiones terminológicas con las cuales se ha nombrado el proceso educativo que emprenden algunos padres, por diferentes razones, al educar a los hijos en el hogar. Por ello, el objetivo de la presente revisión sistemática es dar cuenta de la diversidad terminológica desde la cual se ha abordado el fenómeno en un corpus bibliográfico compuesto por 50 documentos académicos publicados entre los años 1990-2020. Para tal fin, se ha propuesto un diseño metodológico en tres fases: 1) selección y delimitación del corpus de análisis; 2) identificación de las variaciones terminológicas que emergen de la lectura de las fuentes; y 3) análisis de las variaciones terminológicas desde ocho criterios educativos: a) concepción del sujeto que educa, b) concepción del sujeto que aprende, c) contenidos, d) relación espacio-tiempo, e) métodos y estrategias, f) finalidades, g) evaluación y, h) formas sociales. El estudio permitió evidenciar que, de las 25 expresiones terminológicas identificadas en la literatura, solamente tres tienen mayor desarrollo epistémico y teórico: ‘educación en casa’ (o ‘homeschooling’), ‘desescolarización’ (o ‘unschooling’) y ‘educación flexible’ (o ‘flexischooling’). La conclusión de este artículo es que el estudio profundo de la diversidad terminológica desde la literatura lleva a una mejor comprensión conceptual y metodológica sobre este fenómeno educativo.

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“…In May 1875, Pratt "turned his prison into a school for teaching civilization to Indians," teaching prisoners of war from ongoing military conflict between the United States and Native nations (Adams, 1995, p. 39). Pratt's prisoners-turned-pupils briefly learned at Hampton Institute in Virginia, a school founded by General Samuel Armstrong for Black Americans in 1868, before relocating to Carlisle, Pennsylvania, to escape the stigmatization of learning alongside Blacks (Adams, 1995;Buffalohead & Molin, 1996;Lomawaima & Ostler, 2018). Carlisle's program of assimilative education and its "outing programs" that placed students in the White world as workers were emulated in other federal institutions, and by the end of the century more than a dozen boarding schools stretched from coast to coast (Ellis, 1996, p. 23;Lomawaima, 1995).…”

Section: Boarding Schools and Native Land Dispossessionmentioning

confidence: 99%

“…American political leaders counteracted the nation's historical and political past in their efforts to include Native people as citizens during late-19thcentury educational policy. By the late 19th century, racial pseudoscience justified this shift in policy by asserting the "savagery" of Native people was not innate but contextual; not biological but cultural (Adams, 1995;Fear-Segal, 2007).…”

Section: Assimilation and Racialization In Native Schoolingmentioning

confidence: 99%

“…24, 154). Language was a critical site of racial conflict and Native languages were actively suppressed (Adams, 1995;Fear-Segal, 2007), and harsh corporal punishment, historically not practiced in Native families, was used to enforce language bans or to try and hasten students' learning of English (Dunbar-Ortiz, 2015, p. 151, 212).…”

Section: The Ethnocidal Demands Of Us Citizenship For Native Americansmentioning

confidence: 99%

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Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century

Givens

Ison

2022

Review of Educational Research

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Histories of 19th-century U.S. education center White experiences, while formal education policy and practice pertaining to Black and Native Americans are treated as marginal phenomena that had little impact on schooling at a national level. Furthermore, current historical framings overwhelmingly analyze Native, White, and Black American education as separate entities, which conceals the political economic character of race as a relational phenomenon. To explore connections between race, school, and nation building, this review presents a relational analysis of scholarship on Native, White, and Black American education through the 19th century. In doing so, it outlines how formal U.S. education expressed, created, and adjusted racial hierarchies through the 19th century; and more importantly, it highlights how America’s education system developed in a context where Native, White, and Black American experiences were deeply interrelated. The review ends by identifying paths for new research on the racial dimensions of U.S. education during its foundational years and beyond.

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Education for Extinction: American Indians and the Boarding School Experience, 1875-1928

Cited by 25 publications

References 0 publications

Indigenous literacies: A look at pedagogies and policy in the Southwest United States

Indigenous literacies: A look at pedagogies and policy in the Southwest United States

Educación en casa o Homeschooling. Un recorrido por su terminología

Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century

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