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"Boarding schools"
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Sweet days of discipline
\"A novel about obsessive love and madness set in postwar Switzerland, Fleur Jaeggy's eerily beautiful novel begins innocently enough: \"At fourteen I was a boarder in a school in the Appenzell.\" But there is nothing innocent here. With the off-handed remorselessness of a young Eve, the narrator describes her potentially lethal designs to win the affections of Frâederique, the apparently perfect new girl.\"--Amazon.com.
Book
Education for Extinction
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.
eBook
A troublesome boy
Teddy can't believe how fast his life has changed in just two years. When he was twelve, his father took off, and then his mother married Henry, a man Teddy despises. But Teddy has no control over his life, and adults make all the decisions, especially in 1959. Henry decides that Teddy should be sent to St. Ignatius Academy for Boys, an isolated boarding school run by the Catholic church. St. Iggy's, Teddy learns, is a cold, unforgiving place -- something between a juvenile detention center and reform school. The other boys are mostly a cast of misfits and eccentrics, but Teddy quickly becomes best friends with Cooper, a wise-cracking, Wordsworth-loving kid with a history of neglect. Despite the priests' ruthless efforts to crack down on the slightest hint of defiance or attitude, the boys get by for a while on their wits, humor and dreams of escape. But the beatings, humiliation and hours spent in the school's infamous \"time-out\" rooms, and the institutionalized system of power and abuse that protects the priests' authority, eventually take their toll, especially on the increasingly fragile Cooper. Then one of the new priests, Father Prince, starts to summon Cooper to his room at night, and Teddy watches helplessly as his friend withdraws into his own private nightmare, even as Prince targets Teddy himself as his next victim. Teddy and Cooper's only reprieve comes on Saturdays, when the school janitor, Rozey, takes the boys to his run-down farmhouse outside of town, the only place where the boys can feel normal -- fishing, playing cribbage, watching the bears at the local dump. But even this can't stop Cooper's downward spiral and eventual suicide. And just when Teddy thinks something good might come out of his friend's tragedy, he finds himself dealing with the ultimate betrayal.
BOOK
Carlisle Indian Industrial School
The Carlisle Indian School (1879-1918) was an audacious educational experiment. Capt. 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 10,500 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 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 initiators ever grasped.Carlisle Indian Industrial Schooloffers 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 touches the lives of many Native Americans.
eBook
Empowering Islamic boarding schools by applying the humane entrepreneurship approach: the case of Indonesia
PurposeIslamic boarding schools are education institutions that have been developing in Indonesia as places for the Indonesian people to learn and gain knowledge in the perspectives of the Islamic religion and Indonesian nationalism. This study aims to explore the potential of Islamic boarding schools as places to support and to empower the economy and to increase the participation of students in entrepreneurial activities by applying the Humane Entrepreneurship approach. This study identifies the humane entrepreneurship approach by analyzing the humane cycle and the enterprise cycle in the entrepreneurship activities occurring in a single case study of an Islamic boarding school.Design/methodology/approachThis article used a qualitative method with a case study approach through deep exploration and observation. In-depth semi-structured interviews were conducted with the key people in one of the Islamic boarding schools in Indonesia using a purposive sampling technique. Miles and Huberman (1984) technique was used for data analysis by grouping similar text segments into codes and categorizing them for further analysis.FindingsThe findings of this study indicate that the Islamic boarding school has implemented humane entrepreneurship through entrepreneurial-oriented activities as the main aspects of the humane cycle and the enterprise cycle. The implementation of humane entrepreneurship aims to achieve entrepreneurial growth, innovation and independence of the Islamic boarding school, as well as the development of the stakeholder's capabilities, knowledge and commitment. In addition, applying the spiritual approach, which is one of the important components of Islamic boarding schools, has proven to be effective in implementing humane entrepreneurship.Research limitations/implicationsThis study has several limitations. First, this study only focused on one Islamic boarding school in Indonesia. Second, there is still very little research in the field of humane entrepreneurship, so the concept itself is still considered to be relatively new. Therefore, further direction is needed for future research regarding the exploration and identification of any other factors that might influence humane entrepreneurship.Originality/valueThis study provides new insights on the implementation of humane entrepreneurship in Islamic boarding schools. This research covers the gap where the humane entrepreneurial approach can be applied not only in large organizations, but also in religious educational institutions. The spiritual approach and religious values as the principles of Islamic boarding schools have been proven to be effective in implementing humane entrepreneurship.
Journal Article
The school for cats
Captain Tinker sends Jenny Linsky off to boarding school for the summer, but when another student frightens her, she tries to run away.
Book
The Relationship between Personal Hygiene and the Incidence of Tinea Versicolor among Students at Madrasah Ulumul Quran (MUQ) Pagar Air Islamic Boarding School
Tinea versicolor is an infectious dermatological condition caused by fungi, affecting a substantial proportion of the global population. It is particularly prevalent in tropical regions, including Indonesia. Madrasah Ulumul Quran (MUQ) Pagar Air Islamic Boarding School is a densely populated area where students often exhibit poor hygiene practices, potentially increasing the incidence of the disease. The etiological agent responsible for this infection is the Malassezia furfur species, which can be prevented through the adoption of proper personal hygiene behaviors. This study aims to determine the association between personal hygiene and the incidence of Tinea versicolor at MUQ Pagar Air Islamic Boarding School. This is an observational study using a crosssectional design. Data collection was conducted through interviews using questionnaires. The diagnosis of Tinea versicolor was based on the results of the 10% KOH examination. Sixty students from grades X, XI, and XII participated in the study, of which six were diagnosed with Tinea versicolor. The study found that the majority of the population performed good personal hygiene, with only 10% of the subjects diagnosed with Tinea versicolor. Chi-square analysis revealed a p-value of 0.000 (<0.05), indicating a significant association between personal hygiene and the incidence of Tinea versicolor at MUQ Pagar Air Islamic Boarding School. The majority of students at MUQ Pagar Air Islamic Boarding School practiced good personal hygiene and did not have a Tinea versicolor infection.
Journal Article
No rules
After Friday Barnes is deported to Switzerland, Highcrest Academy descends into chaos as all their teachers are fired as an epic prank, but Friday tries to find the prankster, prove the innocence of her nemesis Ian Wainscott, and save the school.
Book
Native Students at Work
Native Students at Worktells the stories of Native people from around the American Southwest who participated in labor programs at Sherman Institute, a federal Indian boarding school in Riverside, California. The school placed young Native men and women in and around Los Angeles as domestic workers, farmhands, and factory laborers. For the first time, historian Kevin Whalen reveals the challenges these students faced as they left their homes for boarding schools and then endured an \"outing program\" that aimed to strip them of their identities and cultures by sending them to live and work among non-Native people. Tracing their journeys, Whalen shows how male students faced low pay and grueling conditions on industrial farms near the edge of the city, yet still made more money than they could near their reservations. Similarly, many young women serving as domestic workers in Los Angeles made the best of their situations by tapping into the city's Indigenous social networks and even enrolling in its public schools. As Whalen reveals, despite cruel working conditions, Native people used the outing program to their advantage whenever they could, forming urban indigenous communities and sharing money and knowledge gained in the city with those back home.
A mostly overlooked chapter in Native American and labor histories,Native Students at Workdeepens our understanding of the boarding school experience and sheds further light on Native American participation in the workforce.
eBook