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\"In The Teachers' Dilemma, Elisabeth Eittreim juxtaposes the Carlisle boarding school for Native Americans and the colonial school system in the Philippines to explore American attempts to assimilate colonized peoples through education. Eittreim focuses on the role of teachers, whose personal beliefs and circumstances often took precedence over the government's larger mission. Ultimately, she argues that the extent to which empire was shaped in the schoolhouse was heavily dependent on the successes and failures of the individual teachers on the front lines of imperial education\"-- Provided by publisher.

This is the biography of Sherman Coolidge, Arapaho survivor of the Indian Wars, witness to the maladministration of the reservation system, mediator between Native and white worlds, and ultimate defender of Native rights and heritage.

\"Reframes the Bratley collection showing how tribal members have embraced it as their past and reclaimed it as contemporary identity. Bratley was an Indian school teacher charged with forcibly assimilating Native Americans. Although tasked with eradicating their culture, Bratley became entranced by their practices and collected artifacts/photographs\"-- Provided by publisher.

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.

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.

Boarding School Voices is both an anthology of mostly unpublished writing by former students of the Carlisle Indian Industrial School and a study of that writing. The boarding schools' ethnocidal practices have become a metaphor for the worst evils of colonialism, a specifiable source for the ills that beset Native communities today. But the fuller story is one not only of suffering and pain, loss and abjection, but also of ingenious agency, creative syntheses, and unimagined adaptations. Although tragic for many student, for others the Carlisle experience led to positive outcomes in their lives. Some published short pieces in the Carlisle newspapers and others sent letters and photos to the school over the years. Arnold Krupat transcribes selections from the letters of these former students literally and unedited, emphasizing their evocative language and what they tell of themselves and their home communities, and the perspectives they offer on a wider American world. Their sense of themselves and their worldview provide detailed insights into what was abstractly and vaguely referred to as \"the Indian question.\" These former students were the oxymoron Carlisle superintendent Richard Henry Pratt could not imagine and never comprehended: they were Carlisle Indians .

Colonized through Artexplores how the federal government used art education for American Indian children as an instrument for the \"colonization of consciousness,\" hoping to instill the values and ideals of Western society while simultaneously maintaining a political, social, economic, and racial hierarchy.Focusing on the Albuquerque Indian School in New Mexico, the Sherman Institute in Riverside, California, and the world's fairs and local community exhibitions, Marinella Lentis examines how the U.S. government's solution to the \"Indian problem\" at the end of the nineteenth century emphasized education and assimilation. Educational theories at the time viewed art as the foundation of morality and as a way to promote virtues and personal improvement. These theories made the subject of art a natural tool for policy makers and educators to use in achieving their assimilationist goals of turning student \"savages\" into civilized men and women. Despite such educational regimes for students, however, indigenous ideas about art oftentimes emerged \"from below,\" particularly from well-known art teachers such as Arizona Swayney and Angel DeCora.Colonized through Artexplores how American Indian schools taught children to abandon their cultural heritage and produce artificially \"native\" crafts that were exhibited at local and international fairs. The purchase of these crafts by the general public turned students' work into commodities and schools into factories.

Established in 1824, the United States Indian Service, now known as the Bureau of Indian Affairs, was the agency responsible for carrying out U.S. treaty and trust obligations to American Indians, but it also sought to \"civilize\" and assimilate them. InFederal Fathers and Mothers, Cathleen Cahill offers the first in-depth social history of the agency during the height of its assimilation efforts in the late nineteenth and early twentieth centuries.Making extensive and original use of federal personnel files and other archival materials, Cahill examines how assimilation practices were developed and enacted by an unusually diverse group of women and men, whites and Indians, married couples and single people. Cahill argues that the Indian Service pursued a strategy of intimate colonialism, using employees as surrogate parents and model families in order to shift Native Americans' allegiances from tribal kinship networks to Euro-American familial structures and, ultimately, the U.S. government. In seeking to remove Indians from federal wardship, the government experimented with new forms of maternalist social provision, which later influenced U.S. colonialism overseas. Cahill also reveals how the government's hiring practices unexpectedly allowed federal personnel on the ground to crucially influence policies devised in Washington, especially when Native employees used their positions to defend their families and communities.

In X-Marks, Scott Richard Lyons explores the complexity of contemporary Indian identity and current debates among Indians about traditionalism, nationalism, and tribalism. Employing the x-mark as a metaphor for what he calls the “Indian assent to the new,” Lyons offers a valuable alternative to both imperialist concepts of assimilation and nativist notions of resistance.

On the southern frontier in the eighteenth and early nineteenth centuries, European men-including traders, soldiers, and government agents-sometimes married Native women. Children of these unions were known by whites as \"half-breeds.\" The Indian societies into which they were born, however, had no corresponding concepts of race or \"blood.\" Moreover, counter to European customs and laws, Native lineage was traced through the mother only. No familial status or rights stemmed from the father. \"Mixed Blood\" Indians looks at a fascinating array of such birth- and kin-related issues as they were alternately misunderstood and astutely exploited by both Native and European cultures. Theda Perdue discusses the assimilation of non-Indians into Native societies, their descendants' participation in tribal life, and the white cultural assumptions conveyed in the designation \"mixed blood.\" In addition to unions between European men and Native women, Perdue also considers the special cases arising from the presence of white women and African men and women in Indian society. From the colonial through the early national era, \"mixed bloods\" were often in the middle of struggles between white expansionism and Native cultural survival. That these \"half-breeds\" often resisted appeals to their \"civilized\" blood helped foster an enduring image of Natives as fickle allies of white politicians, missionaries, and entrepreneurs. \"Mixed Blood\" Indians rereads a number of early writings to show us the Native outlook on these misperceptions and to make clear that race is too simple a measure of their-or any peoples'-motives.