Chemawa Indian Boarding School: The First One Hundred Years, 1880 to 1980Universal-Publishers, 1997 - 162 Seiten This study presents interviews with American Indian/ Alaska Native alumni who received some or all of their elementary and high school education at the Chemawa Indian Boarding School in Salem, Oregon between 1917 and 1985. A brief summary of Indian history, in particular Indian education, is presented as the context for many of the changes that occurred at Chemawa during its first one hundred years. The purpose of this study is to examine Chemawa alumni recollections of Chemawa within an imposed educational system. My research process included library and archival research, academic classes and personal interviews. I interviewed alumni who had attended Chemawa between 1917 and 1985. Themes such as academics, vocational training, social life and general impressions of Chemawa are categorized in the different eras and serve as the body of the thesis. Despite negative stereotypes of federal Indian boarding schools, the majority of Chemawa alumni interviewed for this thesis hold Chemawa in high regard. For many students Chemawa was an alternative to an orphanage, a respite from a dysfunctional family situation, an opportunity to gain an education and or vocational skills, or an opportunity to be with other Indians. Across generations, at least half of the students considered Chemawa's academic program inadequate; over half of the students interviewed found the vocational training, when it was available, to be very useful. Though most students acknowledge the downfalls of Chemawa, most alumni interviewed tended to overlook the negative and promote the positive. Alumni were able to view Chemawa in a positive light because students molded their boarding school experiences to fit their needs. Students created their own families (friends), community (school) and resisted the institutional suppression of Indian boarding schools. As young people, many adapted their situation to suit their needs, regardless of any negative experiences they might have encountered at Chemawa. |
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... five acres of leased land to 441 acres in 19151 to its current acreage. As a federal off-reservation boarding school, it has weathered policy and administrative changes, threats of closure and the monumental task of assimilating Indians ...
... five hundred thousand dollars.21 Removal policy encouraged the belief that Indians and non-Indians could remain separate, an admission that the speedy absorption of the Indians into white society had failed.22 According to author ...
... five years; integration of Indians into society through citizenship; and "surplus" Indian land sold to settlers. Under the Act, the United States government would "protect" remaining Indian land from settlers and alleviate settler land ...
... five hours a day, and permit them to spend the other nineteen in the filth and degradation of the village, makes the attempt to educate and civilize them a mere farce."36 The proximity of tribal ties defeated part of the purpose of the ...
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