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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... stories about a very special time in their lives. Deserving thanks to all the Chemawa alumni and staff who shared their memories with me in my search to understand the Chemawa Indian Boarding School. Your stories had a profound impact ...
... stories illustrate the arrogance of Indian policy. Yet, there is another viewpoint that is not well 1Samuel A. Elliot, "Report Upon the Conditions and Needs of Indians of the NW Coast." (Washington D.C.: Board of Indian Commissioners ...
... stories of Chemawa. The stories of Chemawa will contrast or support federal Indian policy set by Congress and influenced by politicians, states, lobby groups and social climates. The mind set of the different eras fueled the government ...
... story that sparked my interest in Indian boarding schools. This is my Mom's story: I was about six years old when I first ... stories. Many Indian cultures depend heavily on oral traditions as a way to educate and socialize their members ...
... stories are topical at best and could be done several ways. The foundation of my "sorting" stories is the acceptance that human subjects and their stories make for precarious conclusions. There is no such thing as objective interviewing ...
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