In my opinion, many pictures of Indian boarding school students reveal the intended appearance of conformity to the federal government’s assimilation of the Native American as forced. According to testimony, the uncomfortable and restrictive clothing and cut or pulled back hair were just a few of the rigors that one could expect to endure while attending Chilocco.
Strict attention to appearance was only one front that the staff of Chilocco and the federal government used to attack the very being and core of Native American identity and existence. From demanding work schedules to grueling disciplinary practices, the onslaught of inhumane expectations for children was in fact, a part of daily life.
Although the intent was to take away individuality and cultural identity while instilling an ethic of subservience, I believe that the Native American population has persevered in retaining their passion for culture and life. I believe that we can learn from our past, and use those lessons to make a brighter future in Native American education.
I look forward to becoming an asset to my people by becoming the most effective and nurturing educator that I can for future generations.
**Click on the title of the post to view "An Indian Boarding School Picture Gallery" that is provided for viewing by the University of Illinois and Modern American Poetry-An Online Journal and Multimedia Companion to the "Anthology of Modern American Poetry" (Oxford University Press, 2000), Edited by Cary Nelson
Sunday, February 21, 2010
Tuesday, February 16, 2010
Chilocco-Chapter 3
Photo: Native American Hop pickers, Snoqualmie, Washington, 1886, Theodore Peiser Photo, Special Collections, University of Washington.
It was interesting for me to learn how the lack of funding for the Indian Boarding schools eventually perpetuated and often made urgent the task of recruiting and retaining students.
I was personally offended by the creation of the "opportunity" class. The "assessments" of students were made by uninterested and unqualified staff that were driven by ulterior motives of making the budget work. This was further made apparent by offering students travel vouchers to go to Chilocco but not for traveling home for the summer months. If your family was poor, they might have never have seen you.
However, I found myself smiling after reading about the independence eked by the students, no matter how small a victory, by eventually being able to purchase some clothing items of their own. Having the "in" clothing and shoes. The little things that remind me of what can make one happy in their youth...
Click on the title of the post to link to an assignment given to college students regarding Capitalist Transformation. I stumbled upon this while browsing the internet and was intrigued by the power and message of a few of the photographs. These pictures reflect to me... "The idea of an "appropriate" education for Indian fit educators' preconceived notions of racial minorities' "appropriate" place in American society, as manual laborers supporting America's agrarian (and industrial) sector." (Lomawaima, 1994)
Monday, February 08, 2010
Chilocco – Chapter 2
The second chapter allows the reader to gather a sense of the “Chilocco Student Experience” by reading the narratives of experiences of former students. From their arrival to dormitory life, the documented experiences of the young boys and girls were varied.
It is evidenced that initially, attendance in the Chilocco Boarding School was most often forcible. However, during the 1920’s, boarding school seemed a more suitable economical choice in education for many Native American families. Most families were impoverished even before the era of the Great Depression. To some, it made sense to send their children to a school that would provide room, board, and clothing for their children while offering them an education. There are even accounts of children seeking admission to the Chilocco School themselves for various reasons. The enrollment at Chilocco School was in fact increasing.
Eventually, most Indian Boarding Schools had made the transition of phasing out the primary grades altogether. This did not mean that life at a boarding school would change significantly. The quality of life and education was poor, the schedules remained rigorous, and the discipline harsh. The structure maintained its military influence.
I am reminded of my own experiences attending boarding school. My husband attended one as well. Separately, we each chose to attend for our own reasons. Our reasons for attending and experiences were similar and we have that commonality. But many of my friends were “shipped” off to boarding school. I can be certain that their experiences and memories would differ from my own.
Is there a place for Indian boarding schools in today’s society? I think that there could be. But I do not agree that there is with the fashion that many currently exist in. A break from the past with the addition of cultural relevance, improved living conditions and educational practices would serve most well.
There will always be a stigma for the boarding school with the Native American. I wonder where I would be without my boarding school experience?
**Click on the title of the post to visit the Flandreau Indian Boarding School website and get a glimps of modern life at an Indian boarding school. Make sure to visit the rules under the "Dorm Life" link on the page. Life remains regimented.
It is evidenced that initially, attendance in the Chilocco Boarding School was most often forcible. However, during the 1920’s, boarding school seemed a more suitable economical choice in education for many Native American families. Most families were impoverished even before the era of the Great Depression. To some, it made sense to send their children to a school that would provide room, board, and clothing for their children while offering them an education. There are even accounts of children seeking admission to the Chilocco School themselves for various reasons. The enrollment at Chilocco School was in fact increasing.
Eventually, most Indian Boarding Schools had made the transition of phasing out the primary grades altogether. This did not mean that life at a boarding school would change significantly. The quality of life and education was poor, the schedules remained rigorous, and the discipline harsh. The structure maintained its military influence.
I am reminded of my own experiences attending boarding school. My husband attended one as well. Separately, we each chose to attend for our own reasons. Our reasons for attending and experiences were similar and we have that commonality. But many of my friends were “shipped” off to boarding school. I can be certain that their experiences and memories would differ from my own.
Is there a place for Indian boarding schools in today’s society? I think that there could be. But I do not agree that there is with the fashion that many currently exist in. A break from the past with the addition of cultural relevance, improved living conditions and educational practices would serve most well.
There will always be a stigma for the boarding school with the Native American. I wonder where I would be without my boarding school experience?
**Click on the title of the post to visit the Flandreau Indian Boarding School website and get a glimps of modern life at an Indian boarding school. Make sure to visit the rules under the "Dorm Life" link on the page. Life remains regimented.
Wednesday, February 03, 2010
Chilocco Indian School - Chapter 1
Native Americans have long since suffered under the tyranny of the United States Government. The founding of the Indian Boarding School system was just one of many injustices brought upon the Native American population during the late 1800’s and the early 1900’s. The systematic, forcible, and coerced removal of generations of Native American children from their families and communities has left a lasting and adverse impression upon the generations of today. Do we continue to suffer or choose to use the tools we have at our disposal to move forward and create a new history for our future generations?
Since the beginning of the “Boarding School Era”, the Federal Government and the Christian church have dictated how the American Indian is to fit into society. With the steady encroachment and reduction of our lands, we have in fact been faced with the inevitable task of conforming to European and modern American ways of life. However, with the resurgent renaissance of our culture, we are finding ways to exist successfully within both worlds while maintaining our cultural identity.
The present and future of Native American education is bright. An increase in the number of Native American teachers and administrators, although slight, gives me a positive opinion on the outlook of improved educational practices and cultural relevance within the classroom. I am honored to become a part of the new history of American Indian education in our country. Although the transition is and will be arduous, I happily count myself among many others in education that welcome the challenge to make a brighter future for Native American education.
***Click on the Post title to view: Native American Rights Fund – Pdf. “The Merriam Report”
Since the beginning of the “Boarding School Era”, the Federal Government and the Christian church have dictated how the American Indian is to fit into society. With the steady encroachment and reduction of our lands, we have in fact been faced with the inevitable task of conforming to European and modern American ways of life. However, with the resurgent renaissance of our culture, we are finding ways to exist successfully within both worlds while maintaining our cultural identity.
The present and future of Native American education is bright. An increase in the number of Native American teachers and administrators, although slight, gives me a positive opinion on the outlook of improved educational practices and cultural relevance within the classroom. I am honored to become a part of the new history of American Indian education in our country. Although the transition is and will be arduous, I happily count myself among many others in education that welcome the challenge to make a brighter future for Native American education.
***Click on the Post title to view: Native American Rights Fund – Pdf. “The Merriam Report”
Subscribe to:
Comments (Atom)
