A Second Wave of Hopi Migration

2014 ◽  
Vol 54 (3) ◽  
pp. 356-361
Author(s):  
Matthew Sakiestewa Gilbert
Keyword(s):  
American Indian ◽  
Boarding School ◽  
Indian Education ◽  
American Indian Education ◽  
Education History ◽  
Cultural Center ◽  
Educational History ◽  
Indian Boarding School ◽  
History Of ◽  
First Time

The current issue in the History of Education Quarterly is significant for various reasons. For the first time in the journal's history, scholars from several disciplines have converged to address topics relating to the history of American Indian education. The essays challenge historians to think of research methodologies that go beyond the traditional sources of documents retrieved from archives and other depositories. This is perhaps most clearly seen in KuuNUx TeeRIt Kroupa's essay on the Arikara Cultural Center and his attempt to understand their educational history through an Arikara lens of understanding. It is also evident in Adrea Lawrence's idea of “epic learning” and her inclusion of “Native” stories and their relationship to “place” as a frame to interpret American Indian education histories. Each of these articles, including Donald Warren's piece on Native history as education history, urges historians to think more broadly on how to create Indian education narratives. However, my intention here is not to provide a comprehensive response to all three essays. Rather, I want to briefly apply key topics in each text to help enlighten my own research on Hopis and the off-reservation Indian boarding school experience, and to offer some direction on how these issues might be applied to current and future studies.

Culture, Place, and Power: Engaging the Histories and Possibilities of American Indian Education

2014 ◽  
Vol 54 (3) ◽  
pp. 395-402 ◽  
Author(s):  
Bryan McKinley Jones Brayboy
Keyword(s):  
American Indian ◽  
History Of Education ◽  
Indian Education ◽  
American Indian Education ◽  
Special Issue ◽  
History Of ◽  
The Way

I am honored and humbled to have the opportunity to consider the role of history and its relationship to “American Indian education” in this special issue of theHistory of Education Quarterly.Before I offer some commentary and ideas, I want to offer a caveat—or a confession—that should inform the way my paper is read. My caveat/confession is that I am not a historian, let alone a historian of education. Instead, I am an “Indigenous” anthropologist of education. Of anthropologists, Vine Deloria Jr. has written, “Into each life, it is said, some rain must fall… But Indians have been cursed above all other people in history. Indians have anthropologists.” My own thinking about anthropology is that much of Deloria's disdain is well placed. Some of what anthropologists do, however—listen to stories and engage with people and place—is useful to conversations about what American Indian education is and can be. In this case, sometimes rain feeds growth. It is from this viewpoint of growth and possibility that I offer my thoughts on the role of history, its methods, and what this might mean for American Indian education.

Indian Boarding School Gothic in Older than America and The Only Good Indian

2015 ◽  
Vol 47 (2) ◽  
pp. 5-27
Author(s):  
Elizabeth Kella
Keyword(s):  
North American ◽  
Boarding School ◽  
Boarding Schools ◽  
Spiritual Values ◽  
Feature Films ◽  
Native North American ◽  
Indian Boarding School ◽  
Visual Sovereignty ◽  
History Of ◽  
Indian Boarding Schools

This article examines the appropriation and redirection of the Gothic in two contemporary, Native-centered feature films that concern a history that can be said to haunt many Native North American communities today: the history of Indian boarding schools. Georgina Lightning’s Older than America (2008) and Kevin Willmott’s The Only Good Indian (2009) make use of Gothic conventions and the figures of the ghost and the vampire to visually relate the history and horrors of Indian boarding schools. Each of these Native-centered films displays a cinematic desire to decenter Eurocentric histories and to counter mainstream American genres with histories and forms of importance to Native North American peoples. Willmott’s film critiques mythologies of the West and frontier heroism, and Lightning attempts to sensitize non-Native viewers to contemporary Native North American concerns while also asserting visual sovereignty and affirming spiritual values.

The Spider’s Web

2019 ◽  
pp. 385-408
Author(s):  
Douglas K. Miller
Keyword(s):  
Native American ◽  
American Indian ◽  
Settler Colonialism ◽  
Boarding School ◽  
Carceral State ◽  
Red Power ◽  
American Indian Movement ◽  
History Of ◽  
Reservation System ◽  
Wounded Knee

The chapter situates Native American incarcerations within a long history of broken treaties, circumscribed sovereignty, land theft, forced removals, reservation and boarding school confinement, and economic and cultural paternalism. The framework that the chapter offers is one centered on what the author calls “settler custodialism,” where the root of Indian incarceration runs through the reservation system. The chapter locates Native American prisoner resistance within a longer trajectory of struggle against settler colonialism that has drawn on traditional ties to land, family, tribe, and community. The rising consciousness of the American Indian Movement (AIM) is linked directly to the incarceration of two of its principal founders, Dennis Banks and Clyde Bellecourt. From AIM’s police patrols to the Alcatraz Island prison takeover, the radicalization of the Red Power movement had more to do with its encounter with the carceral state than has been previously recognized. The chapter concludes that the prison also served as a blunt instrument to dismantle the Red Power movement when many of its leaders were incarcerated following the 1973 Wounded Knee operation.

Sign in / Sign up

Export Citation Format

Share Document