scholarly journals Civilization and sexual abuse: selected Indian captivity narratives and the Native American boarding-school experience

Author(s):  
Ewa Skał ◽  
Author(s):  
Adisa Ahmetspahić

Mind colonization has been a burning issue in the last few decades in the fields of science and humanities. It is argued that mind colonization of the indigenous populations has been conducted via education and language in the mission of ‘civilizing’ since education and language carry culture specific sets of meaning, including knowledge and truth which condition our perception of the world. Zitkala-Ša is one of the earliest Native American authors and activists who sought to subvert the epistemological hierarchy imposed through mind colonization. Zitkala-Ša’s autobiographical collection of short stories titled American Indian Stories (1921) documents her boarding school experience and the acquisition of the colonizer’s education and language. The present paper seeks to address mind colonization through language and education on the example of Zitkala-Ša’s American Indian Stories relying on a number of theories and approaches. The paper also reflects on the importance of Zitkala-Ša mastery of the colonizer’s language


1996 ◽  
Vol 36 (4) ◽  
pp. 526
Author(s):  
Margaret Connell Szasz ◽  
David Wallace Adams

Author(s):  
Cristina Stanciu

This chapter focuses on the under-examined corpus of Carlisle poetry, viewing it as a vital archive for theorizing the role of the American Indian intellectual tradition in negotiating Americanization discourses at the turn of the twentieth century. Materials published in newspapers and magazines at Carlisle Indian Industrial School in Pennsylvania (1879–1918) include “Carlisle poetry,” which encompasses original poetry by Native American students, reprints of poems by Indian authors, poems by school personnel, and poems by well-known American authors. This poetry, along with the letters and articles published in Carlisle newspapers and magazines, is complicit with the ideological underpinnings of the institution’s ambitious goals of “making” Indian students into Americans, even as elements of this literature critique the Americanization that Carlisle boarding school demanded of its students.


Author(s):  
Douglas K. Miller

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.


2018 ◽  
Vol 47 (2) ◽  
pp. 208-216 ◽  
Author(s):  
Christine Trimingham Jack

Purpose Through a case study of the decision making that led to the writer becoming a teacher educator, the purpose of this paper is to contribute to historiography by exploring the complex process of surfacing and interpreting memory. Design/methodology/approach The methodology draws on the concepts of autobiographical memory and reflexivity, together with documentary and archival sources including newspapers and secondary sources. Findings The outcome reveals that the process of memory is complex. It illustrates that allowing the participant a wide scope to work with pivotal memories, which may include those referring to material objects, may lead to unexpected and compelling explanations that have the power to change thinking in regards to related aspects of educational history. In this particular case, the findings reveal the long-term impact of boarding school experience. Originality/value The paper expands the way in which educational historians may think about undertaking interviews by illustrating the need for investment of time and close attention to all memories, some of which may at first seem to be irrelevant. Additionally, while a significant amount of research had been published on the long-term impact of boarding school experience on students in the UK, a little critical historical work has been undertaken in regards to the Australian experience – this paper offers a unique contribution to the undertaking of that project.


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