Editors' Introduction to the Special Issue: Native American Boarding School Stories

2018 ◽  
Vol 57 (1) ◽  
pp. 1
Author(s):  
K. Tsianina Lomawaima ◽  
Bryan McKinley Jones Brayboy ◽  
Teresa L. McCarty
2008 ◽  
Vol 1 (2) ◽  
pp. 125-138
Author(s):  
CLARE HOLLOWELL

This paper examines girls and power in British co-educational boarding school stories published from 1928 to 1958. While feminist scholars have hailed the girls’ school story as a site of potential resistance to constricting gender roles, the same can not be said of the co-educational school story. While the genres share many tropes and characterisation, the move from an all-female world to a co-educational setting allows the characters access to a narrower range of gender roles, and renders the female characters significantly less powerful. The disciplinary structures of the co-educational schools, mirroring those in real life, operate in a supposedly progressive manner that in fact removes girls from access to power.


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.


Author(s):  
Douglas K. Miller

Surviving the federal reservation confinement, land allotment, and boarding school programs and policies, a generation of Native American peoples sought to avoid the traumas of previous generations while thinking and acting creatively as they maneuvered within and contributed to rapidly changing social, economic, and cultural contexts in the first three decades of the twentieth century.


2014 ◽  
Vol 38 (2) ◽  
pp. 111-134
Author(s):  
Thomas Britten

Eugene Austin (1923-1980) was a member of the Lovelock Paiute Tribe of Nevada. The product of an impoverished and dysfunctional family and a former pupil of an off-reservation boarding school, Austin was a troubled and unhappy youth who yearned to escape the sparse opportunities and lack of mobility available to Native peoples of rural Nevada. In 1941, he was convicted of first-degree murder and sentenced to life in prison. He spent the next thirty-three years at the Nevada State Prison in Carson City, longer than any other inmate in the institution's history. He endured inhumane treatment during his incarceration, was lobotomized, and in 1974 was eventually paroled to a convalescent home in California. His arrest, trial, and incarceration reveal a number of tragic missteps in a criminal justice system that often failed to understand or accommodate the unique needs and circumstances posed by Native American offenders in the Southwest.


2018 ◽  
Vol 48 (5) ◽  
pp. 604-615 ◽  
Author(s):  
Staffan Müller-Wille

Statistics derives its power from classifying data and comparing the resulting distributions. In this paper, I will use two historical examples to highlight the importance of such data practices for statistical reasoning. The two examples I will explore are Franz Boas’s anthropometric studies of native American populations in the early 1890s, which laid the foundation for his later critique of the race concept, and Wilhelm Johannsen’s experiments in barley breeding, which he carried out for the Carlsberg Laboratory around the same time and which prepared the ground for his later distinction of genotype and phenotype. Both examples will show that the manipulation of data depended on complex classificatory practices: the distinction and articulation of “tribes,” “races,” and “family lines” in the case of Boas, and the selection and construction of “populations” and “pure lines” in the case of Johannsen. They also reveal a fundamental difference between data practices in the human and the life sciences: whereas the latter are relatively free to construct populations in the laboratory, the field, or on paper, the former have to rely on social categories shaped by historical accident and self-perception of the subjects under study. This essay is part of a special issue entitled Histories of Data and the Database edited by Soraya de Chadarevian and Theodore M. Porter.


Sign in / Sign up

Export Citation Format

Share Document