Changed Forever: American Indian boarding-school literature. Volume I
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Changed Forever is the first study to gather a range of texts produced by Native Americans who, voluntarily or through compulsion, attended government-run boarding schools in the last decades of the nineteenth and the first decades of the twentieth centuries. Arnold Krupat examines Hopi, Navajo, and Apache boarding-school narratives that detail these students' experiences. The book's analyses are attentive to the topics (topoi) and places (loci) of the boarding schools. Some of these topics are: (re-)Naming students, imposing on them the regimentation of Clock Time, compulsory religious instruction and practice, and corporal punishment, among others. These topics occur in a variety of places, like the Dormitory, the Dining Room, the Chapel, and the Classroom. Krupat's close readings of these narratives provide cultural and historical context as well as critical commentary. In her study of the Chilocco Indian School, K. Tsianina Lomawaima asked poignantly, "What has become of the thousands of Indian voices who spoke the breath of boarding-school life?" Changed Forever lets us hear some of them.
Digital Mapping and Indigenous America
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Employing anthropology, field research, and humanities methodologies as well as digital cartography, and foregrounding the voices of Indigenous scholars, this text examines digital projects currently underway, and includes alternative modes of "mapping" Native American, Alaskan Native, Indigenous Hawaiian and First Nations land. The work of both established and emerging scholars addressing a range of geographic regions and cultural issues is also represented. Issues addressed include the history of maps made by Native Americans; healing and reconciliation projects related to boarding schools; language and land reclamation; Western cartographic maps created in collaboration with Indigenous nations; and digital resources that combine maps with narrative, art, and film, along with chapters on archaeology, place naming, and the digital presence of elders. This text is of interest to scholars working in history, cultural studies, anthropology, Native American studies, and digital cartography.
Away from Home: American Indian Boarding School Experiences, 1879-2000
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"Artfully weaving old photographs, first-person accounts, and well-organized text and verse, the editors present important and predominantly Native views of some 'good, bad, and ugly' aspects of Indian boarding school life.--Choice
Kill the Indian, Save the Man: the genocidal impact of American Indian residential schools
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For five consecutive generations, from roughly 1880 to 1980, Native American children in the United States and Canada were forcibly taken from their families and relocated to residential schools. The stated goal of this government program was to "kill the Indian to save the man." Half of the children did not survive the experience, and those who did were left permanently scarred. The resulting alcoholism, suicide and the transmission of trauma to their own children has led to a social disintegration with results that can only be described as genocidal. "The Indian residential schools in both the US and Canada . . . include[d] the forced exile of children and the prohibition of the use of a national language or religion . . . Churchill presents a bleak yet utterly necessary history of a brutal system that was in effect until 1990."--Booklist "Painful and powerful, Kill the Indian, Save the Man provides the first comprehensive study of the effects of the residential schools into which American Indian children were forced by the U.S. and Canadian governments. With his usual painstaking accuracy and moving prose, Churchill exposes the genocidal nature of this important dimension of the assimilationist policies that continue to decimate Native North American communities. This book is essential reading for anyone concerned with the ravages of settler state colonialism or the effects of transgenerational trauma."--Natsu Taylor Saito, Professor of Law, Georgia State University, and author of We Have Met the Enemy, American Exceptionalism and Subversion of the Rule of Law "The analysis and evidence deployed herein are both compelling and altogether consistent with what I've discovered in my own research and experience as a judge on a special tribunal assessing the effects of residential schooling on the Aboriginal peoples of Canada. I urge all people who oppose genocide--from whatever source, against whatever victims--to read this book."--Jim Craven (Omahkohkiaayo-i'poyi), citizen of the Blackfoot Nation and Professor of Economics, Clark College Ward Churchill is the author of A Little Matter of Genocide, among other books. He is currently a Professor of American Indian Studies at the University of Colorado, Boulder.
A Case Study of the American Indian Boarding School Movement
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This work examines the successes and failures of an American Indian boarding school, and provides a deeper understanding of one of the greatest tragedies of federal policy toward Native Americans.
Words have a past : the English language, colonialism, and the newspapers of Indian boarding schools
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"For nearly 100 years, Indian boarding schools in Canada and the US produced newspapers read by white settlers, government officials, and Indigenous parents. These newspapers were used as a settler colonial tool, yet within these tightly controlled narratives there also existed sites of resistance. This book traces colonial narratives of language, time, and place from the nineteenth-century to the present day, post-Truth and Reconciliation Commission."
Wiijiwaaganag: more than brothers
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Niizh Eshkanag is a member of the first generation of Anishinaabe children required to attend a U.S. government boarding school--schools infamously intended to "kill the Indian and save the man," or forcibly assimilate Native students into white culture. At the Yardley Indian Boarding School in northern Minnesota, far from his family, Niizh Eshkanag endures abuse from the school staff and is punished for speaking his native language. After his family moves him to a school that is marginally better, he meets Roger Poznanski, the principal's white nephew, who arrives to live with his uncle's family and attend the school. Though Roger is frightened of his Indian classmates at first, Niizh Eshkanag befriends him, and they come to appreciate and respect one another's differences. When a younger Anishinaabe student runs away into a winter storm after being beaten by a school employee, Niizh Eshkanag and Roger join forces to rescue him, beginning an adventure that change their lives and the way settlers, immigrants and the Anishinaabe people of the Great Lakes think about each other and their shared future.