Indian Education/Boarding Schools
Indian boarding schools were designed to assimilate Native American children into the greater American (white) culture. Students at the schools suffered from poor diet, illness and harsh discipline. As a result of these deficiencies, and the high cost of running the boarding schools, they began to disappear from the American landscape in the 1930s.
Indian education from the 1880s to the 1920s was designed to assimilate the American Indian population into the greater American society. This was accomplished by placing Native American Indian children into institutions where the traditional ways of Indian society were replaced by government-sanctioned behaviors and beliefs. Native American children were removed from their families, and enrolled in government-run boarding schools.
Boarding schools first became vogue prior to the American Civil War. During this time, idealistic reformers put forth the idea that Indians could become "civilized" with the proper education and treatment. Prior to this time, most white Americans had seen the American Indian population with great fear. Captain Richard Henry Pratt was one of the leading proponents of this...
It is hard to conclude whether the solution to the "Indian problem" pursued by the U.S. government in the nineteenth century was successful or not because in this case the definition of "success" is problematic. The exterminationist camp would view killing all Indians as a "success," while for the other camp thoroughly Americanizing Indians was a sign of success. Both goals were problematic, the former calling for a physical genocide
In this narrative, the story teller tells of both his informal education in his tribe and the formal education he received through the Indian boarding school run by whites which attempts to assimilate him to the Anglo world, one that differs greatly from the Cherokee way. What the educator can take away from this book is that the best educational approaches are those that are culturally sensitive. One of
Aboriginal Education in Canada: A Plea for Integration This paper explores interactions among formal learning, informal learning, and life conditions and opportunities experienced by Aboriginal people in Canada. Aboriginal is the most popular term used to refer to Canada's original people (Kirkness, 1999). Aboriginal, Indian, and First Nations are all terms used to describe Canadian natives. A great deal of attention has been given in recent years to what is commonly described
Indian Welfare Act There are few things in life as traumatic as losing a child. Unfortunately, this is a phenomenon that plagues humanity on a daily basis. Children are lost in many ways. Some die, some are kidnapped. Others are lost through adoption. For some mothers, adoption is an informed decision made on the basis of what the individual believes is right for her child. However, there is also a phenomenon
Visits home were frowned upon and discouraged, and most Indian families could not afford to pay for the long journey home from the schools, so children remained there year-round until their schooling was complete in many cases. However, many families did see the worth of a formal education for their children. Author Child notes, "Still, many Ojibwe parents, persuaded of the importance of an education or learning a trade for
Residential School System: State-Sponsored Bullying? The Residential School System: Was it a Form of State-Sponsored Bullying? From as early as the mid 1800s through to the late 1900s, scores of Aboriginal children were compelled to attend residential schools that sought to, amongst other things, assimilate the said children into the dominant culture. In Canada, we had the Indian residential schools, whereas in the U.S. there were the American Indian boarding schools. Over
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