The “Miseducation” of American...
Transcript of The “Miseducation” of American...
![Page 1: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/1.jpg)
The“Miseducation”ofAmericanIndians
ToviewthisPDFasaprojectablepresentation,savethefile,click“View”inthetopmenubarofthefile,andselect“FullScreenMode”;uponcompletionofpresentation,hitESConyourkeyboardtoexitthefile
TorequestaneditablePPTversionofthispresentation,[email protected]
![Page 2: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/2.jpg)
"Asasavage,wecannottoleratehimanymorethanasahalf-civilizedparasite,wandererorvagabond.Theonlyalternativeleftistofithimbyeducationforcivilizedlife.TheIndian,thoughasimplechildofnaturewithmentalfacilitiesdwarfedandshriveled,whilegropinghiswayforgenerationsinthedarknessofbarbarism,alreadyseestheimportanceofeducation;bewilderedbytheglareofacivilizationaboveandbeyondhiscomprehension,heisneverthelessseekingtoadjusthimselftothenewconditionsbywhichheisencompassed.Heseesthattheknowledgepossessedbythewhitemanisnecessaryforself-preservation.
![Page 3: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/3.jpg)
Educationbefore1492
vBeforelookingatthehistoryoftheAmericangovernment’sattemptsto“educate”AmericanIndians,itisimportanttorecognizethatIndiannationshadtheirowneducationalsystemsfirmlyinplacebythetimeColumbuslandedinHispaniola.
vSucheducationeffortswerebothformalandinformal.Educationwasdeliberate,planned,andvalued,designedbytribalelderstoreflectthesocial,cultural,political,andeconomicneedsoftheirtribe.
vTheinadequateeducationprovidedforIndianyouthpost-ColonizationrepresentsyetanotherwaytheAmericangovernmenthastakenadvantageofandfailedNativepeople.
“Contrarytopopularbelief,education,thetransmissionandacquisitionofknowledgeandskills– didnotcometotheNorthAmericancontinentontheNina,Pinta,andSantaMaria.WeNativeAmericanshaveeducatedour
youththrougharichandoraltradition…” ~Dr.HenriettaWhiteman-Mann
![Page 4: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/4.jpg)
ColonialPeriodvAstheAmericancoloniestookhold,Euro-Americansfeltitwasimportantto“Christianize”and“civilize” NativePeoples.(NoregardwasgiventothefactthatNativePeoplehadtheirownreligions,customs,andformsofeducation.)
vBothGeorgeWashingtonandThomasJeffersonbeganformulatingpoliciesthatwouldpromotethe"civilizingprocess“throughwhichIndianpeoplewouldlearn,appreciate,andpracticeEuro-Americancultural,social,economic,andpoliticaltraditions.
vColonialmissionariesstartedschoolsforNativechildren.MissionariesweretrainedtoconvinceIndians(whowouldcertainlybeuntrustingandresistsendingtheirchildrentocolonialschools)thatfreeroomandboardinacharityschoolwasthekeytotheirchild'ssurvivalinanincreasinglyhostilecolonialenvironment.
vColonialattemptstouseeducationto“civilizeandChristianize”AmericanIndianchildrenfailed,however.FewIndiansattendedandevenfewergraduated.
![Page 5: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/5.jpg)
Intothe1800svWithin20yearsaftertheConstitutionwassigned,twoseparatesystemsofIndianeducationhaddeveloped:
ütribaleducationorganizedandoperatedbyvariousIndiannations;
üfederally-subsidized educationorganizedandoperatedprimarilybyEuro-AmericanChristianorganizations.
![Page 6: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/6.jpg)
TribalEducationvIn the early 1800s, several nations established sophisticated school systems for their children. The Cherokee and Choctaw created an education network which included over 200 classrooms.
vAmong the Cherokee, tribal literacy and journalism flourished as newspapers were published in both Cherokee and English languages. Their motive was clear, according to a Cherokee elder's advice to younger tribal members,
"Remember that the whites are near us. With them we have constant intercourse, and you must be sensible, that unless you can speak their language, read and write as they do, they will be able to cheat you and trample on your rights." (Nabokov, 1991:215.)
vIn1851,theCherokeeNationalCouncilcreatedtheCherokeeNationalFemaleSeminarythatwasoperatedbytheCherokeeNation,notthefederalgovernment.AttheSeminary,CherokeegirlstookcoursesinLatin,French,trigonometry,politicaleconomy,andliterarycriticism.Theyalsostageddramaticproductions,heldmusicrecitalsandpublishedtheirownnewsletter.
![Page 7: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/7.jpg)
FederalEducation:MissionSchoolsChurch&Statepartnerto“educate”AmericanIndians
vDespiteIndianinterestineducationthatcouldhelptribalmemberscopewiththeendlessflowofEuro-Americansintotriballands,thefederalgovernmenttookanentirelydifferentpath.
vIn1819,theU.S.governmentcreateda"CivilizationFund"which providedfederalfundstochurchesandmissionaryorganizationstorunschools(MissionSchools)designedto“educateNativeAmericansinthewaysofthewhiteman.”
vThegoalwasto"civilize"NativeAmericansbygettingridoftheircustoms,traditions,religions,etc.whileteachingthemtoreadandwriteinonlyEnglish.
vTheBureauofIndianAffairs(BIA)wascreatedin1824bythefederalgovernment(andtellinglyplacedintotheU.S.DepartmentofWar)toadministerthefundsgiventotheschools.
![Page 8: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/8.jpg)
TheIndianRemovalAct(1830)&ManualLaborSchoolsvTheIndianRemovalActwassignedintolawMay28,1830,authorizingthepresidenttograntunsettledlandsinthewestinexchangeforIndianlandswithinexistingstateborders.Afewtribeswentpeacefully,butmanyrightfullyresistedtheunjustrelocationpolicy.
vACommissionerofIndianAffairswasappointed(alsopositionedintheU.S.Dept.ofWar)todealwithremovedtribesandchargedwithfiguringoutasystemto“reeducate”Indianstolive“domesticated”livesintheirnewland.
vTheunfairandracistsystemofIndianeducationthatresulted–manuallaborschools-emphasizedvocationaltrainingastheidealtoassimilateIndiansintoindustrialsociety.
![Page 9: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/9.jpg)
TheIndianRemovalAct(1830)&ManualLaborSchools
vManuallaborschoolsturnedthealleged“moral”projectof“civilizingIndians”intoafor-profitexercise,benefitingthereligiousgroupsrunningtheschoolsandsupportedbythegovernment.
vUnderthismodel,churcheswereprovidedhundredsofacresoflandforIndianchildrentoplow,maintainandharvest.ManychurchesmadehighprofitsformthefreelaborofAmericanIndians,creatingincreasedcompetitionforfederalfundingofmoremanuallaborschools.
vIronically,itwasthecompetitivefrictionamongrivalchurchesthatcontributedtotherepealoftheCivilizationFundin1873.
![Page 10: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/10.jpg)
![Page 11: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/11.jpg)
"KilltheIndianinhim,andsavetheman."
![Page 12: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/12.jpg)
BoardingSchools
vBuildingonmodelsestablishedbymanuallaborschools,thegovernmentlookedtodefineanewsystemofIndianeducation.
vFederalplannersdidnotlikedayschoolmodels,whichtheyfeltkeptIndianstudentstoocloseandconnectedtotheirfamiliesandcommunities.(Suchaccessmadetheoverallgoalofassimilation anddeculturalization unsuccessful.)Thus,boardingschoolsbecamethemodelofchoice.
vTheinfamousCarlisleIndianSchool(1879-1918)wasthefirstsuchboardingschool.RichardPratt,itsfounder,attackedthetribalwayoflifeassocialistandcontrarytoAmericanvaluesofcivilization.
"KilltheIndianinhim,andsavetheman."~Capt.RobertH.Pratt,1892(founderofCarlisleSchool)
![Page 13: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/13.jpg)
BoardingSchools
vBy1900,theBureauofIndianAffairswasopening25suchboardingschoolsin15states.
vEventually,over100,000childrenweresenttoover500suchschoolsthroughouttheUnitedStates.
![Page 14: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/14.jpg)
BoardingSchoolsvLikeearliermodels,boardingschoolsweredesignedtoservethepurposesofthefederalgovernment,nottheneedsofIndianchildren.
vThe“education”processbeganwiththe(oftenforcible)removalofyoungchildrenfromtheirhomesandcommunitiesandtransportingthemtoplacesthatwereforeigntothem(bothinlocationandincustoms.)
vUponarrival,studentsweresubjectedtoEnglish-only,Anglo-centriccurriculumand“patrioticpropaganda.”Nativelanguages,customsandreligionswerepurposelyexcluded.
vAnothercentralfeaturewasteaching“workethic”throughforcedmanuallabor.(Inhisannualreportin1881,CommissionerofIndianAffairsHiramPricearguedthatpreviousattemptsto“civilize”Indiansfailedbecausetheydidnotteachthe“necessityoflabor”.)
vChildrenwereoftenundernourishedandsubjectedtoovercrowdedlivingspaces.
vCompulsoryattendancelawsmeantthatfamilieshasnochoiceinwhethertosendtheirchildrentotheseunjustboardingschools.
![Page 15: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/15.jpg)
Warm-UpActivityvConsiderthehistoryyouhavelearnedregardingtheAmericangovernment’spoliciesfor“educating”AmericanIndiansandhowimportantitisthatthishistorybeacknowledged.
vDesignat-shirtthataddressesthishistoryinsomeway.ThepurposeoftheshirtistocallattentiontothemiseducationofNativePeoplethroughouthistory.
vYourshirtcanincludepictures,words,phrases,etc.Becreative!
![Page 16: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/16.jpg)
BoardingSchoolstoSegregated PublicSchoolsvEventually,theboardingschoolexperimentbegantofail.Schoolswerebecomingovercrowdedduetothegovernment’scompulsoryattendancelaws,federalfundingdecreased,andresistancetotheinjusticegrewamongtribes,allofwhichmadethesystemtooproblematicforfederalofficialstomaintain.
vNotonlydidtheschoolsbecomepoliticalandeconomicliabilities,buttheyalsoprovedtobeineffectiveinachievingthegovernment’saimof“assimilation.”
vNativelanguages,spiritualpractices,andothercustomswerenotonlycontinuedbytribalelders,butpasseddownfromgenerationtogeneration.
vIn1906,CommissionerofIndianAffairsFrancisLeupp initiatedthenextplan– thetransferofIndiansintopublicschools.Thegovernmentbelievedthiswouldnotonlysavemoney,butwouldalsohelpwiththeirgoalof“Americanizing”Indianchildren.
vHowever,publicschoolswouldnotbetheperfectsolution.Withsegregationinfulleffectduringthe1900s,AmericanIndianswouldexperienceracismandunequalschoolinginthepublicsystem.
![Page 17: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/17.jpg)
TheMeriamReportvIn1928,anindependentinvestigationoftheIndianOfficebytheBrookingsInstitution,knownastheMeriamReport,sharplycriticizedthequalityofeducationprovidedbygovernment-runIndianschools.
vThereportwasespeciallycriticalofvocationaleducationprograms,whichitnotedwereusedtoprovidestudentlabortokeeptheschoolsrunningandsavethegovernmentmoney.ThereportalsoharshlycriticizedthepolicyofremovingIndianchildrenfromtheirhomesandcommunities andtheseveredisciplinetheyexperiencedatboardingschools.
vThereportcalledformorechild-centered,culturallyappropriateeducationinkeepingwiththethen-currentphilosophyofprogressiveeducation.
vThereportsummarizedthatthemostfundamentalneedinIndianeducationwasa“changeingovernmentattitude.”
![Page 18: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/18.jpg)
JohnCollierandthe“IndianNewDeal”vIn1933,leadingreformerandadvocateofIndianrightsJohnCollierbecametheCommissionerofIndianaffairs.
vHeoversawtheimplementationofmanyoftherecommendationsintheMeriamReport,includingincreasedIndianreligiousfreedomandgreatertribalself-government.
vTheJohnson-O’MalleyAct(1934)wasalsopassedduringCollier’sterm,whichauthorizedpaymentstostatesorterritoriesfortheeducationofIndiansinpublicinstitutions.
vSuchreformswerefeaturesofCollier’sIndianNewDeal,theimpactofwhichsignificantlyincreasedthenumberofIndianchildrenbeingservedbybothfederal(BIA)andpubliceducationalinstitutions.
vTheideaofreform,madepopularbyCollier’sNewDeal,increasedsentimentsto“free”theIndianfromgovernmentcontrol,particularlyfromthereservationsystem.
![Page 19: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/19.jpg)
“Self-Determination”&theCivilRightsMovementvBythe1960s,tribeshaddevelopedacoreleadershipcapableofarticulatingIndianrightsandconcerns.
vInadditiontotheirprotestsofexistingfederalpolicies,thenewIndianleadershipadvocatedanagendaofself-determination,ortheideaof“lettingIndianpeopledecidetheirowndestiny”
vThespiritofself-determinationgaverisetoseveralIndianorganizations,suchasNationalIndianEducationAssociation(1967),theCoalitionofIndianControlledSchoolBoards(1971),andtheAmericanIndianMovement(1972).
vThepoliticalenergycreatedbysuchgroupshelpedtoenergizeeffortstocreatetriballycontrolledschools.
vIn1966,RoughRockDemonstrationSchoolopenedintheNavajoNationinArizonaasthefirstIndian-controlledschoolinmoderntimes.
vCitingthehighcollege-dropoutrateforNativestudents,theNavajotribalcouncilpassesaresolutionfoundingNavajoCommunityCollege(renamedDiné Collegein1977),thefirsttribalcollege.In1978,CongresspassestheTriballyControlledCommunityCollegeAssistanceAct.Today,thereare35tribalcollegesin13states.
![Page 20: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/20.jpg)
Haliwa-Saponi TribalSchoolvIn1957,theHaliwa-Saponi openedoneofthefirsttribalschoolsintheUnitedStates.
vAttheheightoftheJimCrowEra,Nativestudentswereexperiencingracismandinadequateschoolinginsegregatedpublicschools.Tribalschoolswereonesolution.
vFrom1957-1969,theHaliwa-Saponi built,maintained,andoperatedtheHaliwa IndianSchool,oneofthefirsttribalschoolsintheU.S.andtheonlynon-reservation,tribally-supportedIndianschoolinthestate.
vTribalmemberspaidforsuppliesandmaterials,thebuilding,andmaintenanceoutoftheirownpockets.TeacherswereinitiallypaidbydonationstakenupbytheTribe.(Afterafewyearsofoperation,thestateDepartmentofPublicInstructionprovidedfundingforteachersalaries.)
vWhiletheschoolshutdownin1969,itwasreopenedinAugust2000.Theschoolincludesacurriculumbasedonstandardcourseofstudy,smallclassrooms,technology,andAmericanIndianStudies.ItpromotestheculturalandtraditionalheritageoftheHaliwa-Saponi peopleofHalifaxandWarrenCo.
![Page 21: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/21.jpg)
IndianSelf-DeterminationandEducationActof1975vTheeffortsofIndianeducatorsandleadersalsopromptedthepublicationoftwomajorstudiesinIndianeducation:IndianEducation:ANationalTragedy– ANationalChallenge(U.S.Senate,1969)andTheNationalStudyofAmericanIndianEducation(1970)
vThesereportshelpedsecurepassageoftheIndianSelf-DeterminationandEducationActof1975,whichprovidedAmericanIndiansincreasedcontrolovertheirchildren’seducation
vTheactauthorizedspecialfundingforprogramsinreservationschoolsandforthefirsttime,off-reservationurbanschools.
vItalsoadvocatedforparentinvolvementinprogramplanning,fortheestablishmentofcommunity-runschools,andforculturallyrelevantandbilingualcurriculummaterials.
![Page 22: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/22.jpg)
ReportspaintagloomypictureofIndianEducation
vSeveralreportswerealsopublishedduringtheeraofself-determination,suchastheIndianNationsatRisk(1991),theWhiteHouseConferenceonIndianEducation(1992),andtheExecutiveorderonAmericanIndianandAlaskaNativeEducation(1998).IngeneralthesereportsindicatethatwhileprogresshadbeenmadeinIndianeducation,theroadaheadheldmanychallenges.
vOverall,itwasreportedthat:o Indianshavethehighestdropoutratesandthelowestachievementrates.oMostIndiansweresubjecttoschoolswithEuro-centriccurriculums,highteacherturnover,underpreparedteachers,limitedaccesstoculturallearningresources,limitedaccesstotechnologyandcomputers,andracism.Theseproblemsweredeepenedbyadeclineinfederalspending.
oCenturiesofracism,genocideandassimilationistpolicescannotbeundoneinamatterofyears.
![Page 23: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/23.jpg)
ReportspainagloomypictureofIndianEducation
vIn2001,the“ComprehensiveFederalIndianEducationPolicyStatement”wasreleased.Itstatedthatschoolreformmustbesystematicandinclusiveofallaspectsoftriballife.Therelationshipbetweeneducationalreformandthestrugglestopreservetribalhomelands,governments,languages,cultures,economies,andsocialstructuresismadeexplicit.
vThisreportservedasthemodelfor“TheExecutiveOrderonAmericanIndianandNativeAlaskanEducation”issuedin1998bytheClintonadministration.Thisissueofthisexecutiveorderwasahistoricmoment,symbolizingtheeffortsofcontemporaryAmericanleaderstosupportself-determinationbutalsothegovernmentsacknowledgementofthisinherentright.
![Page 24: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/24.jpg)
vWhileprogresshasbeenmade,Indianstudents,incomparisontoallothers,arestillthemostdisproportionallyaffectedbypoverty,loweducationalattainment,andlimitedaccesstoeducationalopportunities.
vAdditionally,thenumberofIndianyouth(12-17yrs.)engaginginhigh-riskbehaviorsisvast.Forexample,druguseismorethantwicethenationalaverageandalcoholuseishigherthanthenationalaverage.
![Page 25: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/25.jpg)
TowardTrueNativeEducation:ATreatyof1992
“Itistimeforanewtreaty,aTreatyof1992,toendashameful,secretwar.Forfivehundredyears,ourtribalpeoplehavebeenresistingthesiegeofthenon-Nativesocietiesthathavedevelopedinournativeland...Ourchildrenfacetheconsequencesofthiswartoday.Everytribalmemberhasfeltthebitterpainsofthisrelentlesssiege.Itdominatesourlives.Itiskillingourchildren.ItisdestroyingourNativecommunities.”-“TowardTrueNativeEducation:ATreatyof1992,”IndianNationsatRiskTaskForce(1994)
vIn1992,theIndianNationsatRiskTaskForcepublishedareportplacingtheliabilityforthefailingsofAmericanIndians’educationinthehandsoftheU.S.government.Yet,italsonotesthatchangewillonlyoccurwhenNativeandnonnativesocietiesmakethecommitmenttoworktogether.
vThereportsummarizesthatNativenationsarestrugglingbecause:o SchoolshavefailedtonurturetheintellectualdevelopmentandacademicperformanceofNativechildren.o Indianlandsandresourcesareconstantlybeingbesiegedbyoutsideforces.o RelationshipsbetweentribesandthefederalgovernmentfluctuatewiththewilloftheU.S.Congressanddecisionsbythecourts.
![Page 26: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/26.jpg)
Readanddiscussthequoteprovidedtoyou:vWhatdoesthequoteprovidedtellyouregardingthehistoryoftherelationshipbetweenindigenouspeoplesandEuro-Americancolonists?
vWhatdoesthequotetellyouaboutthehistoryofAmericanIndianeducation?
vWheredowegofromhere?ImagineyouhavebeennamedasamemberonataskforceforimprovingtheeducationofNativeAmericans.Whatideasdoyouhave?Whoseassistancewouldyouneedandwhy?
![Page 27: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/27.jpg)
v"Thewhiteman'ssuperiortechnology,hungerforland,andethnocentrismseeminglyknewnobounds.ThewhitethreattoIndianscameinmanyforms:smallpox,missionaries,Conestogawagons,barbedwire,andsmokinglocomotives.Andintheend,itcameintheformofschools."CornellPewewardy
v“Understandingthe“theIndianproblem”isnotaproblemofchildrenandfamiliesbutratheraproblemthathasbeenconsciouslyandhistoricallyproducedbyandthroughthesystemsofcolonization:amultidimensionalforceunderwrittenbyWesternChristianity,definedbywhitesupremacy,andfueledbyglobalcapitalism.”SandyGrande
v“Indianeducationwasneversimplyaboutthedesireto“civilize”orevendeculturalize apeople,butrather,fromitsveryinception,itwasaprojectdesignedtocolonizeIndianmindsasameansofgainingaccesstoIndianlabor,land,andresources.”SandyGrande
![Page 28: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/28.jpg)
THECARLISLEINDIANINDUSTRIALSCHOOL:
ThisschoolwasthemodelforanationwidesystemofboardingschoolsintendedtoassimilateAmericanIndiansintomainstreamculture.Over10,000indigenouschildrenattendedtheschoolbetween1879and1918.Despiteidealisticbeginnings,theschoolleftamixedandlastinglegacy,creatingopportunityforsomestudentsandconflictedidentitiesforothers.Inthiscemeteryare186gravesofAmericanIndianstudentswhodiedwhileatCarlisle.
![Page 29: The “Miseducation” of American Indianscivics.sites.unc.edu/files/2014/10/HistoryofIndianEducationPPT.pdf · American Indians To view this PDF as a projectable presentation, save](https://reader033.fdocuments.us/reader033/viewer/2022051802/5afda5017f8b9aa34d8dc2c0/html5/thumbnails/29.jpg)
SourcesRedPedagogy:NativeAmericanSocial&PoliticalThought,SandyGrande(2004)
http://americanindiantah.com/lesson_plans/ml_boardingschools.html
http://www.learnnc.org/lp/editions/nc-american-indians/7266
http://www.edweek.org/ew/projects/2013/native-american-education/history-of-american-indian-education.html
http://americanindiantah.com/lesson_plans/ml_boardingschools.html
http://www.ithaca.edu/wise/american_indian/
http://www.edweek.org/ew/projects/2013/native-american-education/running-in-place.html