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Download White Man's Club: Schools, Race, and the Struggle of Indian by Jacqueline Fear-Segal PDF

By Jacqueline Fear-Segal

Tens of hundreds of thousands of Indian childrens filed during the gates of presidency faculties to study as usa voters. a part of a late-nineteenth-century crusade to remove local cultures and groups, those associations turned arenas the place whites debated the phrases of Indian citizenship, but in addition the place local peoples resisted the facility of white education and claimed new abilities to guard and redefine tribal and Indian identities.
 
In White Man’s Club, faculties for local teenagers are tested in the large framework of race kinfolk within the usa for the 1st time. Jacqueline Fear-Segal analyzes a number of faculties and their differing agendas and engages with the conflicting white discourses of race that underlay their pedagogies. She argues that federal faculties demonstrated to Americanize local young children didn't in achieving their goal; in its place they gradually racialized American Indians. A far-reaching and ambitious account of the bigger matters at stake, White Man’s Club demanding situations prior stories for overemphasizing the reformers’ brazenly positive evaluate of the Indians’ capability for assimilation and contends covertly racial schedule characterised this academic enterprise from the beginning. Asking the reader to contemplate the legacy of nineteenth-century acculturation guidelines, White Man’s Club comprises the lifestyles tales and voices of local scholars and strains the universities’ strong impression into the twenty-first century.
 
Fear-Segal attracts upon a wealthy array of resource fabric. conventional archival examine is interwoven with research of maps, drawings, pictures, the equipped setting, and supplemented via oral and kin histories. inventive use of recent theoretical and interpretive views brings clean insights to the topic matter.

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Additional resources for White Man's Club: Schools, Race, and the Struggle of Indian Acculturation (Indigenous Education)

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He began as their military guard, but he progressively presented himself as their father figure, comrade, confidant, teacher, and friend. Hard on the heels of their military defeat and exile from their own people in chains, at Fort Marion Pratt took it upon himself to make their imprisonment both gentle and instructive. He quickly set up a system of benign policing and organized an education program for their improvement. In his study of colonization, The Intimate Enemy: Loss and Recovery of Self under Colonialism, Ashis Nandy identifies two separate stages in the process, which are enforced by two different generations of people.

This gift from an Indian prisoner to his white jailer carries several possible different meanings, both obvious and implied. Among these is the gift’s symptomatic marking of the unusual relationship and pattern of custody Pratt was cultivating with the prisoners at Fort Marion. He began as their military guard, but he progressively presented himself as their father figure, comrade, confidant, teacher, and friend. Hard on the heels of their military defeat and exile from their own people in chains, at Fort Marion Pratt took it upon himself to make their imprisonment both gentle and instructive.

4 In the final quarter of the nineteenth century, whites striving to reconcile Christian values with scientific theo- White Theories ries spanned a wide range in their opinions. ”5 Whites committed to Indian education spanned a parallel breadth of opinion. Convinced that the only solution to the “Indian problem” was for the remnants of Indian tribes to be absorbed into the Unites States, they nevertheless held sharply contrasting views about Indian capacity, the place the educated Indian should be assigned in the nation, and the best means of preparing him for his new situation.

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