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American Indian Education: Deloria The goal of Indian education has not been education. Indian education has been orien

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American Indian Education: Deloria The goal of Indian education has not been education. Indian education has been orien

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    1. American Indian Education: Deloria “The goal of Indian education has not been education. Indian education has been oriented toward performing other peripheral tasks of a political and economic nature” (p. 165). Stages of Indian Education Assimilation Pluralism (still with paternalism) Self-Determination

    11. Assimilation to Pluralism, 1887-1934 The Office of Indian Affairs was established March 11, 1824, as an office of the Unites States Department of War. It became responsible for negotiating and holding fulfillment, at least on the Native American part, of treaties. In 1849 the bureau was transferred to the Department of the Interior. Office of Indian Affairs re-named Bureau of Indian Affairs as of 1947) General Allotment Act of 1887 (Dawes Act) Native lands privatized, tribes forced into a capitalistic legal system Indian Citizenship, 1924 The Meriam Report, 1928 “The Problem of Indian Administration” Collier, Commissioner of Indian Affairs (Roosevelt’s New Deal), Indian Reorganization Act of 1934 formally ended allotment. Pluralist approach.

    12. Indian Reorganization Act of 1934 Indian New Deal As a proponent of cultural pluralism and repeal of the Dawes Act, Collier directly attacked the Bureau of Indian Affairs. Prior to Collier, criticism of the Bureau was directed at corrupt and incompetent officials and not the actual policies implemented. For the next decade Collier fought against legislation and policies that were detrimental to the well-being of Native Americans. Collier's efforts led to a monumental study in 1926-1927 of the overall condition of Indians in the United States. The results of the study became known as the Meriam Report. Published in 1928 as The Problem of Indian Administration the report revealed failures of federal Indian policies and how they had contributed to severe problems with Indian education, health, and poverty. SEE: http://historymatters.gmu.edu/d/5058/

    14. Methodological boundaries expanded Examples: Tsianina Lomawaima “They Called it Prarie Light: The Story of Chilocco Indian School” Kikapoo Nation Film “Another Wind is Moving” (E97.5.A561 1985) Carlisle Indian School: http://home.epix.net/~landis/histry.html Oral history accounts Indian autobiographical accounts Documentary records (letters of Indian students and parents) Policy, practice, student experience

    16. Discussion Points Pan-Tribal Identities - “Indianness Beyond Tribalness” (Strickland interviewed in “Another Wind is Moving” Evidence of Resilience What is Traditional Education? (Medicine, Deloria) Victimhood or agency? – Why go? Why did parents send children?

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