National Indian brotherhood makes the tremendous contribution to the Aboriginal people’s revolution about the cultural assimilation. In the policy paper “Indian Control of Indian Education,” the National Indian Brotherhood/ Assembly of First Nations proposes the concept that Indian’s control of Indian education, and the thought about parental and local control (National Indian Brotherhood/ Assembly of First Nations, Indian Control of Indian Education, pp. 1-7). On one hand, they think Indian people understand exactly what kind of educational system they need. On the other hand, they want to abolish the residential school system to stress the importance of family and local community in the Indian native culture.
Over the past few decades, there has been many distinct perspectives and conflicts surrounding the historical context between the Indigenous peoples in Canada and the Canadian Government. In source one, the author P.J Anderson is trying to convey that the absolute goal of the Indian Residential School system in Canada has been to assimilate the Indian nation and provide them with guidance to “ forget their Indian habits”, and become educated of the “ arts of civilized life”, in order to help them integrate into society and “become one” with their “White brethren”. It is clearly evident throughout the source that the author is supportive of the Indian residential school system and strongly believes that the Indian residential School System
In Superman and Me by Sherman Alexie, Alexie’s father’s love for books grew to make his self-love books ending up in Alexie teaching himself how to read. Alexie describes the stereotypes and what is expected of Indian children and how Indian children were expected to basically have no knowledge Many lived up to those expectations inside the classroom but invalidated them on the outside. While other children were doing this, Alexie’s father was one of the few Indians on the reservation who went to Catholic School on purpose and was also an devoted reader. Alexie grew up around books. His father had a strong love for books as he bought them by the pound from pawn shops, goodwill and the salvation army.
Religious stability within the development of individuals was warped during the forced assimilation due to the cult-like idea of Christianity being the superior religion throughout the assimilation era. Michael C. Coleman, author of Indian Children at School, speculates that the propaganda of the Christian religion to force and assimilate the natives into the white man’s religion was the first program to civilize Indian schoolchildren. (American Indian Children at School) As a matter of fact, before being forced into American schools, the first phase of assimilation was the act of immersing the Indians into Christianity. In addition to this, Michael C. Coleman also proposes the idea that Christianity could be labeled as a cult during 1790-1920
Many Indians, like Massoon, became too afraid to wear traditional Indian clothings, such as saris or bindis, in public. Some parents refused to send their children to school in order to protect them and because the children often felt insecure and ashamed of their heritage because of the bullying and bias (Kamen, 1992). A few businesses owned by Indians were forced to close because Indians were afraid to shop in Jersey City (James, 1989). No Indians walked alone, because, according to Vishnu Patel, they were “‘afraid to go out.’” Patel explained that even “‘people who work nights or return late at night are not going to their jobs,’”
Volume Eleven. Pp 129-142). Equality is extremely valued in Noongar culture. Noongar parents often reverse roles when talking to their children. This shows that parent and child, grandparent and grandchild are equal, connected by a reciprocal relationship.
In what ways do Mexican Americans and Asian Americans share similar parenting challenges? One of the biggest dilemmas that they face is the redirection of familistic living. Asian and Mexican Americans have traditionally lived in homes with generational members all under one roof. Family members did not live in separate homes neither did they practice “living the nest” manners as native Americans do. Children are encouraged to live at home until they found a spouse and were ready to marry.
Americanization and Indian Boarding School The history of Native Americans was full of violent, cheats and sadness. From Spanish conquerors, English settlers to U. S Government, Native Americans lost their battles against these parties with greater power. As a result, their home lands, people and culture were consistently threatened by different societies.
This started with Native American children. They sent them to off-reservation boarding schools where they taught Anglo- American culture curriculum and emphasized on teaching them the value of marriage, family, and gender roles. To break the bond between a native child and their parents, Indian service employees acted as surrogate parents to these children.
The study also stated that there are three main stereotypical views aimed towards Native Americans. The first is that the American Indian student is not future oriented. The second is that they are unmotivated at school and finally, they do not receive support from the sociocultural context, teachers, peers and parents (Brickman, Martin, and McInerney 37). The results show students’ ideas of instrumentality, and getting an education as a prerequisite to other future goals clearly disproves the stigma that American Indian students are not future oriented. In regard to the influence of the sociocultural context, the stereotypical belief that parents and guardians do not encourage education were also disproved by the results of this inquiry (Brickman, Martin, and McInerney 39).
Indian Boarding schools were created in the 1800s to “Kill the Indian, Save the Man.” They achieved this by transforming the natives looks, culture, language, and teaching them a certain way so they would be able to function in a “european society”. Indian boarding schools taught students both academic and “real world” skills, but they did so while ripping the indians from their culture. Most indian boarding schools were the same with their tactics in transforming the native man into a white one.
Being a child of immigrant parents is not easy. You are constantly living in the fear that one day you’ll wake up and you parents won’t be there with you anymore. Specially now that we have a new president, things are getting more challenging. But don’t get me wrong, I live a happy life. I am proud to call myself a Latina.
Expectations often impose an inescapable reality. In the short story “Indian Education” by Sherman Alexie, Victor often struggles with Indian and American expectations during school. Alexie utilizes parallelism in the construction of each vignette, introducing a memoir of tension and concluding with a statement about Victor’s difficulties, to explore the conflict between cultures’ expectations and realities. Alexei initially uses parallelism to commence each vignette with cultural tension. In second grade, Victor undergoes a conflict with his missionary teacher, who coerced Victor into taking an advanced spelling test and cutting his braids.
Superman and Me - A Rhetorical Precis In “Superman and Me” (1998), an essay written for the Los Angeles Times, Sherman Alexie Jr. explains how the stereotype that Indian children are less intelligent than other children is not only incorrect, but harmful. Alexie provides examples of his own intelligence, having read “Grapes of Wrath in kindergarten” (5); and exhibits his personal experiences with the intelligence of other Indians (they “could tell complicated stories and jokes at the dinner table”) in contrast to how they acted around those who were not Indian (“They were monosyllabic”) demonstrating how Indians are “expected to fail” in a “non-Indian” society (6). Alexie draws contrasts between the stereotype and the truth in order to clearly
In the essay “Two Ways to Belong in America,” from 50 essays, Bharati Mukherjee contrasts the different views of the United States from two Indian sisters. The author distinguishes her American lifestyle to her sister’s traditional Indian lifestyle. Both sisters grew up in Calcutta, India, moved to America in search of education and work. Bharati adjusts to the American society very quickly, where her sister Mira clings to her Indian traditions more strongly. Despite both sisters living in America, only Bharati is an American citizen, while her sister Mira is not.
