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Native american education system essay
Essays on native americans education
Essays on native americans education
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In both instances in “St. Lucy’s” and the Native American Indians, they had no other option but to be repressed by the Early Americans. Such as the early American nation thought it was necessary for the assimilation of the American Indians. Likewise the assimilation of the American Indians the girls in “St. Lucy’s” were forced to blend in and forget their old way of life to learn to act like a human. For the purpose of assimilation, some American Indian children were kidnapped and taken to boarding schools to learn how to be more like the early Americans and forced to forget their old way of life. With this in mind; “St. Lucy’s” children weren’t really kidnapped, but more convinced that this is what there wolf parents wanted from them and
Lucy's will reject their host culture and withdraw into themselves and how they feel that their own culture is far more superior than those of the host country. According to the text in " St. Lucy's Home for Girl's Raised by Wolves" by Karen Russell in page 235, it says, " Stage 3: It is common that students who start living in a new and different culture come to a point where they reject the host culture and withdraw into themselves. During this period, they make generalizations about the host culture and wonder how the people can live like they do. Your student may feel that their own culture's lifestyle and customs are far superior to those of the host country. "
The Indian children were also being taken away from their home. I did some research and found an article titled, “Assimilation, Relocation, Genocide”. In this article, it mentions how the Indians were given three choices, which really weren’t choices. The three choices given were assimilation, relocation, and genocide. As you have seen from the horrors of slaughtering
These schools have been described as an instrument to wage intellectual, psychological, and cultural warfare to turn Native Americans into “Americans”. There are many reports of young Native Americans losing all cultural belonging. According to an interview with NPR, Bill Wright was sent to one of these schools. He lost his hair, his language, and then his Navajo name. When he was able to return home, he was unable to understand or speak to his grandmother.
The white men had treated the natives poorly, continued in viewing them as savages and trying to civilize the Native Americans through uncomfortable ways. Native Americans were forced to assimilate into Western culture and have to withstand the racism and discrimination from the Whites during that time. One of the methods that the Whites used to try to have the Indians fit into the Western culture were Native American boarding schools. These schools were established during the late 19th century to educate the Native American children according to Euro-American standards. The boarding schools often established rules for the Native Americans to follow, but most of the Native Americans were not willing to abandon their culture and tribal traditions.
I hated them because they were Indians.” Mary Courchene, a former residential school student said this about her own parents. I believe that this is just an awful thing to happen to children, that they are pulled away from their family and told to despise them because of their skin color and culture. When the Native American children were brought to the residential schools the main goal was to assimilate them by eliminating their culture and native tongue. When I think of what Mary Courchene said I can’t help but feel unsettled, because
In Victorian society, women had the choice between two roles: the pure woman or the fallen woman. Bram Stoker plays with these anxieties revolving around female sexuality – he follows the gothic tradition of innocent damsel in distress against looming evil. The narrative structure Stoker imploys to the text through intertextuality reveals multiple point of view distinguishing a duality in Lucy - her true self and 'thing'. In order to cope with Lucy’s worsening condition, the male authoritative figures of the text assign a duality present in Lucy to make sense of her shifting from “pure woman” to “fallen woman”. Stoker exhibits in the structure of the multi-faceted narrative how certain characters are unable to cope with the duality present
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 nature of these boarding schools was to assimilate young Native Americans into American culture, doing away with any “savageness” that they’re supposedly predisposed to have. As Bonnin remembers the first night of her stay at the school, she says “I was tucked into bed with one of the tall girls, because she talked to me in my mother tongue and seemed to soothe me” (Bonnin 325). Even at the beginning of such a traumatic journey, the author is signaling to the audience the conditioning that she was already under. Bonnin instinctively sought out something familiar, a girl who merely spoke in the same “tongue” as her. There are already so few things that she has in her immediate surroundings that help her identify who and what she is, that she must cling to the simple familiarities to bring any semblance of comfort.
The Tlingit of today are putting into action talking about their boarding school experiences in the 1800s in order to heal themselves and generations’ still suffering from it. The nonprofit local urban Native Corporation is using the stories to create a curriculum for K-12 about the impacts of colonialism on the Tlingit people. As I discussed in one of my previous blogs, from the late 1800s to the mid-1900s, the federal government split up families and forced the Native children into boarding schools to become civilized. Many were also raised in orphanages.
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.
In Karen Russell’s short story, “St. Lucy’s Home for Girls Raised by Wolves”, she develops the progression of the characters in relation to The Jesuit Handbook on Lycanthropic Culture Shock. The characters, young girls raised as if they were wolves, are compared to the handbook with optimism that they will adapt to the host culture. The girls’ progression in the five set stages are critical to their development at St. Lucy’s. The author compares Claudette, the narrator, to the clear expectations the handbook sets for the girls’ development. Claudette’s actions align well with the five stages, but she has outbursts that remind her of her former self.
Neither were the parents allowed to visit their children so the time the kids were finally able to go back with their family they started to become practically like strangers to each other because they knew very little about each other especially since many of the children were younger and had spent most of their lives in these school. The lack of communication between the Native American parents and children was another reason many parents weren’t aware of the trauma the kids were suffering in the homes. The kids were so affected they remember that even at night when they were left alone to sleep they were all so quiet and no one talked about what was happening to them. The native children didn’t have normal childhoods they didn’t play or interact with each other this alone shows how affected they were with the boarding
Karen Russel’s narrator, Claudette in the short story “St. Lucy’s home for girls raised by wolves” has a guilty hope that she fails to adapt to her new human culture and exhibits her instinctive wolve traits showing that Claudette has not successfully adapted to the human culture. Claudette wishes to adapt to the human culture but has a difficult time accepting it. The St. Lucy’s home for girls raised by wolves is for girls to learn the human culture. The faster the girls go through the stages, the faster they have adapted and accepted their new culture and can be released. While Claudette acts as if the human culture is growing on her
St. Lucy’s girls and Indian children had to become more civilized as a result the kids were forced to attend boarding schools. Boarding schools were trying to teach the kids to become more civilized through education. They thought that education would be the easiest way to help the children be civilized. Boarding schools intended to civilize the students’ parents as well. They would do this by allowing the children to share what they are learning at school with their parents at home.
