Native Americans and Education CHAPTER SEVEN Native Americans and Education

The Pow Wow

Overview 562 Native American Tribes recognized by the federal government Represent just under 1% of total population By 1890s population had been reduced from 1.5 million to 250,000. Have been mischaracterized and understudied in education The dropout rate and achievement gap is the highest among Native Americans

A World Before Europeans Native american culture was very diverse: Were hunter/gatherers from 4500 b.c. - 1200 a.d. Developed agricultural practices around 1200 a.d. Spoke different languages Adapted to very different geographical conditions Had developed distinct cultural practices

Manifest Destiny... “These men flocked to the plains, and were rather stimulated than [slowed] by the danger of an Indian war. This was another potent agency in producing the result we enjoy today, in having in so short a time replaced the wild buffaloes by more numerous herds of tame cattle, and by substituting for the useless Indians the intelligent owners of productive farms and cattle-ranches.” ― William T. Sherman, Memoirs of General W.T. Sherman

The World After Europeans The continent had been “settled” by mid 19th century Pockets of resistance still remained but were contained European relations with Natives had moved from: Trade → War → Management Undergirding European conquest was particular understanding of progress

The “Indian” Problem

Dawes Allotment Act (1886) Apportioned 160 acres for heads of households; 80 for unmarried adults. Established reservations: Aimed to teach farming skills Boarding schools were established and sped up the rate of assimilation Contributed to the breakup of tribal unity--weakened Native cultures

Educating Native Americans A pair of concerns motivated the education of Native Americans To assimilate Native Americans into the Western notion of progress To attend to their “spiritual needs.” “American Indian societies were viewed as savage, for they sought not to master but to coexist with the natural environment. Indeed, they defined civilization quite differently than did European Americans. The earth, they reasoned, could not be mastered, and such effort tempted fate. Thus, to be civilized was to live in harmony with, not to subdue, the environment. In contrast, Euro-dominance, with humans second only to God in a hierarchy of creation. For Native American, when God was conceptualized at all, God and nature were seen as one.” (p. 200)

Pluralism versus Assimilation “...valuing and maintaining cultural and linguistic differences within a society.” Assumes that mutual respect for cultural difference is an asset (not detriment) to society Positive outcome: Cultural traditions, language, and practices preserved Negative outcome: May result in “outcast” status

Pluralism versus Assimilation “...the process by which diverse cultures--immigrant, racial, ethnic, and linguistic minorities--alter their customs, habits, and languages to allow absorption into a dominant culture” Positive outcome: Minorities are given a set of tools by which to prosper Negative outcome: This generally comes at the cost of cultural heritage

For Native Americans: A bit of both Native Americans have--through historic treaties--managed to retain varying degrees of traditional customs (pluralism) Some languages have been actively preserved Some traditional dress, dance, and religion has been preserved Yet, overtime, the desire to maintain cultural identity has been influenced by white protestant culture (assimilation). The result: Partial assimilation with a few traditional practices in place

Educating Native Americans Curriculum aimed to remove “indian-ness” from Native Americans. Mission schools and boarding schools were established and focused on: Literacy Christianity Agriculture “Dignity of Labor” Personal wealth Hygiene and Manners