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NATIVE AMERICAN BOARDING SCHOOLS The Impact of Boarding Schools on the Native Nations in Indian Country (also called America) Dr. Sandy Kewanhaptwa-Dixon SETTLER COLONIALISM ❖A distinct type of colonialism that functions through the replacement of Native populations with an invasive settler society that, overtime, develops a distinctive identity and sovereignty. ❖EX. Canada, US. Australia, So. Africa UNDERSTANDING SETTLER COLONIALISM • “Settler Colonialism makes sense especially if it is understood globally, and that we live in a settler colonial global present” Lorenzo Veracini • Consider: Kenya, Israel, Argentina SETTLER COLONIALISM KEY FEATURES 1. Settler Colonizers “come to stay”: unlike colonial agents such as traders, soldiers, governors, settler collectives intend to permanently occupy and assert sovereignty over indigenous lands. 2. Settler colonial invasions is a STRUCTURE, not an event. Settler colonialism persists in the ongoing elimination of Native populations, and the assertion of state sovereignty and juridical control over lands. CONTINUE 2. continued:Settler Colonial socieities do ot stop being colonial when ppolitical allegiance to the founding metropole is severed. 3. SC seeks its own end: unlike other types of colonialism in which the goal is to maintain colonial structures and imbalances in power between colonizer and colonized, SC trends toward the ending of colonial differences in the form of a supreme and unchallenged settler state and people. DOES THE END JUSTIFY THE MEANS? • To eliminate Natives themselves asserting false narrative and structures of settler belonging. • SC SOCIETIES AROUND THE GLOBE TEND TO RELY ON REMARKABLY SIMILAR SPATIAL CONSTRUCTS, POWER STRUCTURES, AND SOCIAL NARRATIVES. TERRA MULLIUS • TERRA MULLIUS – perception that lands in longterm use by Natives are empty or unused. • SC proceeds to carve up the lands into private property. As settler collectives invest their identity and material belonging in these properties, they create or empower the state to “defend” these properties from native peoples and nations who are seen as inherenetly threatening. SC AND NATIVE AMERICAN BOARDING SCHOOLS • Where do we see settler colonialism constructs and narratives in native American boarding schools? • DISCUSSION IMPACT OF BOARDING SCHOOLS ▪ Abuses in U.S. and Canadian Boarding schools (including mission, church schools) violated a number of human rights legal standards, including: ▪ International Covenant on Civil & Political Rights (1976). ▪ The Draft Declaration of the Rights of Indigenous Peoples (1994). ▪ The convention on the Rights of the Child (1990). (Smith, 2005) IMPACT OF BOARDING SCHOOLS • B.S. were established to change the Indian, not educate the Indian. To make a “better” Indian be forcing Indian children to assimilate into the white man’s image. • Today there are eight off-reservation boarding schools and 52 federal BIA on-reservation boarding schools still open. • Sexual, physical, and emotional abuse was rampant. The effects of these traumatic events continue in Native American communities today. IMPACT OF BOARDING SCHOOLS CONT. • In 1987, the FBI found that one teacher at the BIA-run Hopi day school, in Arizona, John Boone, had sexually abused at least 142 boys, but the principal had never investigated any allegations of the abuse. • J.D. Todd had taught at a BIA school on the Navajo Reservation for 21 yrs. Before 12 children came forward with allegations of molestation against him. • Read about Cindy Sohappy • Despite the epidemic of sexual abuse, the BIA did not issue a policy on reporting sexual abuse until 1987 and did not reinforce background checks until 1989 Sexual & Physical abuse was the disciplinary choice. “I’ll be damned if you tell me to forget about the past when it comes to the abuse of my family in those schools.” Sandy Kewanhaptewa-Dixon (Hopi-Sun Clan) CHILDREN SUFFER IN TO ADULTHOOD • The Indian Child Protection Act of 1990 was passed to provide a registry for sexual offenders in Indian country, to mandate reporting systems, provide the BIA and HIS rigid guidelines on reporting. • Native communities continue to suffer devastating effects as a result of policies (or no policies). Children were taken from their family as young as four years of age. KILL THE INDIAN…SAVE THE MAN CONTINUE…. • Thus, Native American people need to acknowledge the reality of: • Internalized Colonization • Insecurity • Acceptance of the status quo. (Wilson, 2004) • Recognize the psychological dilemma facing Native people. BOARDING SCHOOL SYNDROME SOME OF THE SYMPTOMS (MIHESUAH, 2003). • Apathy toward prejudice and racism. • Lack of issues facing Indigenous people (sports mascots, ethnic fraud, loss of treaty rights, stereotypical movies and literature. • Abuse of self: drugs, alcohol, poor diet. • Ingrained feelings of inferiority. • Playing the pathetic Indian game and asking for handouts. • Engage in discussions about Native people as if they were all ignorant. • Ignoring & demeaning Native activists, believing it easier to bash an Indigenous person rather than a more “superior” member of the status quo. • Gossiping and defaming other Natives. • Celebrating Indianness only when it is convenient & only in superficial ways that are usually organized by whites. MAJOR LOSSES DUE TO BOARDING SCHOOLS • Loss of the language. • Loss of the role of Native Women and Men. • Loss of our Children • Loss of Identity. Personal Response Journal. 1. Read each article for the entire week carefully and be prepared to write on each article. 2. You must refer to the articles author in you expose. Examples “Snipe (2003) alludes to the …” or “Mihesuah (2003) discussed a similar issue in …” Also, include the title of the article as your heading. 3. What do you write: A brief summary of the article: Tell me your thoughts after we discussed the topic, viewed the power point. Tie everything in together in your response. What information was new knowledge to you? Did you agree or disagree with the intent of the topic article. How were you affected by the topic. 4. Remember you are to analytically write on each topic. 4 paragraphs. A full paragraph consists of 7 complete sentences at a minimum. Government Boarding Schools NATIVE AMERICAN BOARDING SCHOOLS The Impact of Boarding Schools on the Native Nations in Indian Country (also called America) Dr. Sandy Kewanhaptwa-Dixon SETTLER COLONIALISM ❖A distinct type of colonialism that functions through the replacement of Native populations with an invasive settler society that, overtime, develops a distinctive identity and sovereignty. ❖EX. Canada, US. Australia, So. Africa UNDERSTANDING SETTLER COLONIALISM • “Settler Colonialism makes sense especially if it is understood globally, and that we live in a settler colonial global present” Lorenzo Veracini • Consider: Kenya, Israel, Argentina SETTLER COLONIALISM KEY FEATURES 1. Settler Colonizers “come to stay”: unlike colonial agents such as traders, soldiers, governors, settler collectives intend to permanently occupy and assert sovereignty over indigenous lands. 2. Settler colonial invasions is a STRUCTURE, not an event. Settler colonialism persists in the ongoing elimination of Native populations, and the assertion of state sovereignty and juridical control over lands. CONTINUE 2. continued:Settler Colonial socieities do ot stop being colonial when ppolitical allegiance to the founding metropole is severed. 3. SC seeks its own end: unlike other types of colonialism in which the goal is to maintain colonial structures and imbalances in power between colonizer and colonized, SC trends toward the ending of colonial differences in the form of a supreme and unchallenged settler state and people. DOES THE END JUSTIFY THE MEANS? • To eliminate Natives themselves asserting false narrative and structures of settler belonging. • SC SOCIETIES AROUND THE GLOBE TEND TO RELY ON REMARKABLY SIMILAR SPATIAL CONSTRUCTS, POWER STRUCTURES, AND SOCIAL NARRATIVES. TERRA MULLIUS • TERRA MULLIUS – perception that lands in longterm use by Natives are empty or unused. • SC proceeds to carve up the lands into private property. As settler collectives invest their identity and material belonging in these properties, they create or empower the state to “defend” these properties from native peoples and nations who are seen as inherenetly threatening. SC AND NATIVE AMERICAN BOARDING SCHOOLS • Where do we see settler colonialism constructs and narratives in native American boarding schools? • DISCUSSION IMPACT OF BOARDING SCHOOLS ▪ Abuses in U.S. and Canadian Boarding schools (including mission, church schools) violated a number of human rights legal standards, including: ▪ International Covenant on Civil & Political Rights (1976). ▪ The Draft Declaration of the Rights of Indigenous Peoples (1994). ▪ The convention on the Rights of the Child (1990). (Smith, 2005) IMPACT OF BOARDING SCHOOLS • B.S. were established to change the Indian, not educate the Indian. To make a “better” Indian be forcing Indian children to assimilate into the white man’s image. • Today there are eight off-reservation boarding schools and 52 federal BIA on-reservation boarding schools still open. • Sexual, physical, and emotional abuse was rampant. The effects of these traumatic events continue in Native American communities today. IMPACT OF BOARDING SCHOOLS CONT. • In 1987, the FBI found that one teacher at the BIA-run Hopi day school, in Arizona, John Boone, had sexually abused at least 142 boys, but the principal had never investigated any allegations of the abuse. • J.D. Todd had taught at a BIA school on the Navajo Reservation for 21 yrs. Before 12 children came forward with allegations of molestation against him. • Read about Cindy Sohappy • Despite the epidemic of sexual abuse, the BIA did not issue a policy on reporting sexual abuse until 1987 and did not reinforce background checks until 1989 Sexual & Physical abuse was the disciplinary choice. “I’ll be damned if you tell me to forget about the past when it comes to the abuse of my family in those schools.” Sandy Kewanhaptewa-Dixon (Hopi-Sun Clan) CHILDREN SUFFER IN TO ADULTHOOD • The Indian Child Protection Act of 1990 was passed to provide a registry for sexual offenders in Indian country, to mandate reporting systems, provide the BIA and HIS rigid guidelines on reporting. • Native communities continue to suffer devastating effects as a result of policies (or no policies). Children were taken from their family as young as four years of age. KILL THE INDIAN…SAVE THE MAN CONTINUE…. • Thus, Native American people need to acknowledge the reality of: • Internalized Colonization • Insecurity • Acceptance of the status quo. (Wilson, 2004) • Recognize the psychological dilemma facing Native people. BOARDING SCHOOL SYNDROME SOME OF THE SYMPTOMS (MIHESUAH, 2003). • Apathy toward prejudice and racism. • Lack of issues facing Indigenous people (sports mascots, ethnic fraud, loss of treaty rights, stereotypical movies and literature. • Abuse of self: drugs, alcohol, poor diet. • Ingrained feelings of inferiority. • Playing the pathetic Indian game and asking for handouts. • Engage in discussions about Native people as if they were all ignorant. • Ignoring & demeaning Native activists, believing it easier to bash an Indigenous person rather than a more “superior” member of the status quo. • Gossiping and defaming other Natives. • Celebrating Indianness only when it is convenient & only in superficial ways that are usually organized by whites. MAJOR LOSSES DUE TO BOARDING SCHOOLS • Loss of the language. • Loss of the role of Native Women and Men. • Loss of our Children • Loss of Identity.
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Native American Boarding Schools

There was the practice of some settler colonialism to the Indians by the British. Settler
Colonialism happens when native population is replaced with an invasive settler society which as
time goes by grows distinctive identity and power. This kind of colonialism was practiced within
South Africa, Australia, and other countries. It is even true that even in the present we still live in
a colonial settler globe. Settler colonizers usually come to stay and occupy and gain power over
the land. They are not like the...


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