American Indian First Nations Schooling: From the Colonial by C. Glenn

By C. Glenn

Tracing the history of Native American education in North the USA, this publication emphasizes components in society at large – and infrequently within indigenous groups – which led to Native American children being break away the white majority. Charles Glenn examines the evolving assumptions approximately race and tradition as utilized to education, the reactions of oldsters and tribal management within the usa and Canada, and the symbolic in addition to functional position of indigenous languages and of efforts to take care of them.

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His education initially allowed Indian scholars access to situations where they interacted with the English in a positive way. Literacy provided a basis for continued group identity and an important means of acquiring knowledge about the English. indd 23 3/29/2011 11:16:41 AM 24 ● American Indian / First Nations Schooling tension between natives and newcomers. 22 Perhaps, beyond these practical benefits, there were also aspects of the religious mission (which, of course, was central for Eliot, Mayhew, and other Puritans) that came to be important to the Indians who became Christian.

Little by little, there was a realization on the part of the educators that Amerindian cultures were not easily eradicated, that traditional beliefs were well rooted, and that the colonial environment favoured many of the Amerindian customs and practices. . indd 20 3/29/2011 11:16:40 AM Making Christians ● 21 Despite various good intentions, the results were meager; Indians “refused to fall into settled ways of life . . ”9 Under these circumstances, the remaining Indians had much less capability of resisting white influence and retaining their tribal autonomy than did, for example, the Cherokees and Creeks in the Southeast, who to a considerable extent, adapted on their own terms.

There were, he reported, well-attended schools where students learned English, the New Testament, grammar, and geography. ”13 Determined to function as a self-governing “nation” after their forced exile to Indian Territory, the Cherokee National Council asserted its control over the education of its children by insisting that all schools must have their approval. “Although the Cherokee Nation permitted the missionaries to construct schools, these institutions remained private and were separate from the nation’s school system.

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