American Indian Education: Counternarratives in Racism, by Matthew L. M. Fletcher

By Matthew L. M. Fletcher

The United States Indian tradition and traditions have survived an strange quantity of oppressive federal and country academic guidelines meant to assimilate Indian humans and break their cultures and languages. but, Indian tradition, traditions, and folks usually remain taken care of as items within the school room and within the curriculum. utilizing a serious race conception framework and a special "counternarrative" method, American Indian schooling explores a bunch of contemporary academic concerns dealing with American Indian peoples—from the effect of Indian activities mascots on scholars and groups, to the makes use of and abuses of legislations that frequently by no means succeed in a court docket, and the intergenerational affects of yank Indian schooling coverage on Indian teenagers at the present time. through interweaving empirical examine with available composite narratives, Matthew Fletcher breaches the space among reliable academic coverage and the on-the-ground truth of Indian scholars, highlighting the demanding situations confronted by means of American Indian scholars and paving the way in which for a decent dialogue approximately recommendations.  

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Example text

Parker knew for years that these kinds of conversations happened to just about every Indian who attended Lake Matchimanitou High football and basketball games. The questions would start out as innocent, almost surprised to see an Indian. ” The unstated assumption behind this question had everything to do with the spectacle on the field. A white female cheerleader wearing a faux pan-Indian costume much like the Chief Illiniwek costume worn at University of Illinois football and basketball games—only much more feminine and sexualized—would prance around the field leading cheers.

We are typically classified as woodlands Indians. We hunted wild game in the woods. We fished on the lakes, rivers, and the Big Lake. We harvested maple sugar and some wild rice. We farmed the Three Sisters—squash, corn, and beans. What’s the point? Here’s the point. We didn’t do any of the things that the so-called “Warriors” do. We didn’t hunt buffalo or wear big headdresses. We didn’t ride horses. We didn’t fight over territory, unless pressed to the breaking point. In short, we were not plains Indians or from a horse culture or engage in warfare as a part of our culture.

And don’t feel too bad—property tax doesn’t make sense to most Indians. ” Gramma continued with the story. 25 After all, they had signed a treaty and that was a very sacred thing. The Indians would follow the treaty. We had no choice. They would have killed us all if we didn’t. Killed us or make us move far, far away—maybe to Kansas or Oklahoma like the other Ottawas. But the white settlers didn’t care about the treaty. We were just in their way. There were a few good federal agents, but usually they were no good at all.

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American Indian Education: Counternarratives in Racism, by Matthew L. M. Fletcher
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