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Boarding School Blues, Boarding School Blues, 0803244460, 0-8032-4446-0, 978-0-8032-4446-7, 9780803244467, Edited and with an introduction by Clifford E. Trafzer, Jean A. Keller, and Lorene Sisquoc, Indigenous Education, Boarding School Blues, 0803294638, 0-8032-9463-8, 978-0-8032-9463-9, 9780803294639, Edited and with an introduction by Clifford E. Trafzer, Jean A. Keller, and Lorene Sisquoc, Indigenous Education, Boarding School Blues, 080325721X, 0-8032-5721-X, 978-0-8032-5721-4, 9780803257214, Edited a

Boarding School Blues
Revisiting American Indian Educational Experiences
Edited and with an introduction by Clifford E. Trafzer, Jean A. Keller, and Lorene Sisquoc

hardcover
2006. 274 pp.
Illus.
978-0-8032-4446-7
$45.00 s
Out of Stock
 
paperback
2006. 274 pp.
Illus.
978-0-8032-9463-9
$21.95 t
 

Like the figures in the ancient oral literature of Native Americans, children who lived through the American Indian boarding school experience became heroes, bravely facing a monster not of their own making. Sometimes the monster swallowed them up. More often, though, the children fought the monster and grew stronger. This volume draws on the full breadth of this experience in showing how American Indian boarding schools provided both positive and negative influences for Native American children. The boarding schools became an integral part of American history, a shared history that resulted in Indians “turning the power” by using their school experiences to grow in wisdom and benefit their people.

The first volume of essays ever to focus on the American Indian boarding school experience, and written by some of the foremost experts and most promising young scholars of the subject, Boarding School Blues ranges widely in scope, addressing issues such as sports, runaways, punishment, physical plants, and Christianity. With comparative studies of the various schools, regions, tribes, and aboriginal peoples of the Americas and Australia, the book reveals both the light and the dark aspects of the boarding school experience and illuminates the vast gray area in between.


Clifford E. Trafzer is a professor of American Indian history, director of public history, and director of graduate studies at the University of California, Riverside. His many books include As Long as the Grass Shall Grow and Rivers Flow: A History of Native Americans. Jean A. Keller is an adjunct professor of American Indian studies at Palomar College in San Marcos, California, and a private cultural resources consultant. She is the author of Empty Beds: Indian Student Health at Sherman Institute, 1902–1922. Lorene Sisquoc is the curator of the Sherman Indian Museum in Riverside, California. She teaches Native American traditions to high school students and instructs extension classes in Native American studies.

"The strength of this book . . . is the intentional decision by many of the authors to escape the restrictive positive/negative dichotomy that has limited the interpretations of many others who have examined the history of American Indian boarding schools. As a result, readers can experience the areas of gray that students experienced, thereby learning to appreciate the complexity of boarding school life. . . . These brave students' stories are a testament to their adaptability, tenacity, and love for their people."—CHOICE

“The carefully researched essays hold together well and draw on a variety of sources, including interviews, written student assignments, autobiographies, reminiscences, school reports, and documents in government archives.”—Journal of American History

“The editors of this volume have woven the essays into a unique, noteworthy story of survival and perseverance. By accepting the traditional view of boarding school mistreatment and building upon it, the contributing authors are moving the focus from teachers and administrators to the children who lived there. . . . The end result is a volume that is easily read and should be strongly considered by anyone interested in the history of the Great Plains or American Indian studies.”—South Dakota History

“[T]he editors have woven a rather compelling series of articles written by noted scholars. . . . [E]ssential reading for those who wish to further understand American Indian children’s experiences during their transition into the non-Indian world.”—The Chronicles of Oklahoma



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