Table of Contents

Introduction; Prologue: Prisoners made Pupils I. Indian Education: Theories, Motives, Responses 1. White Theories: Can the Indian be Educated?; 2. Native Views: "A new road for all the Indians" II. Indian Country: Education in the West 3. Mission Schools: Precursors of a System4. Educational Ventures III. White America: Education in the East Hampton Normal and Agricultural Institute - 5. Samuel Chapman Armstrong: Educator of Backward Races; 6. Thomas Wildcat Alford: Shawnee Educated in Two Worlds Carlisle Indian Industrial School; 7. Richard Henry Pratt: National Universalist; 8. Carlisle Campus: Landscape of Race and Erasure; 9. Man-on-the-Band-Stand: Surveillance, Concealment, and Resistance; 10. Indian School Cemetery: Telling Remnants IV. Modes of Cultural Survival 11. Kesetta: Memory and Recovery; 12. Susie Rayos Marmon: Storytelling and Teaching Epilogue: Powwow 2000: Cultural Survival as Performance

Promotional Information

Schools for Native children are examined within the broad framework of race relations in the United States for the first time

About the Author

Jacqueline Fear-Segal is a senior lecturer in American history at the University of East Anglia, Norwich, England, and the author of articles in the Journal of American Studies, American Studies International, and Critical Engagement.

Reviews

"With extraordinary insight and grace, Jacqueline Fear-Segal has made a major contribution to the literature on one of the most important and devastating chapters in Indian-white relations. Both immensely illuminating and haunting, this book should be read by anyone interested in the history of U.S. race relations." David W. Adams, author of "Education for Extinction: American Indians and the Boarding School Experience, 1875-1928"