American Indian Education: Government Schools and Economic Progress. Evelyn C. Adams

1947 ◽  
Vol 21 (3) ◽  
pp. 416-416
Author(s):  
Lewis Meriam
Keyword(s):  
American Indian ◽  
Indian Education ◽  
American Indian Education ◽  
Government Schools ◽  
Economic Progress

Quaker ideology, colonialism and American Indian education

2013 ◽  
Vol 14 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Barbara Heather ◽  
Marianne O. Nielsen
Keyword(s):  
American Indian ◽  
Indian Education ◽  
American Indian Education

A Second Wave of Hopi Migration

2014 ◽  
Vol 54 (3) ◽  
pp. 356-361
Author(s):  
Matthew Sakiestewa Gilbert
Keyword(s):  
American Indian ◽  
Boarding School ◽  
Indian Education ◽  
American Indian Education ◽  
Education History ◽  
Cultural Center ◽  
Educational History ◽  
Indian Boarding School ◽  
History Of ◽  
First Time

The current issue in the History of Education Quarterly is significant for various reasons. For the first time in the journal's history, scholars from several disciplines have converged to address topics relating to the history of American Indian education. The essays challenge historians to think of research methodologies that go beyond the traditional sources of documents retrieved from archives and other depositories. This is perhaps most clearly seen in KuuNUx TeeRIt Kroupa's essay on the Arikara Cultural Center and his attempt to understand their educational history through an Arikara lens of understanding. It is also evident in Adrea Lawrence's idea of “epic learning” and her inclusion of “Native” stories and their relationship to “place” as a frame to interpret American Indian education histories. Each of these articles, including Donald Warren's piece on Native history as education history, urges historians to think more broadly on how to create Indian education narratives. However, my intention here is not to provide a comprehensive response to all three essays. Rather, I want to briefly apply key topics in each text to help enlighten my own research on Hopis and the off-reservation Indian boarding school experience, and to offer some direction on how these issues might be applied to current and future studies.

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