THE CURRICULUM OF THE CARLISLE INDIAN INDUSTRIAL SCHOOL: AN AMERICAN EDUCATION
Open Access
- Author:
- Meness, Joy Noelle
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- March 30, 2017
- Committee Members:
- Dr. Daniel Hade, Dissertation Advisor/Co-Advisor
Dr. Daniel Hade, Committee Chair/Co-Chair
Dr. Jacqueline Reid-Walsh, Committee Member
Dr. Jamie M. Myers, Committee Member
Dr. Christine Marme Thompson, Outside Member - Keywords:
- Carlisle Indian Industrial School
curriculum
Haudenosaunee
Richard Pratt
United States Army
books
texts
colonization
children
military
students
residential boarding school
Indian
Pennsylvania
Penn State University
Cumberland County Historical Society
NARA
reader
pedagogy
archive
precedent
historical
library
American education - Abstract:
- During the latter half of the 18th century, as aggressive and violent militarization continued, the United States legislated against Indian interests while promoting social advancement through industrial education. While boarding schools had been presented to European society as elite institutions for centuries, their transition to19th century North America signified a radical shift in form and function. Under orders carried out by the U.S. military, Native children were forcibly removed from their families to be educated at residential schools, undergoing training similar to that of military and prison inductees. Therefore the pedagogical roots of American Indian education during the 19th century were steeped in practices meant to assimilate Indigenous children into American society psychologically, spiritually, and physically. Founded in 1879, the Carlisle Indian Industrial School was established by United States Army General Richard H. Pratt, and the school ushered in a new era, one that promoted a militarized model for North American Indian education through English only instruction. Through historical analysis and contemporary Indigenous writings, this thesis examines the cultural context of the Carlisle Indian Industrial School curriculum using a framework that supports a collective body of boarding school research embedded within the overall context of American education.