Ethnohistory, vol. 44, no. 2, Spring, 1997, pp. 263-304
Description
Looks at the interaction between the United States government and aboriginals during the assimilation period, and the ways in which their employment was an important but short-lived component of United States Indian policy.
AlterNative, vol. 15, no. 3, September 2019, pp. 226-233
Description
Author examine the identity politics at play for Aborigines in Australia; discusses issues of dysphoria (isolation, anxiety, and depression) that results from the assimilationist policies of the 1900s. Proposes that the dysphoria experienced by Indigenous peoples might be considered a legitimate part of Indigenous identity.
Looks at the role Anglicization of names played in attempts to erase Native American identity and further the goal of assimilation.
History Honors Thesis (B.A.)--University of Colorado Boulder, 2019.
American Indian Culture and Research Journal, vol. 43, no. 2, [Rethinking Blackness and Indigeneity in the Light of Settler Colonial Theory], May 2019, pp. 25-48
Description
Using a comparative approach to the two institutions argues that their primary goal was to mold Indigenous and Black students into a labor force for U.S. racial-settler capitalism.
"Our search produced 174 works which have been listed in the final bibliography. These include 39 books, 8 conference proceedings, one Internet site, 88 journal articles, four manuscripts, one play, one radio transcript, 14 reports, one sound recording, 11 theses and dissertations, and six videos."
Oral History Review, vol. 24, no. 2, Winter, 1997, pp. 117-123
Description
Book reviews of:
They Called it Prairie Light: The Story of Chilocco Indian School by K. Tsianina Lomawaima
To Change Them Forever: Indian Education at the Rainy Mountain Boarding School, 1893-1920 by Clyde Ellis
Shingwauk's Vision: A History of Native Residential Schools by J.R. Miller.
Gettysburg Historical Journal, vol. 18, 2019, pp. 94-126
Description
Argues that while sports have received more attention as an assimilationist force, the practice of suppressing both traditional music itself and its traditional role in spirituality and replacing it with Western musical styles, was an equally powerful tool and public performances were used as a propaganda tool to prove how successful the school had been in "civilizing" their students.