Assimilation

Thesis (Ph.D.)--University College London, [1978].

Looks at how ethnicity and culture influence American women in leadership roles.

Investigates the curriculum and boarding school procedures that created a breakdown of gender identity and gender roles.

Master's Thesis submitted in 1993 to the Institut Charles V of the University of Paris VII. Content includes: Grant's Peace Policy and Its Developments, 1869-1879; The "Social Gospel", 1879-1897; Allotment and Resistance; A "Progressive Era" for the American Indians, 1897-1917; and Education and Health.

Explores English and non-English language use, ability, and understanding among Native Americans who are attempting to adapt to an English only education system. The article also discusses the impacts these factors have on literacy levels and educational outcomes.

Examines political and legal issues of the American Indian Movement in the 1960's and 1970's.

Focuses on the language used by academic inquiry concerning the nature and intent of Native American Studies.

Brief overview of significant events in the evolution of secondary education.

Explores Indian higher education beginning with early colonial efforts to the federal control focused on assimilation efforts and finally the move to self controlled Tribal colleges.

Book review of: American Indians, the Irish, and Government Schooling by Michael C. Coleman.

History Thesis (Ph.D.)--University of Notre Dame, 1997.

Focuses on the autobiographies of six women: Zitkala-Sa, Helen Sekaquaptewa, Polingaysi Quoyawayma, Anna Moore Shaw, Irene Stewart, and Angel Decora.

Educational Theory Thesis (Ed.D.)--University of Toronto, 1981.

Government Thesis (Ph.D.)--London School of Economics and Political Science, 2012.

Contains map showing locations of schools as well as links to the history of each institution.

Historical overview of major issues leading up to under representation of the American Indian at public institutions of higher education.

Presents discussion indicating education is still interfering with Indigenous culture and that education will only succeed when it is culturally relevant.

Presentation by National Chief of the Assembly of First Nations focuses on the apology made to former residential school students and what it may mean for Canadian society. Duration: 26:08.

Makes suggestions about "the best method of establishing and conducting Industrial Schools for the benefit of the aboriginal Indian Tribes".

Discusses the Phoenix Indian School in Arizona, and the policy to assimilate Native children into American culture.

Pamphlet produced in response to debates in Congress on the Indian Appropriation Bill. Includes various letters, articles, statistics, extract from Congressional Record, and The Indian School at Carlisle Barracks, published by U.S. Department of the Interior, Bureau of Education in 1880.

Compares the educational philosophies and methods of Richard Pratt, founder of the Carlisle Indian Industrial School, and Estelle Reel, the Superintendent of Indian Schools between 1898-1910.

Interdisciplinary Program in American Indian Studies Thesis (Ph.D.)--University of Arizona, 2011.

Discusses the parallels between the experiences of children in residential schools with child protection practices which targeted Roma in Europe to build a case for compensation for the Romani families.

Reviews Where are the Children? mounted at National Archives of Canada and Kootenay: An Exploration of Historic Prejudice and Intolerance at Fort Steele Heritage Town.

Discusses the early years of Russian occupation and education on Kodiak Island, and the suppression of language and culture by the American education system.

Looks at the history of the Hampton institute and examines opinions towards interracial marriages and the practice of using boarding schools to assimilate Native Americans.

Looks at the recordings of an Aboriginal woman's life story.

History Thesis (Ph.D.)--Carleton University, 1999.

Investigates the degree to which Sámi DNA is carried by the non-Sámi populations of the Scandinavian countries.

Looks at works by Leslie Marmon Silko, Zitkala-Sa (Gertrude Simmons), and E. Pauline Johnson. Thesis (M.A.)--The University of Houston Clear Lake, 1998.

Looks at the practice of placing Native American children in boarding schools, mission schools, and similar institutions, and includes an example of a typical daily schedule at the schools.

Recollections of childhood confinement and the resilience of First Nations and Japanese women.

Book review of: At the Border of Empires by Andrae M. Marak and Laura Tuennerman.

Comments on the honorary Doctor of Letters conferred to Marie Smallface-Marule and her work as an educator and advocate of human rights for Aboriginal people around the world.

Discusses the impact on retention when students experience a clash between their cultural beliefs and the system in post-secondary institutions. Author conducted survey of 101 first-year students enrolled at University of Oklahoma in 1975 to test this theory.

Describes the policies of white educators in residential schools operated in British Columbia, and looks at the reactions, attendance, and cultural patterns of aboriginal families during the time of assimilation.

Author of My Name is Masak and The Restless Nomad discusses her life and work.

Website produced to accompany an exhibition of the same name mounted by the Heard Museum. Information divided into six sections: Introduction; Journey and Arrival; Health and Running Away; Student Experiences; Reforms and Changes; and Choices and Legacies.

Paper from: Place and Memory in Canada: Global Perspectives edited by Magdalena Paluszkiewicz-Misiaczek, Anna Reczyńska, and Anna Śpiewak.

Argues that U.S. policies were carried out not only to assimilate but to punish and control Indians.

A photograph of the students and staff of the Battleford Industrial School taken by D. Cadzow, undated.

A postcard of the Battleford Indian Industrial School. This photograph was probably taken not long after it was built in 1878. The card is dated October, 1888.

A postcard of the Battleford Indian Industrial School. This photograph was probably taken not long after it was built in 1878. The card is dated October, 1888. Pictured is the school's backyard where several young Aboriginal men are playing outside.

A photograph of the Battleford Indian Industrial School taken in 1883. On the back of the photograph is written: This building was erected in the year 1878. Gov. Laird resided here during his stay in Battleford. The first Principal was Rev Thomas Clarke (seen seated in the front row garbed in clerical clothes) 1883.

Reviews alumni/ae publications free of boarding school censorship, supplemented by archival information to place students in Robert Warrior's nonfiction tradition.