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Education for Preservation?: Examining Native American Education Policy in the New Deal, 1933-1945 [Hardback]

  • Formāts: Hardback, 256 pages, height x width: 229x152 mm, 4 illustrations - 4 black-and-white photographs
  • Izdošanas datums: 21-Oct-2025
  • Izdevniecība: University Press of Kansas
  • ISBN-10: 0700640711
  • ISBN-13: 9780700640713
Citas grāmatas par šo tēmu:
Education for Preservation?: Examining Native American Education Policy in the New Deal, 1933-1945Palielināt
  • Formāts: Hardback, 256 pages, height x width: 229x152 mm, 4 illustrations - 4 black-and-white photographs
  • Izdošanas datums: 21-Oct-2025
  • Izdevniecība: University Press of Kansas
  • ISBN-10: 0700640711
  • ISBN-13: 9780700640713
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780700640713.html

A groundbreaking new examination of federal Indian boarding schools in the New Deal era and the threats it posed to Indigenous sovereignty, from the old danger of assimilation to the new challenges of biculturalism and pluralism.

The destructive legacy of federal Indian boarding schools is undisputed. The education programs of the late nineteenth and early twentieth centuries engaged in a policy of cultural genocide designed to erase Indigenous cultures and identities, disrupt community and familial systems of cultural transmission, and impose a monocultural education throughout settler society. In the early 1930s, the Lakota author and educator Luther Standing Bear, himself a survivor of Carlisle Indian Boarding School, challenged the government to adopt a bicultural model of education. His call for reform coincided with a short-lived change in federal policy toward Native Americans that appeared to embrace this vision of this “double education,” a policy known as the “Indian New Deal” (1933–1945).

The Indian New Deal was a controversial series of reforms implemented by the Bureau of Indian Affairs (BIA) under the commissionership of John Collier. A reaction against the previous policy of coercive assimilation to US social, cultural, and economic norms, the Indian New Deal marked a shift to a pro-reservation, ostensibly pro-communitarian approach to “Indian Affairs.” Collier was idealistic but also highly paternalistic, and has been criticized both for holding romanticized, inaccurate views of Indigenous cultures and for continuing assimilation efforts with some policies.

Education for Preservation? examines the extent to which the New Deal reflected Standing Bear’s call for a bicultural approach to teaching, focusing on what was taught at the government day and boarding schools, and on the staff, pupil, and community experiences of the schools. Gabriella A. Treglia argues that the New Deal version of pluralism, rather than constituting a veiled extension of earlier assimilationist control—as some have argued—posed a new threat to Indigenous cultural sovereignty. Assimilationist in some areas and pluralist in others, and reflecting the underlying Eurocentric outlook of its creators, the “Indian New Deal” was fatally flawed.

Treglia’s groundbreaking work demonstrates the dangers of top-down education approaches that can, whether intentionally or inadvertently, perpetuate colonial education paradigms and settler colonialist narratives as well as generate cultural conflict.

Recenzijas

"Education for Preservation? offers a compelling exploration of the profound impact the New Deal had on Native American education. Contributing to a better understanding of Native American experiences in government day and boarding schools, especially among Diné and Pueblo communities between 1933 and 1945, Treglia masterfully examines the motions toward bicultural or 'double' education. Drawing from various sources such as from educators, policy makers, and the voices of Native students, families, and communities, this book provides an insightful narrative. It reveals new ways in which government education programs have continued to challenge Indigenous identities even as they promise to protect them, and how Native Americans sustain their sovereignty through this struggle." Farina King, Diné dó ó Gį amalii: Navajo Latter-day Saint Experiences in the Twentieth Century

"Treglia compels readers to reconsider the purpose, scope, and power of education. Delving into an array of Indian New Deal education initiatives that, to varying degrees, promoted cultural tolerance rather than forcing Native American assimilation, Education for Preservation? offers a bold, nuanced understanding of educational policy and practice, proving how transformative it can be to honor indigenous voices and make space for multiple ways of knowing." Elisabeth Eittreim, author of Teaching Empire: Native Americans, Filipinos, and US Imperial Education, 1879 - 1908

"In Education for Preservation? Examining Native American Education Policy in the New Deal, 1933 - 1945, Gabriella A. Treglia lifts the hood on the New Deal and its education policies for Indigenous people using the framework of bicultural education originally envisioned by Luther Standing Bear (Oglala Lakota). Unlike other studies of the New Deal that minimally touch on education, Education for Preservation? centers teaching, pedagogies, curriculum, and learning materials, which will be welcome not just by history of education scholars but also education scholars and historians more broadly. Treglia's study of an educational program framed as 'inclusive', 'plural', or 'multicultural' yet having similar colonial, racist, and oppressive underpinnings offers much to consider in the schooling of our here and now." Jane Griffith, author of Words Have a Past: The English Language, Colonialism, and the Newspapers of Indian Boarding Schools

"The true goals and outcomes of the educational policies of the Indian New Deal remain a point of contention among scholars. With her mastery of the existing literature, her keen analysis of underutilized sources, and her own nuanced interpretation, Gabriella A. Treglia's work is a most welcome addition to the literature of both the Indian New Deal and the history of federal Indian education in the 20th century." John R. Gram, author of Education at the Edge of Empire: Negotiating Pueblo Identity in New Mexico's Indian Boarding Schools

Gabriella Treglia is an assistant professor of history at Durham University (UK). Her research focuses on the nature and implementation of federal government education and cultural policies toward Native American nations.