Education as Cultural Genocide

 

Kill the Indian, Save the Man” is a phrase directly connected to the philosophy of forced assimilation and cultural genocide when it came to the purpose and structure of Indian Boarding schools in the United Sates.

Use the following materials to complete Paper 1:

View film Where the Spirit Lives. This film portrays experiences of Native children within Indian boarding schools. Technically, the setting for this film takes place in Canada, and the system of residential schools for Native children in Canada is similar to the system of boarding schools in the United States. At the same time, this film and the story being told is connected to the powerful impact of boarding schools on Native Americans experiences.

Review Two Sioux School Experiences by Standing Bear and Zitkala Sa (pages 416-424) from “Kill the Indian, Save the Man” (Chapter 7) by Calloway. These passages reveal how boarding schools influenced their personal experiences as activists affiliated with the “Society of American Indians” in the early 1900s.
Review Kill the Indian, Save the Child: Cultural Genocide and the Boarding School by Debra Barker. Pay attention to her overall argument related to the purpose and function of Indian boarding schools.
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The purpose of this assignment is to facilitate critical and creative thinking when it comes to writing and making an argument. While watching the film, pay particular attention to the experiences of Ashtekomee, who is experiencing the effects of forced assimilation while transitioning into womanhood. It is apparent she struggles between conflicting demands and expectations associated with her indigenous identity as Ashtekomee and her assimilated identity imposed by the school as Amelia.

Write a paper based on the following questions:

Overall your paper should be a discussion of cultural genocide as it relates to the Indian boarding school.
What is Barker’s argument when it comes to the boarding school as institution?
The main character struggles to maintain her sense of self as Ashtekomme on the one hand and as Amelia on the other. Explain how and why she shifts back and forth between these two conflicting identities. What is her sense of identity at the beginning? What is her sense of identity once she becomes fully immersed within the institution?
What are some important events or circumstances affecting her identity?
How would you characterize her identity at the end of the story? Is she Ashtekomee or Amelia? How did the forces of cultural genocide affect her identity? “Who” did she become?
In writing your paper, pay attention to particular events/scenes in the film as they reveal important moments in her experience with respect to changes or shifts in her identity while she is at the school. At times, she is very strategic in her actions.

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