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Changed Forever is the first study to gather a range of texts produced by Native Americans who, voluntarily or through compulsion, attended government-run boarding schools in the last decades of the nineteenth and the first decades of the twentieth centuries. Arnold Krupat examines Hopi, Navajo, and Apache boarding-school narratives that detail these students' experiences. The book's analyses are attentive to the topics (topoi) and places (loci) of the boarding schools. Some of these topics are: (re-)Naming students, imposing on them the regimentation of Clock Time, compulsory religious instruction and practice, and corporal punishment, among others. These topics occur in a variety of places, like the Dormitory, the Dining Room, the Chapel, and the Classroom. Krupat's close readings of these narratives provide cultural and historical context as well as critical commentary. In her study of the Chilocco Indian School, K. Tsianina Lomawaima asked poignantly, "What has become of the thousands of Indian voices who spoke the breath of boarding-school life?" Changed Forever lets us hear some of them.

Off-reservation boarding schools --- Boarding school students --- Students --- Indian residential schools --- Non-reservation boarding schools --- Non-reservation schools --- Off-reservation Indian boarding schools --- Off-reservation Indian schools --- Off-the-reservation boarding schools --- Residential schools, Indian --- Boarding schools --- Indians of North America --- Education

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After a theoretical and historical introduction to American Indian boarding-school literature, Changed Forever, Volume II examines the autobiographical writings of a number of Native Americans who attended the federal Indian boarding schools. Considering a wide range of tribal writers, some of them well known—like Charles Eastman, Luther Standing Bear, and Zitkala-Sa—but most of them little known—like Walter Littlemoon, Adam Fortunate Eagle, Reuben Snake, and Edna Manitowabi, among others—the book offers the first wide-ranging assessment of their texts and their thoughts about their experiences at the schools.

Off-reservation boarding schools --- Boarding school students --- Students --- Indian residential schools --- Non-reservation boarding schools --- Non-reservation schools --- Off-reservation Indian boarding schools --- Off-reservation Indian schools --- Off-the-reservation boarding schools --- Residential schools, Indian --- Boarding schools --- Indians of North America --- Education --- Indian students --- Hopi Indians --- Navajo Indians --- Apache Indians --- Autobiography --- Indian authors. --- Autobiographies --- Autobiography of Indian authors --- Indian autobiography --- Moki Indians --- Moqui Indians --- Tusayan Indians --- Shoshonean Indians --- Students, Indian --- Indian authors

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Warrior Women makes visible the ongoing intergenerational narrative reverberations (Young, 2003; 2005) shaped through Canadas residential school era which denied the communal and cultural, economic, educational, human, familial, linguistic, and spiritual rights of Aboriginal people. Attending to these narrative reverberations foregrounded the continuing colonial barriers faced by six Aboriginal post secondary students as they composed their lives in a current era of increasing standardization in Canadian universities and schools. Yet, what also became visible were ways in which the Aboriginal teachers increasingly reclaimed or drew upon their ancestral ways of knowing and being. In this retelling and reliving of their stories to live by (Connelly & Clandinin, 1999) the teachers were composing counterstories (Lindemann Nelson, 1995). While they wakefully composed and lived out these counterstories with intentions of interrupting dominant social, cultural, and institutional narratives they were, at the same time, alongside children, youth, grandchildren, family members, community members, Elders, and colleagues with whom they interacted, co-composing new possible intergenerational narrative reverberations. These new possible intergenerational narrative reverberations carry significant potential to reshape the future life possibilities of Aboriginal and non-Aboriginal children, youth, families, and communities in Canada; they also carry significant potential to reshape the school and post secondary places experienced by future generations of Aboriginal and non-Aboriginal post secondary students.

Indigenous peoples --- Teachers --- Off-reservation boarding schools --- Narrative inquiry (Research method) --- Education (Continuing education) --- History. --- Narrative analysis (Research method) --- Narrative research (Research method) --- Narratological inquiry (Research method) --- Indian residential schools --- Non-reservation boarding schools --- Non-reservation schools --- Off-reservation Indian boarding schools --- Off-reservation Indian schools --- Off-the-reservation boarding schools --- Residential schools, Indian --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Aboriginal peoples --- Aborigines --- Indigenous populations --- Native peoples --- Native races --- Research --- Boarding schools --- Indians of North America --- School employees --- Ethnology --- Education --- Adivasis --- Higher & further education, tertiary education. --- Educational: English literature. --- Higher. --- General.

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"An examination of government-controlled schools' use of art education as a process for assimilating American Indian children at the turn of the twentieth century."--Provided by publisher.

Off-reservation boarding schools --- Indians of North America --- Art --- American aborigines --- American Indians --- First Nations (North America) --- Indians of the United States --- Indigenous peoples --- Native Americans --- North American Indians --- Art, Occidental --- Art, Visual --- Art, Western (Western countries) --- Arts, Fine --- Arts, Visual --- Fine arts --- Iconography --- Occidental art --- Visual arts --- Western art (Western countries) --- Arts --- Aesthetics --- Indian residential schools --- Non-reservation boarding schools --- Non-reservation schools --- Off-reservation Indian boarding schools --- Off-reservation Indian schools --- Off-the-reservation boarding schools --- Residential schools, Indian --- Boarding schools --- Cultural assimilation --- Vocational education --- History. --- Study and teaching --- Education --- Culture --- Ethnology --- Art, Primitive

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"Anthology of editorials, articles, and essays written and published by Indigenous students at boarding schools around the turn of the twentieth century"-- "Recovering Native American Writings in the Boarding School Press is the first comprehensive collection of writings by students and well-known Native American authors who published in boarding school newspapers during the late nineteenth and early twentieth centuries.Students used their acquired literacy in English along with more concrete tools that the boarding schools made available, such as printing technology, to create identities for themselves as editors and writers. In these roles they sought to challenge Native American stereotypes and share issues of importance to their communities.

Writings by Gertrude Bonnin (Zitkala-sa), Charles Eastman, and Luther Standing Bear are paired with the works of lesser-known writers to reveal parallels and points of contrast between students and generations.Drawing works primarily from the Carlisle Indian Industrial School (Pennsylvania), the Hampton Institute (Virginia), and the Seneca Indian School (Oklahoma), Jacqueline Emery illustrates how the boarding school presses were used for numerous and competing purposes.While some student writings appear to reflect the assimilationist agenda, others provide more critical perspectives on the schools' agendas and the dominant culture.This collection of Native-authored letters, editorials, essays, short fiction, and retold tales published in boarding school newspapers illuminates the boarding school legacy and how it has shaped, and continues to shape, Native American literary production.

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LITERARY COLLECTIONS / Native American. --- SOCIAL SCIENCE / Ethnic Studies / Native American Studies. --- Indians of North America --- Student newspapers and periodicals --- Off-reservation boarding schools --- American literature --- College and school periodicals --- Elementary school student newspapers and periodicals --- High school student newspapers and periodicals --- Junior high school student newspapers and periodicals --- School magazines --- School newspapers --- School periodicals --- Student magazines --- Student periodicals --- Journalism, School --- Newspapers --- Periodicals --- Student publications --- American aborigines --- American Indians --- First Nations (North America) --- Indians of the United States --- Indigenous peoples --- Native Americans --- North American Indians --- Indian residential schools --- Non-reservation boarding schools --- Non-reservation schools --- Off-reservation Indian boarding schools --- Off-reservation Indian schools --- Off-the-reservation boarding schools --- Residential schools, Indian --- Boarding schools --- Indian literature (American) --- Education --- History --- Intellectual life --- Indian authors. --- Culture --- Ethnology