{"product_id":"to-educate-american-indians-selected-writings-from-the-national-educational-associations-department-of-indian-education-19001904-9781496236760","title":"To Educate American Indians: Selected Writings from the National Educational Association’s Department of Indian Education, 1900–1904","description":"\u003cp\u003e\u003c\/p\u003e\u003cblockquote\u003eTo Educate American Indians provides the most complete versions of papers presented at the National Educational Associations Department of Indian Education meetings, during a time when the debate about how to \"civilize\" Indigenous populations dominated discussions. Two philosophies drove the conversation: Enlightenment-era universalism and progressive educators' scientific racism. Despite these differing views, ethnocentrism and an honor-bound dedication to \"gifting\" civilization to Native students dominated the writings of educators. \u003c\/blockquote\u003e\u003cp\u003e\u003cstrong\u003eFormat\u003c\/strong\u003e: Hardback\u003cbr\u003e\u003cstrong\u003eLength\u003c\/strong\u003e: 432 pages\u003cbr\u003e\u003cstrong\u003ePublication date\u003c\/strong\u003e: 01 February 2024\u003cbr\u003e\u003cstrong\u003ePublisher\u003c\/strong\u003e: University of Nebraska Press\u003cbr\u003e\u003c\/p\u003e \u003cp\u003e\u003cbr\u003eTo Educate American Indians provides the most comprehensive versions of papers presented at the National Educational Associations Department of Indian Education meetings during a period when the debate about how best to \"civilize\" Indigenous populations dominated discussions. During this time, two philosophies drove the conversation. The first, an Enlightenment-era-influenced universalism, held that through an educational alchemy, American Indians would become productive, Christianized Americans, distinguishable from their white neighbors only by the color of their skin. Directly confronting the assimilationists' universalism were the progressive educators, strongly influenced by the era's scientific racism, who held the notion that American Indians could never become fully assimilated. Despite these differing views, a frightening ethnocentrism and an honor-bound dedication to \"gifting\" civilization to Native students dominated the writings of educators from the NEA's Department of Indian Education.\u003cbr\u003e\u003cbr\u003eEducators gathered at annual meetings for a decade and presented papers on how best to educate Native students. Though the NEA Proceedings published these papers, strict guidelines often meant they were heavily edited before publication. In this volume, Larry C. Skogen presents many of these unedited papers and provides them with historical context for the years 1900 to 1904.\u003cbr\u003e\u003cbr\u003eThe first philosophy, an Enlightenment-era-influenced universalism, held that through an educational alchemy, American Indians would become productive, Christianized Americans, distinguishable from their white neighbors only by the color of their skin. This philosophy was influenced by the belief that education could transform individuals and societies, and that universalism could bring about a better world. However, this philosophy also had its flaws. It was often based on the assumption that American Indians were inferior to white people and that they needed to be educated in order to become more like them. This approach often led to the erasure of Native cultures and traditions and the marginalization of Native students in schools.\u003cbr\u003e\u003cbr\u003eThe second philosophy, progressive education, was strongly influenced by the era's scientific racism. This philosophy held that American Indians could never become fully assimilated into white society and that they should be educated in their own cultures and languages. Progressive educators believed that Native students should be given the opportunity to learn about their own history and culture and to develop their own skills and knowledge. They also believed that education should be used to promote social justice and to address the economic and social inequalities that existed in Indian communities.\u003cbr\u003e\u003cbr\u003eDespite these differing views, a frightening ethnocentrism and an honor-bound dedication to \"gifting\" civilization to Native students dominated the writings of educators from the NEA's Department of Indian Education. This ethnocentrism was often based on the belief that Native cultures were inferior to white cultures and that Native students needed to be educated in order to become more like white people. This approach often led to the erasure of Native cultures and traditions and the marginalization of Native students in schools.\u003cbr\u003e\u003cbr\u003eOne of the most significant aspects of the NEA's Department of Indian Education was its commitment to promoting the education of Native students. The department worked to provide resources and support to Native communities and to promote the integration of Native students into mainstream schools. However, the department also faced challenges, including resistance from some white communities and opposition from federal government policies that sought to assimilate Native populations.\u003cbr\u003e\u003cbr\u003eDespite these challenges, the NEA's Department of Indian Education made significant contributions to the education of Native students. The department helped to promote the development of Native languages and cultures and to provide Native students with the skills and knowledge they needed to succeed in school and in life. The department also played a role in advocating for the rights of Native students and in promoting social justice in Indian communities.\u003cbr\u003e\u003cbr\u003eIn conclusion, To Educate American Indians provides a valuable insight into the debate about how best to \"civilize\" Indigenous populations during the early 20th century. The volume presents the most comprehensive versions of papers presented at the National Educational Associations Department of Indian Education meetings and provides a historical context for the years 1900 to 1904. The two philosophies that drove the conversation during this time, universalism and progressivism, had their flaws and their strengths. However, a frightening ethnocentrism and an honor-bound dedication to \"gifting\" civilization to Native students dominated the writings of educators from the NEA's Department of Indian Education. Despite these challenges, the department made significant contributions to the education of Native students and played a role\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eDimension\u003c\/strong\u003e: 229 x 152 (mm)\u003cbr\u003e\u003cstrong\u003eISBN-13\u003c\/strong\u003e: 9781496236760\u003c\/p\u003e","brand":"Shulph Ink","offers":[{"title":"Hardback","offer_id":45290224091386,"sku":"9781496236760","price":53.55,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0522\/4297\/2845\/products\/1707503379076_book.jpg?v=1707661283","url":"https:\/\/shulphink.com\/products\/to-educate-american-indians-selected-writings-from-the-national-educational-associations-department-of-indian-education-19001904-9781496236760","provider":"Shulph Ink","version":"1.0","type":"link"}