Superiority of White Culture to Native American

Those who resisted faced the prospect of incarceration. accept that European cultures were superior to indwelling American cultures, policymakers did not demand to corporate any native cultures into the school curriculum. The policy of engrossment was thus characterized by the banning of Indian religion and languages as well as the forced removal of Native American children from their families (Reyhner & Eder, 1989; Reyhner, 1992; Adams, 1995).

Apart from the establishment of non-reservation embarkation schools, the government also financed government mean solar day schools that were established on the reservations during the 1880s. The objective of the day schools was to fig out young children to attend non-reservation boarding schools. However, policymakers were not impressed with day schools because they could not be as in force(p) in assimilative the Native American children. The non-reservation boarding schools were regarded as the to the highest degree effective solution and the one that exerted the most significant impact in the educational activity of the Native American children (Reyhner, 1992).

In 1879, Col. Richard Henry Pratt, the most well-known founder of Native American education, established the Carlisle Indian Industrial School--the first non-reservation boarding school in Carlisle, Pennsylvania, consecrated solely to the education of Native Americans. This school would set the standar

Szasz, M. C. (1999). breeding and the American Indian: The path to self-determination since 1928. Albuquerque: University of New Mexico Press.

The passage of the Indian Education set of 1972 that modified major U.S. Office of Education programs and the Indian self-government and Education Assistance Act of 1975 represented the increasing assertiveness of Native Americans in their effort to regain control of the education of their children. Consequently, increasing numbers of Native American parents and communities began to assume the berth and control of educational institutions designated for Native Americans (Szasz, 1999).

Even though the eighties were characterized by a lack of Indian leadership at the federal level, this period saw the widespread development of basic educational leadership. Organizations such as the National Indian Education Association and American Indian Higher Education puddle agitated for improvements in instruction and curriculum that catered to the needs of Native American students. Furthermore, local school-community partnerships implemented experimental and innovative ideas to incorporate native language and cultural instruction into the curriculum (St. Germaine, 2000). interrogation studies have shown that the American Indian culture plays a overcritical role in the effectiveness of education for Native Americans (Cajete, 1994; Sanchez & Stuckey, 1999).

Furthermore, an " cinch" system was included in the educational program in which students stayed with non-Indian families during the summer break from boarding schools. These students were expected to do nation and domestic chores for the families. According to the educators, the "outing" system was effective in ensuring the complete isolation of the Indian students from the Indian culture, lowering the boarding costs of the schools and training students for manual work in the mainstream society. around of the students continued to stay with the families during the sc
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