By Charles L. Glenn (auth.)
Read or Download American Indian/First Nations Schooling: From the Colonial Period to the Present PDF
Best other religions books
Opposite to the typical competition that the Catholic Church triumphed in Counter-Reformation Poland, this learn finds that from the increase of the Reformation and the speedy dissemination of its new rules, the Catholic Church used to be conquer with a powerful experience of lack of confidence. The beleaguered Church sought to split Catholics from non-Catholics: Jews and heretics.
Starting within the overdue 19th century, the pueblos of the Southwest usually encouraged Anglo-American viewers to precise their feel of ask yourself and attraction in biblical references. Frank Hamilton Cushing's first account of Zuni pueblo defined a atmosphere that appeared like "The swimming pools of Palestine.
This publication explores how medieval and smooth Muslim spiritual students ('ulamā') interpret gender roles in Qur'ānic verses on felony testimony, marriage, and human construction. mentioning those verses, medieval students built more and more complicated legislation and interpretations upholding a male-dominated gender hierarchy; facets in their interpretations impression spiritual norms and kingdom legislation in Muslim-majority international locations this present day, but different facets were discarded completely.
- De la certitude
- Slavery philosophy american literature
- Dianetics: The Evolution of a Science - 2007
- Skull and Bones
- Turks, Moors, and Englishmen in the age of discovery
Additional info for American Indian/First Nations Schooling: From the Colonial Period to the Present
Wheelock founded, in 1754, a little boarding school in Lebanon, Connecticut, intended to remove Indian children from “the pernicious inﬂuence of Indian examples,” a theme that we will see repeated again throughout the nineteenth and into the twentieth century in support of the residential school as the best form of education for Indians. As was often the case with later residential schools, the promoters were disappointed that, on return to their peoples, the graduates commonly reverted to the patterns of Indian life rather than serving as models for the transformation of their tribes.
Meanwhile, the number of black slaves owned by about 10 percent of the Cherokee families increased, in 1860, to between 3,500 and 4,000, giving the mixed-blood elite (about one-third of whom owned slaves) a strong incentive to side with the Confederacy in the Civil War . . 29 This internal division reinforced that based upon acculturation to white society and use of English on the part of the mixed-bloods. Other “civilized nations” relied more upon missionary management, though funding their schools by the same methods that the Cherokees used.
39 In recent years, however, Indians The “Five Civilized Nations” ● 47 in Oklahoma have performed signiﬁcantly better than those in Arizona and New Mexico on the National Assessment of Educational Progress, presumably reﬂecting their much longer intergenerational experience of schooling and literacy. On the other hand, the National Study of American Indian Education, completed in 1971, included a survey of different groups of Indians who were asked whether they rated “Indian Culture” or “White Culture” more highly.