Tag: University of Nebraska Press
Education beyond the Mesas temporarily available for FREE download
I am pleased to announce that Education beyond the Mesas: Hopi Students at Sherman Institute, 1902-1929 (University of Nebraska Press, 2010) is temporarily available for free download through Project MUSE.
It has always been my desire that people on and off the Hopi Reservation will have access to my research, and the University of Nebraska Press’s decision to allow my book to be featured on Project MUSE, is a major step in that direction.
However, free access to Education beyond the Mesas via Project MUSE will only last until January 2012. See the Project MUSE website for more details.
To download Education beyond the Mesas, please click on the above image or visit the following link: http://beta.muse.jhu.edu/books/9780803234444
Matthew Sakiestewa Gilbert
Urban Indians in Phoenix Schools, 1940-2000 by Stephen Kent Amerman
Stephen Kent Amerman, an associate professor of history at Southern Connecticut State University, has published a book entitled Urban Indians in Phoenix Schools, 1940-2000. His book is part of the Indigenous Education Series with the University of Nebraska Press. Various studies have been written on the educational experiences of American Indian people. However, much of this literature has tended to focus on the Indian boarding school experience during the so-called assimilation period. Recent studies, such as Taos/Dine scholar Glenabah Martinez’s monograph, Native Pride: The Politics of Curriculum and Instruction in an Urban Public School and Amerman’s book, fill a major gap in the literature on the experiences of Native students who attended public high schools. Amerman also writes about Hopis who went to Phoenix urban schools, which is a topic not often examined by scholars of Hopi and Indian education history. Below is a brief synopsis of the book from the University of Nebraska Press website.
Matthew Sakiestewa Gilbert
In the latter half of the twentieth century, tens of thousands of Native American families moved to cities across the United States, some via the government relocation program and some on their own. In the cities, they encountered new forms of work, entertainment, housing, and education. In this study, Stephen Kent Amerman focuses on the educational experiences of Native students in urban schools in Phoenix, Arizona, a city with one of the largest urban Indian communities in the nation. The educational experiences of Native students in Phoenix varied over time and even in different parts of the city, but interactions with other ethnic groups and the experience of being a minority for the first time presented distinctive challenges and opportunities for Native students.Using oral histories as well as written records, Amerman examines how Phoenix schools tried to educate and assimilate Native students alongside Hispanic, Asian, black, and white students and how Native children, their parents, and the Indian community at large responded to this new urban education and the question of their cultural identity. Reconciling these pressures was a struggle, but many found resourceful responses, charting paths that enabled them to acquire an urban education while still remaining Indian.Stephen Kent Amerman is an associate professor of history at Southern Connecticut State University. His articles have appeared in American Indian Culture and Research Journal, American Indian Quarterly, and Journal of Arizona History.
Education beyond the Mesas: Hopi Students at Sherman Institute, 1902-1929 (University of Nebraska Press)
On Monday of this week the University of Nebraska Press released my book Education beyond the Mesas. My book examines the Hopi experience at Sherman Institute in Riverside, California, from 1902 to 1929. It is a story of resistance, accommodation, and ways Hopi pupils navigated within their village communities, U.S. government policies, and an institution that was designed to destroy their identities as American Indian people. Furthermore, my book is a story of agency, and it demonstrates how Hopi students used their culture to succeed at school, and examines the challenges the pupils faced when they returned to their homes on the reservation.
Thirty one years ago historian David Wallace Adams remarked that a “ study on the federal Indian boarding school system does not exist.” Today the field of Indian boarding schools has grown substantially with contributions from scholars such as Adams, K. Tsianina Lomawaima, Brenda Child, Clyde Ellis, and many others. Recent studies have focused on Indian health, literature, education policies, and the ways Indian pupils “turned the power” at schools originally designed to destroy American Indian cultures. A term used by historians Clifford E. Trafzer, Jean Keller, and Lorene Sisquoc, “turning the power” describes the ability of Native students to turn their educational experiences to their advantage, which often included bringing helpful knowledge and skills back to their indigenous communities.
In my book I examine the ways Hopis “turned the power” at Sherman Institute, and I build upon the work of several scholars including those who have written about the mandatory enrollment of Hopi students at U.S. government schools. While many books on Indian boarding schools examine the experiences of Native students who came from several communities, Education beyond the Mesas is a community specific book that seeks to understand the Hopi experience at Sherman Institute through a Hopi historical and cultural framework. In the book’s Introduction, I argue that a community specific book on the Hopi places
the history and culture of the Hopi people at the focal point of the narrative. It asks how a student’s culture and tribal history influenced their experience at an Indian school, and builds upon the contributions of other scholars to uncover the complex ways that Hopi history and culture intersected with U.S. government policies. Apart from providing the reader with a historical narrative, this book challenges the notion that a study on the Indian boarding school experience must be understood primarily through a defined framework of Indian education policies. Community-specific books begin with the history and culture of Native people and attempt to determine how students understood their unique experiences at Indian boarding schools as Zunis, Navajos, Apaches, or other Indian people. [Education beyond the Mesas, p. xxix]
I would not have been able to complete this book without the help and support of many individuals. I am especially thankful to my wife, Kylene, and our daughters Hannah, Meaghan and Noelle, and other family members. My colleagues at the University of Illinois, in both the American Indian Studies Program and the Department of History, have provided me with tremendous support since I arrived at Illinois in Fall 2006.
I further extend appreciation to the Hopi Cultural Preservation Office, the Hopi Education Endowment Fund, and the Hopi Tribe Grants and Scholarship Program who so generously made available resources for me to pursue an education beyond the mesas. There are also many Hopi and non-Hopi scholars, students, and community members who have helped and encouraged me along the way, which includes the incredible editorial staff at the University of Nebraska Press. Finally, I wish to acknowledge my grandfather, Victor Sakiestewa, Sr. from Upper Moencopi, who gave me the inspiration and reason to write on his alma mater, “dear ole Sherman.”
Matthew Sakiestewa Gilbert
Receive 20% off EDUCATION BEYOND THE MESAS
Receive 20% off each copy of Education beyond the Mesas: Hopi Students at Sherman Institute, 1902-1929, if you order from the University of Nebraska Press. Mention promotion code 6AF10 to obtain the discount. For more information, please click on the following link to download the book’s promotional flyer: Education beyond the Mesas – flyer
Matthew Sakiestewa Gilbert