Native American Schools

In Native American DNA, Kim TallBear shows how DNA testing is a powerful - and problematic - scientific process that is useful in determining close biological relatives. But tribal membership is a legal category that has developed in dependence on certain social understandings and historical contexts, a set of concepts that entangles genetic information in a web of family relations, reservation histories, tribal rules, and government regulations.

Like thousands of Aboriginal children in the United States, Canada, and elsewhere in the colonized world, Xatsu'll chief Bev Sellars spent part of her childhood as a student in a church-run residential school. These institutions endeavored to "civilize" Native children through Christian teachings; forced separation from family, language, and culture; and strict discipline. In this frank and poignant memoir of her years at St. Joseph's Mission, Sellars breaks her silence about the residential school's lasting effects on her and her family and eloquently articulates her own path to healing.

“It can start with a knock on the door one morning. It is the local Indian agent, or the parish priest, or, perhaps, a Mounted Police officer.” So began the school experience of many Indigenous children in Canada for more than a hundred years, and so begins the history of residential schools prepared by the Truth and Reconciliation Commission of Canada (TRC).

Helen Knott, a highly accomplished Indigenous woman, seems to have it all. But in her memoir, she offers a different perspective. In My Own Moccasins is an unflinching account of addiction, intergenerational trauma, and the wounds brought on by sexual violence. It is also the story of sisterhood...

Bestselling author Sherman Alexie tells the story of Junior, a budding cartoonist growing up on the Spokane Indian Reservation. Determined to take his future into his own hands, Junior leaves his troubled school on the rez to attend an all-white farm town high school where the only other Indian...

For over 100 years, thousands of Aboriginal children passed through the Canadian residential school system. Begun in the 1870s, it was intended, in the words of government officials, to bring these children into the “circle of civilization,” the results, however, were far different. More often, the schools provided an inferior education in an atmosphere of neglect, disease, and often abuse. Using previously unreleased government documents, historian John S. Milloy provides a full picture of the history and reality of the residential school system.

Celebrate Indigenous thinkers and inventions with this beautifully designed, award-winning interactive nonfiction book—perfect for fans of Braiding Sweetgrass. Corn. Chocolate. Fishing hooks. Boats that float. Insulated double-walled construction. Recorded history and folklore. Life-saving...

After the Indian wars, many Americans still believed that the only good Indian was a dead Indian. But at Ganado Mission in the Navajo country of Northern Arizona, a group of missionaries and doctors - who cared less about saving souls and more about saving lives - chose a different way and persuaded the local parents and medicine men to allow them to educate their daughters as nurses. In this detailed history, Jim Kristofic traces the story of Ganado Mission on the Navajo Indian Reservation.

Why don’t our schools work? Eve L. Ewing tackles this question from a new angle: What if they’re actually doing what they were built to do? She argues that instead of being the great equalizer, America’s classrooms were designed to do the opposite: to maintain the nation’s inequalities...

The words of the individuals included in this book offer just a glimpse of the results of the effort of one group of people to educate people who were in many cases not seeking the knowledge being offered. These are tales of lessons learned, languages lost, traditions replaced, & charity corrupted.

The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man."

Based upon a 10,000 year old oral tradition, these stories reflect three essential elements of the cumulative wisdom of Paula Underwood's Native American ancestors. "Who Speaks for Wolf" deals with the human impact on the Earth, "Winter White and Summer Gold" deals with planning for the future, "Many Circles, Many Paths" deals with living together in peace.

This is the true story of Shannen Koostachin and the people of Attawapiskat, a Cree community in Northern Ontario, who have been fighting for a new school since the late 1970s when a fuel leak contaminated their original school building.

This book takes its title from the phrase for “I work” in Lunaape, the traditional language of Munsee Delaware people, and was inspired by the work of the Munsee Delaware Language and History Group. Written for the descendants and communities of children who attended Mount Elgin and intended as a resource for all Canadians, Nii Ndahlohke tells the story of student life at Mount Elgin Industrial School between 1890 and 1915.

SHORTLISTED FOR THE CHIRBY AWARD IN FICTION From the co-editor of the bestselling anthology Never Whistle at Night, a semi-autobiographical novel that follows a group of teenage gang members as they trek across Chicago to a momentous meeting, inspired by the cult classic The Warriors “Cool...

A groundbreaking and deeply personal exploration of Tribal enrollment, and what it means to be Native American in the United States “Candid, unflinching . . . Her thorough excavation of the painful history that gave rise to rigid enrollment policies is a courageous gift to our understanding of...

In his first YA novel, award-winning author Brian Lee Young (Diné) bridges the generational divide between a Navajo teen at an elite prep school and his great-grandmother’s experience at a federal boarding school for Indigenous students. The book is an eye-opening call for community healing...

In 1903, over 300 Indian children from across America lived at the Fort Shaw Indian Boarding School in a remote, isolated valley in Montana. Among the children were a handful of teenage girls, many who had only lived in tepees. They quickly learned to play basketball and resoundingly crushed all opponents, including men's and women's university teams. After the games, the girls recited Shelley and Longfellow, played mandolins and violins, sang, danced, and pantomimed.

Best known as a leader of the Indian takeover of Alcatraz Island in 1969, Adam Fortunate Eagle now offers an unforgettable memoir of his years as a young student at Pipestone Indian Boarding School in Minnesota. In this rare firsthand account, Fortunate Eagle lives up to his reputation as a "contrary warrior" by disproving the popular view of Indian boarding schools as bleak and prisonlike. Although Fortunate Eagle recognizes Pipestone's shortcomings, he describes his time there as nothing less than "a little bit of heaven."

It is impossible to be unaware of the effect of development, invariably at the hands of outsiders, upon the lands, inhabitants and very nature of faraway climes. Hunter School shows us first-hand the immediate and long-reaching effects of such changes upon an indigenous people. The fabric of the community is changed, its balance and its self-sufficiency undermined, and confusion reigns. A common theme running throughout this charming but important book is that of a young man learning about himself and his heritage from the past, elders, ancestors, and nature itself.