Native American educational traditions passed Essay Example for Free

indigen American statemental traditions passed EssayBefore link with Europeans, ind gooding Americans developed an effective system of in nut fostering c all in all aboriginal facts of life. The system include ventilateting experience, values, skills, perspectives, and dispositions to the beside propagation in real world settings such as the farm, at home, or on the hunting ground. Education was viewed as a modality to beautify and sharpen the next times and prepare them to take over the mantle of leadership.The purpose of pedagogics was for an immediate induction of the next propagation into society and preparation for adulthood. Education was for introducing society with all its institutions, taboos, mores, and functions to the individual. Also, education was intended for qualification the individual a part of the totality of the social consciousness. native-born American education delineated social responsibility, skill orientation, political participation, an d spiritual and moral values. The cardinal goals of indispensable American education were to develop the individuals latent physical skills and character, inculcate respect for elders and those in authority in the individual, and help the individual acquire particularised vocational training (Franklin, 1979). inhering American education was also for developing a healthy attitude toward honest labor, developing a whiz of belonging and encouraging active participation in partnership activities. Both boys and girls had equal access to education. Boys were taught by their fathers, uncles, grandfathers, and other male elders. Girls were instructed by their mothers, aunts, grandmothers, female elders and other members of their families.Sometimes, some(prenominal) boys and girls received instruction at the feet of either male or female elders (Mould, 2004). thither were scarcely every(prenominal) dropouts and the confederation ensured that every child received a full education. You th appropriate information and knowledge was not hidden from any child. Several teaching strategies, including storytelling, were utilized to pass on knowledge and finis to the jejuneness. In fact, Mould (2004) believed that storytelling was a sacred and vital part of a immanent American youths education. Knowledge and refinement were passed down orally, crafted into stories that would instruct, inspire, provoke, question, challenge, and entertain (Mould, 2004).Often, the youth would gather together to listen to the elders as they related the knowledge once entrusted to them when they were children (Mould, 2004). The philosophy of education was that of the development of the individual as well as the whole society (Johnson et al. , 2005). Educational philosophy also emphasized the importance of nature. The pursuit of knowledge and mirth were subordinated to a respect for the whole universe. gibe to Johnson, knowledge was equated with an understanding of ones place in the insep arable order of things and educators were encouraged to study and teach the physical and social world by examining the natural relationships that exist among things, animals, and humans. Studying ideas in the abstract or as independent entities was not considered as authorised as understanding the relationships among ideas and physical reality. The essential components of an educational experience included hands on learning, making connections, holding discussions, taking field trips, and celebrations of the moment (Johnson et al. , 2005).These highly effective teaching methods were utilized by adults to transmit kitchen-gardening to or educate the next generation. The youth learned at their own pace and barely competed against one some other. The youth were taught to be supportive and nurturing of one another in the learning process. As a result of the holistic education that all youth were exposed to in the period in the beginning their encounter with Europeans, there were bar ely any miseducated ingrained American children. At the time of European contact with inhering Americans (from 1492), an advanced system of in dinner dress/aboriginal education had been developed by primal Americans as noted earlier.That system was misunderstood by Europeans who thus made efforts to impose their formal system of education on primordial Americans. After contact with Europeans, formal education for Native Americans was initially conducted by missionaries and private individuals until the 1830s. There were increased European government efforts to formally educate Native Americans after the passage of the Indian removal Act (1830) which big businessmand Native Americans onto reservations (Tozer 2009).The purpose of formal education of Native Americans, as far as Europeans were concerned, was forced acculturation or assimilation to European culture (Tozer 2009). The aim of the European system of education was to civilize, Christianize, and Europeanize the Native A mericans in European-controlled schools. To achieve this purpose and aim, many Native American children were forcibly removed from their homes and enrolled in European-controlled schools. By 1887, about 14,300 Native American children were enrolled in 227 schools run by the function of Indian Affairs or by religious chemical groups (Tozer 2009). The schools were operated based on an Anglo-conformity assimilationist approach.The Anglo-conformity assimilationist approach included the pursuance 1) Educating the Native Americans onward from their culture due to the philosophy of Europeanization or Christianization or civilizing of the Native American by education 2) Intensive efforts were made to destroy extant Native American cultures by excluding Native American cultures from the school curriculum 3) Concerted efforts were made to prevent Native American students from following their own culture and 4) Native American students were punished for speaking their native languages (F eagin Feagin, 2003).This approach motivated European American educators to force Native American students into boarding schools where it was believed that it would be easier and much more effective to Europeanize, Christianize, and civilize them. Students were forced to garment like Europeans, convert to Christianity, and take European names. Students who refused to conform were severely punished. The effectuate of the Anglo-conformity assimilationist approach on Native Americans cannot be overemphasized. Many of them lost or became confused about their cultural identity.Some tended to know a lot more about European culture, history, philosophy, and languages than about their own culture, history, philosophy, and languages. Europeanization, Christianization and civilizing of Native Americans through formal education seriously undermined the very foundation of Native American cultures and alienated many Native Americans from their own cultures and environment. full-dress educatio n forced many Native Americans to absorb European lifestyles and led to individualism as well as serious weakening of traditional authority structure and kin group solidarity.Many Native Americans lost faith in their own cultures and civilizations and absorbed those of Europeans. Some have neither fully follow European culture nor fully embraced Native American culture and consequently swing between the two in a state of cultural confusion. Eurocentric education has been a miseducation of Native Americans as has been for all minority groups in the United States. These and many other political, social and economic effects of formal education on Native Americans have permeated Native American cultures till today.European American teachers and administrators have charge Native American educational problems on cultural differences. This is known as cultural deficit theory. According to cultural deficit theorists, disjunctures or differences or deficits between the culture of the hom e and the culture of the school are the reasons for the poor academic achievement of non-European students (Johnson et al. , 2005). European American schools focus only on the dominant culture and expect all students to operate as if they are members of the dominant culture, giving an service to students from the dominant group and a disadvantage to those from minority groups (Johnson et al., 2005).What cultural deficit theorists advocate is that students from minority groups, including Native American students, must reject their own cultural patterns and absorb European American cultural patterns in order to be successful in school. Thus, in an effort to assist their students to be high achievers in school, many European American teachers have attempted to make their students less Native American by educating them away from their own cultures and imposing Anglo-European culture on them.Many schools and textbooks exclude Native American experiences and their measureless contributi ons to this society and the rest of the world and provide little to nothing to assist Native American children key out with their own cultures. From the 1930s some boarding schools were replaced by day schools closer to reservations and a bilingual indemnity of educating Native American students in both Native American languages and the English language was discussed (Feagin Feagin, 2003). Since the 1960s, organized quetch has led to increased government involvement and aid for primary, adult, and vocational education for Native Americans on and take out the reservations.Federal and local governments have focused more attention on local public schools (outside the reservations) and toilet table of Indian Affairs (BIA) schools in the reservations. For greater inclusion of Native Americans in their own education, Native American advisory boards have been organized in mainstream public schools. More Native Americans have been added to school energy and staff. Native American art , dances, and languages have been included in the school curriculum. The central curriculum taught in both BIA and mainstream schools have remained the same from colonial times until recently.The curriculum indoctrinates Native American children with the same European American values as in the past (Feagin Feagin, 2003). In many reservations today however, there are efforts to set aside this by teaching students in Native American languages and culture from the early years of their education. In the Choctaw booking in Choctaw, Mississippi for example, students are taught in the Chahta and English languages in the first three years of formal schooling and in the English language from the fourth grade onwards. Throughout their schooling to the high school level, they are taught and exposed to Choctaw culture and encouraged to speak the Chahta language in and outside of school.One of the essences of the one-year Choctaw Indian Fair is to educate both the youth and adults in Choctaw cultural practices and traditions and to transmit Choctaw culture to the next generation. The author of this article, who happens to be an African and from a continent which has had similar experiences as those of Native Americans, greatly applauds the forward-looking forms of formal education among Native Americans on the reservations, which include an integration of the Native American system before their contact with Europeans and aspects of the European system as a way of preserving what is left of Native American cultures, preparing coetaneous Native American youth for their real world settings, and meeting the necessarily of Native Americans.The large scale of measurement migration of many Native Americans to the cities since the 1950s has led to a decline in the number of children in BIA schools. By the early 1990s less than ten percent (10%) of Native American children attended BIA schools (Feagin Feagin, 2003). Today, most Native American children attend mainstream lo cal public schools due to the fact that majority of Native Americans live forward reservations with their children (United States Census Bureau, 2001).The mainstream educational system has however failed to meet the needs of Native American students. The failure stems from the absence seizure of a Native American perspective in the curricula, the loss of Native American languages, the shift away from Native American spiritual values, and the racial and discriminatory activities of many European American teachers and administrators (Feagin Feagin, 2003 Schaefer, 2004).Perhaps, mainstream educators could borrow the bare-assed forms of formal education being practiced on the reservations which seem to much better meet the needs of Native American students rather than continually imposing the Eurocentric system which has not worked for Native Americans. With esteem to higher education, since the 1960s, many mainstream colleges have established Native American Studies centers to pro vide facilities for the study of Native American issues (Feagin Feagin, 2003).By the late 1990s, more than 134,000 Native Americans were enrolled in colleges and universities throughout the United States (Schaeffer, 2004). Majority of the students attended preponderantly European American public colleges and universities. Some of the students were not very successful due to the ingrained racist and discriminatory practices in those institutions. Consequently, many Native American students dropped out of those institutions. In general, Native American formal educational attainment has remained lower than that of the general population due to the Eurocentricity of the educational system.By 1990, less than two-thirds of Native Americans over the age of twenty-five were high school graduates compared to three-fourths of all Americans in that age range. Native American students in mainstream schools are disproportionately placed in special education classrooms. The proportion of Native American students who drop out after tenth-grade is 36%, the highest of any racial or ethnic group and more than twice that of European Americans (Schaeffer, 2004).In view of the aforementioned issues in education among Native Americans, a Department of Education Task Force organized in the late 1990s recommended the following for addressing Native American educational issues implementation of multicultural curricula that inculcate respect for Native American history and culture, and psychiatric hospital of programs that guarantee that Native American students learn English well.The task force assumed that if Native American students learn English very well then they will be successful in school, an presumptuousness which is traced to the cultural deficit theory discussed above. Today, many Native American students attend Native American-controlled community colleges. The community colleges integrate Native American history and culture into courses.More attention is given to stude nts and their cultures in the Native American-controlled educational institutions. Native Americans had established an effective educational system which ensured the smooth transmission of their cultures to the next generation before their contact with Europeans. The system included passing on of knowledge, values, attitudes, skills, and dispositions required for successful functioning of every individual in real world settings.Access to education was denied neither to male nor female slice all children were taught to support and nurture one another and not necessarily compete against one another in the learning process. Learning was undergirded philosophically by a reverence for nature and a sense of humans responsibility to nature (Johnson et al. , 2005). The arrival of Europeans from 1492 onwards led to the imposition of a Eurocentric educational system which was underpinned by an Anglo-conformist assimilationist approach discussed above. This approach included educating Native Americans away from their cultures as a way of rendering them less Native American and more European American.The Anglo-conformist assimilationist approach in the formal education of Native Americans has left many of them miseducated and quite confused about their cultural identity. The political, economic and social partake of the European aim of Europeanizing, Christianizing and civilizing Native Americans through formal education are discussed at length in a paper presented by the author at the National Association of Native American Studies collection in 2004. Fortunately, today, Native American leaders are successfully making efforts to reverse the adverse effects of the imposed Eurocentric educational system by synthesizing traditional Native American educational practices with European American practices.Works Citied Feagin, J. R. and Feagin, C. B. (2003). Racial and ethnic relations. Englewood Cliffs, New Jersey Prentice- Hall Johnson, J. A. Dupuis, V. L. Musial, D. Hal l, G. E. and Gollnick, D. M. (2005). Introduction to the foundations of American education. Boston, mummy Allyn and Bacon. Mould, T. (2004). Choctaw tales. Jackson, Mississippi University Press of Mississippi. Schaefer, R. T. (2004). Racial and ethnic groups. Upper Saddle River, New Jersey Pearson Education, Inc. Steven Tozer (2009) School and caller Historical and Contemporary Perspectives. McGraw- Hil Publishing Company.