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A Second Wave of Hopi Migration
Published online by Cambridge University Press: 20 January 2017
Extract
The current issue in the History of Education Quarterly is significant for various reasons. For the first time in the journal's history, scholars from several disciplines have converged to address topics relating to the history of American Indian education. The essays challenge historians to think of research methodologies that go beyond the traditional sources of documents retrieved from archives and other depositories. This is perhaps most clearly seen in KuuNUx TeeRIt Kroupa's essay on the Arikara Cultural Center and his attempt to understand their educational history through an Arikara lens of understanding. It is also evident in Adrea Lawrence's idea of “epic learning” and her inclusion of “Native” stories and their relationship to “place” as a frame to interpret American Indian education histories. Each of these articles, including Donald Warren's piece on Native history as education history, urges historians to think more broadly on how to create Indian education narratives. However, my intention here is not to provide a comprehensive response to all three essays. Rather, I want to briefly apply key topics in each text to help enlighten my own research on Hopis and the off-reservation Indian boarding school experience, and to offer some direction on how these issues might be applied to current and future studies.
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References
1 Trennert, Robert Jr., The Phoenix Indian School: Forced Assimilation in Arizona, 1891–1935 (Norman: University of Oklahoma Press, 1988); Lomawaima, K. Tsianina, They Called It Prairie Light: The Story of the Chilocco Indian School (Lincoln: University of Nebraska Press, 1994); Child, Brenda J., Boarding School Seasons: American Indian Families, 1900–1940 (Lincoln: University of Nebraska Press, 2000); and Adams, David Wallace, Education for Extinction: American Indians and the Boarding School Experience, 1875–1926 (Lawrence: University Press of Kansas, 1995).Google Scholar
2 Attendance and Scholastic Record By Semesters for Each Year, “Gilbert, Lloyd,” Records of the Bureau of Indian Affairs, Phoenix Indian High School Student Case Files, 1902–1991, National Archives and Records Administration, Perris, California, Record Group 75, Box 138.Google Scholar
3 For detailed accounts of Hopi migration and emergence stories, see Alfred Hermequaftewa, The Hopi Way Is the Way of Peace, transcription of interview recorded by Noble, Thomas B. (Indianapolis: Merideth Guillet, 1970), 1–9; and Nequatewa, Edmond, Truth of a Hopi: Stories Relating to the Origin, Myths, and Clan Histories of the Hopi (Flagstaff: Northland Publishing, 1994), 1–15. Also, for an anthropological examination of Hopi migrations, see Lyons, Patrick D., Ancestral Hopi Migrations. Anthropological Papers of the University of Arizona 68 (Tucson: University of Arizona Press, 2003).Google Scholar
4 See Gilbert, Matthew Sakiestewa, Education beyond the Mesas: Hopi Students at Sherman Institute, 1902–1929 (Lincoln: University of Nebraska Press, 2010).Google Scholar
5 Miller, Susan Ann and Riding, James In, ed., Native Historians Write Back: Decolonizing American Indian History (Lubbock: Texas Tech University Press, 2011), 39.Google Scholar
6 Warrior, Robert, The People and the Word: Reading Native Nonfiction (Minneapolis: University of Minnesota Press, 2005), 119.Google Scholar
7 For excellent discussions on the U.S. government's name changing policy at Indian schools see Adams, Education for Extinction, 139; and Katanski, , Learning to Write “Indian”: The Boarding School Experience and American Indian Literature (Norman: University of Oklahoma Press), 35.Google Scholar
8 My grandfather passed away on February 8, 2013 at his home in Upper Moencopi. He was 84 years old. He worked for 26 years as a custodian at Northern Arizona University, which is located in the mountain community of Flagstaff. He had a passion for sports, especially basketball, and spent years refereeing elementary and high school games.Google Scholar