Of Linguicide and Resistance: Children and English Instruction in Nineteenth-Century Indian Boarding Schools in Canada

Autor/in	Griffith, Jane
Titel	Of Linguicide and Resistance: Children and English Instruction in Nineteenth-Century Indian Boarding Schools in Canada
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 53 (2017) 6, S.763-782 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2017.1293700
Schlagwörter	Foreign Countries; Boarding Schools; Indigenous Populations; Canada Natives; Residential Schools; Acculturation; Cultural Maintenance; Language Maintenance; Native Language; English (Second Language); Second Language Instruction; English Only Movement; History + Suchen Sie Ihr Suchwort? Ausland; Boarding school; Internat; Sinti und Roma; Heimschule; Akkulturation; Sprachpflege; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Geschichte; Geschichtsdarstellung
Abstract	Indian residential schools lasted in Canada for nearly 150 years, with the last one closing in 1996. Canada's recently concluded Truth and Reconciliation Commission has confirmed what Indigenous families have said all along: many Indigenous children endured abuse, prolonged separation between parent and child, and intergenerational legacies. Thousands of children died while attending school. Indian residential schools were one of Canada's many colonial strategies, which aimed to inculcate students in a British world view and assimilate them by denigrating their spiritualities, epistemologies, and relationships to land. Indian residential schools also attacked Indigenous languages and insisted on English only. While historical studies of teaching English often elide a broader history of colonialism, this paper uses a settler colonial studies analysis to read nineteenth-century government reports as well as school newspapers to uncover how nineteenth-century Indian boarding schools publicly conceived of the teaching of English; my reading of nineteenth-century archival documents is informed by survivor testimony and memoir that help to puncture the propaganda of government and school documentation. Informed by the work of Wallace Lambert and Ruth Spack, I argue that school documentation represented English "only" rather than the more complicated understanding of English "and"--English in addition to Indigenous languages. This distinction critically separates the policies of government and school from the beliefs of many parents and children, who learned English for their own reasons but not at the expense of another language. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01