... LITERATURE, READING, WRITING, AND ESL 717 Page 16. ... By encouraging them when they are on t... more ... LITERATURE, READING, WRITING, AND ESL 717 Page 16. ... By encouraging them when they are on the right track and setting them straight when they are not, I can help students gain confidence in their ability to interpret literature and to write about it in a meaningful way. ...
... A written product such as a scientific report is merely a representation of a research ... in... more ... A written product such as a scientific report is merely a representation of a research ... in the type of program recommended by Swales (1987) for teaching the research paper to nonnative ... And Swales's list of publications reveals a background in scientific discourse dating back at ...
... referring to linguistic issues-for instance, the lack of articles in Chinese and Russian lang... more ... referring to linguistic issues-for instance, the lack of articles in Chinese and Russian languages. ... rheto-ric depend on an archaic view that defines culture as "a set of patterns ... as to reflect the complexity and hybridity of culture when students literally and figuratively cross borders. ...
This article examines history writing on American Indian education to show its movement from a fo... more This article examines history writing on American Indian education to show its movement from a focus on federal policy to studies that incorporate Native people’s perspectives. The article discusses the benefits and challenges of using oral histories, interviews, and autobiographies for historical analysis and points to the value of a multi‐voiced, interdisciplinary approach.
... Questions about Symbols 304 Focusing on a Topic for an Essay on Symbolism 305 Selecting ... S... more ... Questions about Symbols 304 Focusing on a Topic for an Essay on Symbolism 305 Selecting ... Some will immediately provoke a reaction; others will take more thought and discussion. ... Story of an Hour Kate Chopin United States, 1894 About the author Kate Chopin (1851-1904 ...
Jacqueline Fear-Segal takes the title for her study of the ideology of race behind the early Indi... more Jacqueline Fear-Segal takes the title for her study of the ideology of race behind the early Indian boarding schools in the United States from a Shawnee chief who thought some of the young Shawnee men should be taught to read and write so that they could understand what was written in the treaties and documents, and could "use the club of white man's wisdom against him in defense of our customs and our Mee-saw-mi as given us by the Great Spirit" (xi). Fear-Segal then reads the Shawnee chief 's interpretation of this club as a tool, a means to power that his people might acquire and use, into our more contemporary use of the phrase "white man's club" as a privileged enclave to which access is restricted along racial lines. Allowing both definitions to exist simultaneously, yet uneasily and contradictorily, is appropriate in a text that focuses on an Indian school system that was itself built during a time of intense debate over contradictory racial ideologies. White Man's Club reveals how those contesting ideas and attitudes about race are "inseparable from the drive to educate Indian children" (xiv). Fear-Segal has two stated aims in her book: "to interrogate the overt and covert agendas of white education programs and to probe the actions and reactions of Indians who struggled to resist as well as claim the power of white schooling" (xv). The first part of the book focuses on the various white theories about Indian education in the late nineteenth and early twentieth centuries, sketches out Native educational practices, and charts out the shift from the mission schools to the federal school system. In looking at that shift, she highlights the examples of the Dakota Mission and the Santee Normal Training School, their curricula, and their linguistic and pedagogical strategies, in a chapter that will be of particular interest to scholars interested in the teaching and preservation of Native languages. Fear-Segal uses macrobiographies of particular figures, both Native and non-Native, to comprehend the complexities of this educational project. Thus, in part 2, to explore the story of the Hampton Normal and Agricultural Institute, in Hampton, Virginia, she focuses first on the school's founder, Samuel Chapman Armstrong, and then on Thomas Wildcat Alford, a Shawnee who attended Hampton, arguing that as a white-educated, Christian Shawnee who worked for his tribe, "Alford's life raises many questions about how we should define leadership and resistance and the processes by which these are enacted" (138). Fear-Segal looks to Wildcat's autobiography and his letters but ends her chapter discussing the text he considered his most important, his Shawnee translation of the Gospels. For Fear-Segal, this act of translation represents "the supreme irony of
... LITERATURE, READING, WRITING, AND ESL 717 Page 16. ... By encouraging them when they are on t... more ... LITERATURE, READING, WRITING, AND ESL 717 Page 16. ... By encouraging them when they are on the right track and setting them straight when they are not, I can help students gain confidence in their ability to interpret literature and to write about it in a meaningful way. ...
... A written product such as a scientific report is merely a representation of a research ... in... more ... A written product such as a scientific report is merely a representation of a research ... in the type of program recommended by Swales (1987) for teaching the research paper to nonnative ... And Swales's list of publications reveals a background in scientific discourse dating back at ...
... referring to linguistic issues-for instance, the lack of articles in Chinese and Russian lang... more ... referring to linguistic issues-for instance, the lack of articles in Chinese and Russian languages. ... rheto-ric depend on an archaic view that defines culture as "a set of patterns ... as to reflect the complexity and hybridity of culture when students literally and figuratively cross borders. ...
This article examines history writing on American Indian education to show its movement from a fo... more This article examines history writing on American Indian education to show its movement from a focus on federal policy to studies that incorporate Native people’s perspectives. The article discusses the benefits and challenges of using oral histories, interviews, and autobiographies for historical analysis and points to the value of a multi‐voiced, interdisciplinary approach.
... Questions about Symbols 304 Focusing on a Topic for an Essay on Symbolism 305 Selecting ... S... more ... Questions about Symbols 304 Focusing on a Topic for an Essay on Symbolism 305 Selecting ... Some will immediately provoke a reaction; others will take more thought and discussion. ... Story of an Hour Kate Chopin United States, 1894 About the author Kate Chopin (1851-1904 ...
Jacqueline Fear-Segal takes the title for her study of the ideology of race behind the early Indi... more Jacqueline Fear-Segal takes the title for her study of the ideology of race behind the early Indian boarding schools in the United States from a Shawnee chief who thought some of the young Shawnee men should be taught to read and write so that they could understand what was written in the treaties and documents, and could "use the club of white man's wisdom against him in defense of our customs and our Mee-saw-mi as given us by the Great Spirit" (xi). Fear-Segal then reads the Shawnee chief 's interpretation of this club as a tool, a means to power that his people might acquire and use, into our more contemporary use of the phrase "white man's club" as a privileged enclave to which access is restricted along racial lines. Allowing both definitions to exist simultaneously, yet uneasily and contradictorily, is appropriate in a text that focuses on an Indian school system that was itself built during a time of intense debate over contradictory racial ideologies. White Man's Club reveals how those contesting ideas and attitudes about race are "inseparable from the drive to educate Indian children" (xiv). Fear-Segal has two stated aims in her book: "to interrogate the overt and covert agendas of white education programs and to probe the actions and reactions of Indians who struggled to resist as well as claim the power of white schooling" (xv). The first part of the book focuses on the various white theories about Indian education in the late nineteenth and early twentieth centuries, sketches out Native educational practices, and charts out the shift from the mission schools to the federal school system. In looking at that shift, she highlights the examples of the Dakota Mission and the Santee Normal Training School, their curricula, and their linguistic and pedagogical strategies, in a chapter that will be of particular interest to scholars interested in the teaching and preservation of Native languages. Fear-Segal uses macrobiographies of particular figures, both Native and non-Native, to comprehend the complexities of this educational project. Thus, in part 2, to explore the story of the Hampton Normal and Agricultural Institute, in Hampton, Virginia, she focuses first on the school's founder, Samuel Chapman Armstrong, and then on Thomas Wildcat Alford, a Shawnee who attended Hampton, arguing that as a white-educated, Christian Shawnee who worked for his tribe, "Alford's life raises many questions about how we should define leadership and resistance and the processes by which these are enacted" (138). Fear-Segal looks to Wildcat's autobiography and his letters but ends her chapter discussing the text he considered his most important, his Shawnee translation of the Gospels. For Fear-Segal, this act of translation represents "the supreme irony of
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