東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Education for citizenship: African-A...

Warren, Kim.

Linked to FindBook

Google Book

Amazon

博客來

Education for citizenship: African-Americans and Native Americans in Kansas, 1865--1935.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education for citizenship: African-Americans and Native Americans in Kansas, 1865--1935./
Author:	Warren, Kim.
Description:	332 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4182.
Contained By:	Dissertation Abstracts International64-11A.
Subject:	History, United States. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3111822
ISBN:	0496593528

Education for citizenship: African-Americans and Native Americans in Kansas, 1865--1935.
Warren, Kim.

Education for citizenship: African-Americans and Native Americans in Kansas, 1865--1935. - 332 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4182.

Thesis (Ph.D.)--Stanford University, 2004.

Rooted in race and gender fields, "Education for Citizenship: African Americans and Native Americans in Kansas, 1865--1935" is a comparative study of segregated education and the development of American identities. I examine Native American and African American missionary, government, and public schools between 1865 and 1935 in order to uncover the complicated motivations of white reformers and the varied levels of agency asserted by their students in Kansas and across the nation. I argue that although reformers expected both groups of children to learn how to "become American," what it meant to become American meant different things depending on a student's race and gender. While Native Americans were to use their educations to assimilate, even "disappear," into white society, African Americans were to use their educations to learn how to be hard workers who maintained a distinct position on the margins of white society.

ISBN: 0496593528Subjects--Topical Terms:

1017393
History, United States.

Education for citizenship: African-Americans and Native Americans in Kansas, 1865--1935.
LDR:03112nmm 2200301 4500 001 1842705
005 20051018082355.5
008 130614s2004 eng d
020 $a 0496593528
035 $a (UnM)AAI3111822
035 $a AAI3111822
040 $a UnM $c UnM
100 1 $a Warren, Kim. $3 1307020
245 1 0 $a Education for citizenship: African-Americans and Native Americans in Kansas, 1865--1935.
300 $a 332 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4182.
500 $a Adviser: Estelle Freedman.
502 $a Thesis (Ph.D.)--Stanford University, 2004.
520 $a Rooted in race and gender fields, "Education for Citizenship: African Americans and Native Americans in Kansas, 1865--1935" is a comparative study of segregated education and the development of American identities. I examine Native American and African American missionary, government, and public schools between 1865 and 1935 in order to uncover the complicated motivations of white reformers and the varied levels of agency asserted by their students in Kansas and across the nation. I argue that although reformers expected both groups of children to learn how to "become American," what it meant to become American meant different things depending on a student's race and gender. While Native Americans were to use their educations to assimilate, even "disappear," into white society, African Americans were to use their educations to learn how to be hard workers who maintained a distinct position on the margins of white society.
520 $a In the second section of this project, I argue that Native Americans and African Americans had distinct ways of asserting themselves in response to the efforts of reformers. The reactions of Native American students ranged from accommodation to outright rebellion. While Native American students fended for themselves as individuals, African American adults organized themselves in groups to call for improved educational opportunities and integration into white schools for their children.
520 $a In the last part of the dissertation, I argue that when Native Americans and African Americans who had been educated at such segregated schools became teachers themselves, they took creative and sometimes covert measures to insert race pride and race/ethnic studies into their curricular and extracurricular activities. African American teachers joined other leaders in the fight for integration that culminated in the 1954 United States Supreme Court case Brown v. Board of Education of Topeka. Native American teachers adopted bicultural identities and taught their students to negotiate within white society while reclaiming the very traditions, culture, and pan-Indian identities that their teachers had tried to destroy in the late nineteenth century.
590 $a School code: 0212.
650 4 $a History, United States. $3 1017393
650 4 $a Education, History of. $3 599244
690 $a 0337
690 $a 0520
710 2 0 $a Stanford University. $3 754827
773 0 $t Dissertation Abstracts International $g 64-11A.
790 1 0 $a Freedman, Estelle, $e advisor
790 $a 0212
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3111822