Sinister Schooling: Modern-Day Implications of Hampton Model Industrial Schools and American Indian Boarding Schools

Hunt, Brittany

doi:10.13169/zanjglobsoutstud.3.1.0005

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Zanj: The Journal of Critical Global South Studies

Volume 3, Issue 1

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Sinister Schooling: Modern-Day Implications of Hampton Model Industrial Schools and American Indian Boarding Schools

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Author(s): Brittany Hunt

Publication date (Print): 14 October 2022

Journal: Zanj: The Journal of Critical Global South Studies

Keywords: historical schooling, disproportionate discipline, tracking, American Indian students, Black students

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Abstract

Throughout American history, the government has taken various systemic measures to monitor, surveil and control its burgeoning minority populations. In the postbellum era, these aims were primarily focused on assimilation and cultural genocide modeled, beginning with the creation of schools like the Hampton Model Schools for Black students and American Indian boarding schools for Indigenous students. Though neither remain in operation, their spirit lives, particularly as we see Native and Black students being funneled into occupational tracks in high school, having disproportionately high rates of suspension and expulsion, and being subjected to a whitewashed curriculum that positions them as victims, criminals, or non-existent. This work seeks to explore the linkages between these historical institutions and the current status of Native and Black students in modern-day schools.

Content

Author and article information

Journal

Title: Zanj: The Journal of Critical Global South Studies

ISSN: 2515-2149

Publication date (Print): 14 October 2022

Volume: 3

Issue: 1

Pages: 70-83

Article

DOI: 10.13169/zanjglobsoutstud.3.1.0005

SO-VID: 8862ff44-b3ec-46db-a5f6-f7706fa90f91

License:

Published under Creative Commons Attribution 4.0 International ( CC BY 4.0). Users are allowed to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material for any purpose, even commercially), as long as the authors and the publisher are explicitly identified and properly acknowledged as the original source.

History

Data availability: Data sharing not applicable to this article as no datasets were generated or analysed during the current study.

ScienceOpen disciplines: Sociology,Political science,Social & Behavioral Sciences,Cultural studies

Keywords: historical schooling,American Indian students,Black students,disproportionate discipline,tracking

References

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Anderson James. The Education of Blacks in the South, 1860-1935. 1988. The University of North Carolina Press. [Cross Ref]
Brown Carolyn A., Di Tillio Caterina. Discipline Disproportionality among Hispanic and American Indian Students: Expanding the Discourse in U.S. Research. Journal of Education and Learning. Vol. 2(4)2013. Canadian Center of Science and Education. [Cross Ref]
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Croom Dan, Alston Antione. The Problem of Agricultural and Industrial Education for African Americans: A Historical Inquiry. Journal of Agricultural Education. Vol. 50(3):1–10. 2009. American Association for Agricultural Education. [Cross Ref]
Faircloth Susan C.. Leadership in the era of the Trump presidency: implications for the education of American Indian children and youth. Journal of Educational Administration and History. Vol. 50(1):12–22. 2018. Informa UK Limited. [Cross Ref]
Gabbidon Shaun L., Higgins George E., Wilder-Bonner Kideste M.. Black Supporters of Racial Profiling. Criminal Justice Policy Review. Vol. 24(4):422–440. 2013. SAGE Publications. [Cross Ref]
Papageorge Nicholas, Gershenson Seth, Kang Kyung Min. Teacher Expectations Matter. 2018. National Bureau of Economic Research. [Cross Ref]
John R. Gram. Acting Out Assimilation. American Indian Quarterly. Vol. 40(3)2016. Project Muse. [Cross Ref]
Grande Sandy. WHITESTREAM FEMINISM AND THE COLONIALIST PROJECT: A REVIEW OF CONTEMPORARY FEMINIST PEDAGOGY AND PRAXIS. Educational Theory. Vol. 53(3):329–346. 2003. Wiley. [Cross Ref]
Gregg Matthew T.. The long-term effects of American Indian boarding schools. Journal of Development Economics. Vol. 130:17–32. 2018. Elsevier BV. [Cross Ref]
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Kunesh Claire E., Noltemeyer Amity. Understanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers’ Beliefs About Black Boys’ Behavior. Urban Education. Vol. 54(4):471–498. 2019. SAGE Publications. [Cross Ref]
LOMAWAIMA K. TSIANINA. Domesticity in the federal Indian schools: the power of authority over mind and body. American Ethnologist. Vol. 20(2):227–240. 1993. Wiley. [Cross Ref]
Love Bettina L.. Anti-Black state violence, classroom edition: The spirit murdering of Black children. Journal of Curriculum and Pedagogy. Vol. 13(1):22–25. 2016. Informa UK Limited. [Cross Ref]
Pewewardy Cornel. Fluff and Feathers: Treatment of American Indians in the Literature and the Classroom. Equity & Excellence in Education. Vol. 31(1):69–76. 1998. Informa UK Limited. [Cross Ref]
Pyscher Tracey, Lozenski Brian D.. Throwaway Youth: The Sociocultural Location of Resistance to Schooling. Equity & Excellence in Education. Vol. 47(4):531–545. 2014. Informa UK Limited. [Cross Ref]
Rogers Stanton Christine. The Curricular Indian Agent: Discursive Colonization and Indigenous (Dys)Agency in U.S. History Textbooks. Curriculum Inquiry. Vol. 44(5):649–676. 2014. Informa UK Limited. [Cross Ref]
Stanton Christine R, Morrison Danielle. Investigating curricular policy as a tool to dismantle the master’s house: Indian Education for All and social studies teacher education. Policy Futures in Education. Vol. 16(6):729–748. 2018. SAGE Publications. [Cross Ref]
Williams David R., Yan Yu, Jackson James S., Anderson Norman B.. Racial Differences in Physical and Mental Health. Journal of Health Psychology. Vol. 2(3):335–351. 1997. SAGE Publications. [Cross Ref]
Zalcman Daniella. “Kill the Indian, Save the Man”. World Policy Journal. Vol. 33(3):72–85. 2016. Duke University Press. [Cross Ref]

Comments

Comment on this article

[1] Allen Walter Recharde, Jewell Joseph O.. A Backward Glance Forward: Past, Present and Future Perspectives on Historically Black Colleges and Universities. The Review of Higher Education. Vol. 25(3):241–261. 2002. Project Muse. [Cross Ref]

[2] Anderson James. The Education of Blacks in the South, 1860-1935. 1988. The University of North Carolina Press. [Cross Ref]

[3] Brown Carolyn A., Di Tillio Caterina. Discipline Disproportionality among Hispanic and American Indian Students: Expanding the Discourse in U.S. Research. Journal of Education and Learning. Vol. 2(4)2013. Canadian Center of Science and Education. [Cross Ref]

[4] Chaudhri Amina, Schau Nicole. Imaginary Indians: Representations of Native Americans in Scholastic Reading Club. Children's Literature in Education. Vol. 47(1):18–35. 2016. Springer Science and Business Media LLC. [Cross Ref]

[5] Croom Dan, Alston Antione. The Problem of Agricultural and Industrial Education for African Americans: A Historical Inquiry. Journal of Agricultural Education. Vol. 50(3):1–10. 2009. American Association for Agricultural Education. [Cross Ref]

[6] Faircloth Susan C.. Leadership in the era of the Trump presidency: implications for the education of American Indian children and youth. Journal of Educational Administration and History. Vol. 50(1):12–22. 2018. Informa UK Limited. [Cross Ref]

[7] Gabbidon Shaun L., Higgins George E., Wilder-Bonner Kideste M.. Black Supporters of Racial Profiling. Criminal Justice Policy Review. Vol. 24(4):422–440. 2013. SAGE Publications. [Cross Ref]

[8] Papageorge Nicholas, Gershenson Seth, Kang Kyung Min. Teacher Expectations Matter. 2018. National Bureau of Economic Research. [Cross Ref]

[9] John R. Gram. Acting Out Assimilation. American Indian Quarterly. Vol. 40(3)2016. Project Muse. [Cross Ref]

[10] Grande Sandy. WHITESTREAM FEMINISM AND THE COLONIALIST PROJECT: A REVIEW OF CONTEMPORARY FEMINIST PEDAGOGY AND PRAXIS. Educational Theory. Vol. 53(3):329–346. 2003. Wiley. [Cross Ref]

[11] Gregg Matthew T.. The long-term effects of American Indian boarding schools. Journal of Development Economics. Vol. 130:17–32. 2018. Elsevier BV. [Cross Ref]

[12] Jamil Faiza M., Larsen Ross A., Hamre Bridget K.. Exploring Longitudinal Changes in Teacher Expectancy Effects on Children's Mathematics Achievement. Journal for Research in Mathematics Education. Vol. 49(1):57–90. 2018. National Council of Teachers of Mathematics. [Cross Ref]

[13] Jussim Lee, Harber Kent D.. Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies. Personality and Social Psychology Review. Vol. 9(2):131–155. 2005. SAGE Publications. [Cross Ref]

[14] Kunesh Claire E., Noltemeyer Amity. Understanding Disciplinary Disproportionality: Stereotypes Shape Pre-Service Teachers’ Beliefs About Black Boys’ Behavior. Urban Education. Vol. 54(4):471–498. 2019. SAGE Publications. [Cross Ref]

[15] LOMAWAIMA K. TSIANINA. Domesticity in the federal Indian schools: the power of authority over mind and body. American Ethnologist. Vol. 20(2):227–240. 1993. Wiley. [Cross Ref]

[16] Love Bettina L.. Anti-Black state violence, classroom edition: The spirit murdering of Black children. Journal of Curriculum and Pedagogy. Vol. 13(1):22–25. 2016. Informa UK Limited. [Cross Ref]

[17] Pewewardy Cornel. Fluff and Feathers: Treatment of American Indians in the Literature and the Classroom. Equity & Excellence in Education. Vol. 31(1):69–76. 1998. Informa UK Limited. [Cross Ref]

[18] Pyscher Tracey, Lozenski Brian D.. Throwaway Youth: The Sociocultural Location of Resistance to Schooling. Equity & Excellence in Education. Vol. 47(4):531–545. 2014. Informa UK Limited. [Cross Ref]

[19] Rogers Stanton Christine. The Curricular Indian Agent: Discursive Colonization and Indigenous (Dys)Agency in U.S. History Textbooks. Curriculum Inquiry. Vol. 44(5):649–676. 2014. Informa UK Limited. [Cross Ref]

[20] Stanton Christine R, Morrison Danielle. Investigating curricular policy as a tool to dismantle the master’s house: Indian Education for All and social studies teacher education. Policy Futures in Education. Vol. 16(6):729–748. 2018. SAGE Publications. [Cross Ref]

[21] Williams David R., Yan Yu, Jackson James S., Anderson Norman B.. Racial Differences in Physical and Mental Health. Journal of Health Psychology. Vol. 2(3):335–351. 1997. SAGE Publications. [Cross Ref]

[22] Zalcman Daniella. “Kill the Indian, Save the Man”. World Policy Journal. Vol. 33(3):72–85. 2016. Duke University Press. [Cross Ref]