Domesticity in the federal Indian schools

the power of authority over mind and body

Research output: Contribution to journalArticle

74 Citations (Scopus)

Abstract

This study of off‐reservation boarding schools for Native Americans illustrates how Indian students contested federal authority. Analyzing domesticity training and notions of proper dress for female students, it sheds light on the relations of power within the schools as the U.S. government tried to train Indians for subservience according to 19th‐century racist theories of their circumscribed physical and mental development. Archival records document federal practice; narratives by alumni of the Chilocco Indian Agricultural School in Oklahoma provide student perspectives. The bloomer story, an important shared narrative, symbolizes student cooperation within (and competition between) gender‐defined peer groups. [American Indians, education, women, boarding schools, power relations, resistance, ethnicity] 1993 American Anthropological Association

Original languageEnglish (US)
Pages (from-to)227-240
Number of pages14
JournalAmerican Ethnologist
Volume20
Issue number2
DOIs
StatePublished - 1993
Externally publishedYes

Fingerprint

boarding school
federal authority
school
narrative
alumni
student
peer group
American Indian
female student
ethnicity
education

ASJC Scopus subject areas

  • Anthropology

Cite this

Domesticity in the federal Indian schools : the power of authority over mind and body. / Lomawaima, K Tsianina.

In: American Ethnologist, Vol. 20, No. 2, 1993, p. 227-240.

Research output: Contribution to journalArticle

@article{61e1a79c2a82430a8e170e347f659204,
title = "Domesticity in the federal Indian schools: the power of authority over mind and body",
abstract = "This study of off‐reservation boarding schools for Native Americans illustrates how Indian students contested federal authority. Analyzing domesticity training and notions of proper dress for female students, it sheds light on the relations of power within the schools as the U.S. government tried to train Indians for subservience according to 19th‐century racist theories of their circumscribed physical and mental development. Archival records document federal practice; narratives by alumni of the Chilocco Indian Agricultural School in Oklahoma provide student perspectives. The bloomer story, an important shared narrative, symbolizes student cooperation within (and competition between) gender‐defined peer groups. [American Indians, education, women, boarding schools, power relations, resistance, ethnicity] 1993 American Anthropological Association",
author = "Lomawaima, {K Tsianina}",
year = "1993",
doi = "10.1525/ae.1993.20.2.02a00010",
language = "English (US)",
volume = "20",
pages = "227--240",
journal = "American Ethnologist",
issn = "0094-0496",
publisher = "Wiley-Blackwell",
number = "2",

}

TY - JOUR

T1 - Domesticity in the federal Indian schools

T2 - the power of authority over mind and body

AU - Lomawaima, K Tsianina

PY - 1993

Y1 - 1993

N2 - This study of off‐reservation boarding schools for Native Americans illustrates how Indian students contested federal authority. Analyzing domesticity training and notions of proper dress for female students, it sheds light on the relations of power within the schools as the U.S. government tried to train Indians for subservience according to 19th‐century racist theories of their circumscribed physical and mental development. Archival records document federal practice; narratives by alumni of the Chilocco Indian Agricultural School in Oklahoma provide student perspectives. The bloomer story, an important shared narrative, symbolizes student cooperation within (and competition between) gender‐defined peer groups. [American Indians, education, women, boarding schools, power relations, resistance, ethnicity] 1993 American Anthropological Association

AB - This study of off‐reservation boarding schools for Native Americans illustrates how Indian students contested federal authority. Analyzing domesticity training and notions of proper dress for female students, it sheds light on the relations of power within the schools as the U.S. government tried to train Indians for subservience according to 19th‐century racist theories of their circumscribed physical and mental development. Archival records document federal practice; narratives by alumni of the Chilocco Indian Agricultural School in Oklahoma provide student perspectives. The bloomer story, an important shared narrative, symbolizes student cooperation within (and competition between) gender‐defined peer groups. [American Indians, education, women, boarding schools, power relations, resistance, ethnicity] 1993 American Anthropological Association

UR - http://www.scopus.com/inward/record.url?scp=84981926383&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84981926383&partnerID=8YFLogxK

U2 - 10.1525/ae.1993.20.2.02a00010

DO - 10.1525/ae.1993.20.2.02a00010

M3 - Article

VL - 20

SP - 227

EP - 240

JO - American Ethnologist

JF - American Ethnologist

SN - 0094-0496

IS - 2

ER -