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Papers by Jacqueline Fear-Segal

University of Nebraska Press eBooks, 2009

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

University of Nebraska Press eBooks, Oct 1, 2016

Museum Anthropology, Sep 16, 2010

The remains of 186 Native American children from nearly 50 nations are buried in the Carlisle Ind... more The remains of 186 Native American children from nearly 50 nations are buried in the Carlisle Indian School cemetery, which today stands just inside the main entrance of the U.S. Army War College, in Carlisle, PA. Taken in the late 19th and early 20th centuries from homes across the United States, these childrenFtrained for American citizenship and to reject their traditional culturesFdied and were buried far from home. The children remain historically and spiritually connected to native peoples across the United States, but the Carlisle Indian burial ground does not fall under NAGPRA. In this article, the complex history of this cemeteryFits creation, segregation, removal, contraction, transformation, and preservationFintroduces an account of its repossession by the students' descendants at ''Powwow 2000: Remembering the Carlisle Indian School.'' Parallels between the treatment of Indian dead in the Carlisle cemetery and the treatment of Indian ancestral remains are drawn; yet, although a study of loss and recovery, this is not a story of repatriation. Rather, it is an analysis of the history of a unique Indian burial site and its reclamation as a place for ceremony, healing, and recovery.

Journal of American Studies, Aug 1, 1999

From long experience and wide observation I have come to have little patience with the science of... more From long experience and wide observation I have come to have little patience with the science of ethnology that consigns a man, or race of men, to generations of slow development.

Bloomsbury Visual Arts eBooks, 2022

The Journal of American History, Jun 1, 2009

Introduction Prologue: Prisoners made Pupils I. Indian Education: Theories, Motives, Responses 1.... more Introduction Prologue: Prisoners made Pupils I. Indian Education: Theories, Motives, Responses 1. White Theories: Can the Indian be Educated? 2. Native Views: "A new road for all the Indians" II. Indian Country: Education in the West 3. Mission Schools: Precursors of a System4. Educational Ventures III. White America: Education in the East Hampton Normal and Agricultural Institute - 5. Samuel Chapman Armstrong: Educator of Backward Races 6. Thomas Wildcat Alford: Shawnee Educated in Two Worlds Carlisle Indian Industrial School 7. Richard Henry Pratt: National Universalist 8. Carlisle Campus: Landscape of Race and Erasure 9. Man-on-the-Band-Stand: Surveillance, Concealment, and Resistance 10. Indian School Cemetery: Telling Remnants IV. Modes of Cultural Survival 11. Kesetta: Memory and Recovery 12. Susie Rayos Marmon: Storytelling and Teaching Epilogue: Powwow 2000: Cultural Survival as Performance

Northeastern University Press eBooks, 2004

Eyes in the Text: Marianna Burgess and The Indian Helper JACQUELINE FEAR-SEGAL Introduction IN 18... more Eyes in the Text: Marianna Burgess and The Indian Helper JACQUELINE FEAR-SEGAL Introduction IN 1879, Captain Richard Henry Pratt was indefinitely relieved of active duty in the United States Army to organize a living experiment. In the lush valley of the Susquehanna River in ...

The foci of this chapter are the many troubling issues associated with indigenous student deaths ... more The foci of this chapter are the many troubling issues associated with indigenous student deaths at US and Canadian boarding/residential schools. These institutions were organized to strip students of their cultural traditions and loyalties, in preparation for assimilation into mainstream society. The cemetery of the Carlisle Indian Industrial School is used here as both case study and synecdoche, to address the larger geo-political and historical questions connected with this educational program of cultural genocide. By interweaving an investigation of physical changes to the cemetery with scrutiny of archival documents, the analysis reveals that behind the neat lines of cemetery stones stands a powerful but covert narrative of Native exclusion, segregation, and dispossession. The chapter argues that ongoing scrutiny of both the past and current physical site of the cemetery can supply information that is able (in part) to mitigate the silences, gaps, and pervasive deficiencies of the historical record.

Bloomsbury eBooks, Sep 21, 2017

UNP - Nebraska eBooks, Sep 7, 2017

State University of New York eBooks, Oct 1, 2013

Journal of American Studies, Apr 1, 2000

Gay-nwah was the great-grandson of the famous war chief and pan-tribal political leader, Tecumseh... more Gay-nwah was the great-grandson of the famous war chief and pan-tribal political leader, Tecumseh. Eager to lead his people, the chiefs promised him and his compatriot that when they returned, they "would be able to direct the affairs of [the] tribe and ... assume the duties ...

University of Nebraska Press eBooks, 2006

Duke University Press eBooks, Dec 31, 2023