The Indian history of an American institution: Native Americans and Dartmouth

Calloway, Colin G.

doi:10.1349/ddlp.699

Cited by 10 publications

(7 citation statements)

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“…Moreover, institutions, most led by clergy and businessmen, used their connections to secure land from Native peoples through theft and violence. Leaders engaged in their own version of manifest destiny by allowing donors to believe they would be evangelizing and civilizing Indians (Calloway, 2010; Wright, 1988). The end result was education extended to White men, several who would later become leaders of these same institutions and follow similar practices of deception, violence, and monetary gain in the name of White superiority.…”

Section: Us Higher Education History As Primer For Continued Racial Inequitymentioning

confidence: 99%

Disrupting Postsecondary Prose

2015

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Ladson-Billings and Tate ushered critical race theory (CRT) into education and challenged racial inequities in schooling contexts. In this article, I consider the role CRT can play in disrupting postsecondary prose, or the ordinary, predictable, and taken for granted ways in which the academy has functioned for centuries as a bastion of racism and White supremacy. I disrupt racelessness in education, but focus primarily on postsecondary contexts related to history, access, curriculum, policy, and research. The purpose of this article is to commemorate and extend Ladson-Billings and Tate’s work toward a CRT of higher education.

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Section: Us Higher Education History As Primer For Continued Racial Inequitymentioning

confidence: 99%

Disrupting Postsecondary Prose

2015

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“…Similarly, Dartmouth College was built with charitable funds collected with the assistance of Samson Occom, a Mohegan student. Eleazar Wheelock, Dartmouth's founder, and Occom collected 12,000 pounds from Great Britain for Indigenous education-the largest endowment of any college at the time (Calloway, 2002(Calloway, , 2010(Calloway, , 2021. Very few Indigenous students graduated from these three colleges in the 17th and into the 18th centuries (Calloway, 2010(Calloway, , 2021Carney, 1999).…”

Section: Ambo and Rocha Beardallmentioning

confidence: 99%

“…Eleazar Wheelock, Dartmouth's founder, and Occom collected 12,000 pounds from Great Britain for Indigenous education-the largest endowment of any college at the time (Calloway, 2002(Calloway, , 2010(Calloway, , 2021. Very few Indigenous students graduated from these three colleges in the 17th and into the 18th centuries (Calloway, 2010(Calloway, , 2021Carney, 1999). As an example, just before the Revolutionary War, approximately 240 years after their establishment, Harvard, William and Mary, and Dartmouth only enrolled 47 Indigenous students, of whom only 4 graduated (Carney, 1999).…”

Section: Ambo and Rocha Beardallmentioning

confidence: 99%

Performance or Progress? The Physical and Rhetorical Removal of Indigenous Peoples in Settler Land Acknowledgments at Land-Grab Universities

Stewart-Ambo

Beardall

2022

American Educational Research Journal

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Land acknowledgments are an evolving practice to recognize local Indigenous Peoples as traditional stewards of their homelands. Using a content and discourse analysis, we conduct the first empirical study of U.S. land acknowledgment statements focusing on the 47 land-grab universities created under the 1862 Morrill Act. We find that LGUs tend to adopt statements in urban areas, where federally recognized tribes are present, and at institutions with over 100 enrolled Native American students. Land acknowledgment statements also commonly name local Indigenous Peoples yet often fail to articulate their responsibilities to them, include superficial gestures, and center multicultural language. We offer “rhetorical removal” to describe the tendency of land-grab universities to deploy language that selectively erases Indigenous Peoples and, thus, argue that statements must directly address settler colonial legacies of violence and redistribute material support for Indigenous students and partnerships with Native nations.

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“…In addition to Ponceau's conversation with the Abenaki man during the revolution, in 1773, Thomas Kendall, a charity school missionary, reported that much of his time at Kahnawake was spent "mending their pens & seting their Coppys & hearing them read" -implying that some youths in this town were actively learning to read and write and that some of them could indeed read. 85 Six years later, an account book for the Indian Department indicates that a small amount of money was paid out for schooling the community's children. 86 For both communities, colonial officials and missionaries printed resources for the teaching of reading and writing.…”

Section: Other Strategies and Motivations For Engagement With Schools And Alphabetic Literaciesmentioning

confidence: 99%

Borderlands, Primary Sources, and the Longue Durée: Contextualizing Colonial Schooling at Odanak, Lorette, and Kahnawake, 1600–1850

Peace

2017

HSE/RHE

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The historiographies of Indigenous engagement with colonial-style schools and colleges in New England, New York, and New France have different trajectories. In New England and New York, as colonial settlers expanded onto their lands over the eighteenth century, members of the Mohegan, Narragansett, Pequot, and Kanien'kehá:ka (Mohawk) nations built schools. In New France — where colonial expansion happened much more slowly — historians suggest that interaction with formal schooling stopped as the demographic balance shifted to favour the French settlers occupying Abenaki, Algonquin, Innu, Kanien'kehá:ka, and Wendat lands. By examining the deployment of colonial schooling over an Indigenous landscape during the seventeenth and eighteenth centuries, this paper makes some tentative arguments about how these divergent historiographies might be stitched together, emphasizing how access to school- ing has been a continuous and central site of contest between Indigenous and colonial societies since the very beginning of the colonization of northeastern North America by England and France. Only in the late eighteenth century—when colonial pressures on land and resources were acutely felt — were these ideas taken up directly within Indigenous communities to such an extent that schools were built and teachers trained. RÉSUMÉ Les historiographies de la relation des Autochtones avec les écoles et collèges coloniaux de la Nouvelle-Angleterre, de New York et de la Nouvelle-France ont emprunté des trajectoires différentes. En Nouvelle-Angleterre et à New York les membres des nations Mohegan, Narragansett, Pequot, et Kanien'kehá:ka (Mohawk) ont construit des écoles au fur et à mesure que les colons empiétaient sur leurs terres au cours du XVIIIe siècle. En Nouvelle-France, où l’expansion coloniale s’est produite beaucoup plus lentement, les historiens suggèrent plutôt que l’interaction avec l’enseignement scolaire s’arrête lorsque l’équilibre démographique bascule en faveur des colons français occupant les territoires des Abénakis, des Algonquins, des Innus, des Kanien'kehá:ka, et des Wendats. En examinant la mise en place de l’école coloniale dans le paysage autochtone au cours des XVIIe et XVIIIe siècles, cet article propose quelques hypothèses sur la façon dont ces historiographies divergentes pourraient être assemblées, en soulignant comment l’accès à l’enseignement a été un lieu central et continu de contestation entre les sociétés autochtones et coloniales depuis le tout début de la colonisation du nord-est de l’Amérique du Nord par l’Angleterre et la France. C’est seulement vers la fin du XVIIIe siècle — lorsque les pressions coloniales sur le territoire et les ressources ont été vivement ressenties—que ces idées ont été reprises directement par les communautés autochtones, au point que des écoles ont été construites et que des enseignants ont été formés.

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The Indian history of an American institution: Native Americans and Dartmouth

Cited by 10 publications

References 0 publications

Disrupting Postsecondary Prose

Disrupting Postsecondary Prose

Performance or Progress? The Physical and Rhetorical Removal of Indigenous Peoples in Settler Land Acknowledgments at Land-Grab Universities

Borderlands, Primary Sources, and the Longue Durée: Contextualizing Colonial Schooling at Odanak, Lorette, and Kahnawake, 1600–1850

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