The Minimization Of Native American Identity

Identity in Native America is directly associated with culture and language. As a result, some of the issues today which are important in shaping the identity of modern Native Americans include: representations of native people by the media in sports and popular culture; how indigenous languages are being revitalized and maintained; and identity reclamation. The Native American lifestyle has changed significantly during the last half of the 20th century and that is because views on the Native people have drastically changed over time. They have had many hardships that have greatly impacted their culture over the past few centuries leading up to today.

Native Americans have been neglected, abused, and tormented since the 1700’s when their land was abruptly invaded by Europeans. Europeans declared this “unknown” territory to be their property from then forward and did anything and everything to make sure this would happen. This included forced assimilation, where Natives were stripped of their cultural traditions and forced to assimilate to an english speaking, westernized culture (McLeigh, 2010). This included taking children from their families and sending them to boarding school to learn a new language, new cultural traditions, and new religious practices. Starting in 1860 and lasting until 1970, children were taken from their families at a young age and often lost touch with their family

With waves of the American population moving westward, government attempted to assimilate, or integrate, Native Americans into American society. Their goal was for Native Americans to live and behave like white Americans, and for them “to cast off their savage habits and become an interesting, civilized, and Christian community” (Doc 9). Children were sent to boarding schools where they were given new clothes and haircuts, and taught English, Christianity, and American ways of life (Doc 13). While many Americans believed this would be good for the Native Americans, it effectively destroyed their culture and identity. By forcing them to learn English, they were unable to communicate the concepts, beliefs, and ideas their languages were based on. Americans did not consider the fact that English could not substitute for Native languages, because they are based on different realities, histories, and cultures (Doc 3). Assimilation turned the lives of Native Americans upside-down, forcing them to give up ideas and beliefs they had been practicing their whole lives, without any say. Slowly, Native American culture and lifestyle faded until it was nearly

Popular culture has shaped our understanding and perception of Native American culture. From Disney to literature has given the picture of the “blood thirsty savage” of the beginning colonialism in the new world to the “Noble Savage,” a trait painted by non-native the West (Landsman and Lewis 184) and this has influenced many non native perceptions. What many outsiders do not see is the struggle Native American have on day to day bases. Each generation of Native American is on a struggle to keep their traditions alive, but to function in school and ultimately graduate.

In 1876, the Indian Act was passed. This act enforced a law that required all First Nations, children below the age of 16, to attend residential schools until they were 18. To elaborate, these schools were run by not only the church, but funded by the government. Children were dragged from their homes; their ways of life, family, and friends stripped from them. While attending these schools, the native children were forced to dress, talk, and act like the white people. Any trace of First Nations culture was stripped away, leaving a raw, abused Indian. Native children experienced sexual, and physical abuse. The Christian faith was forced upon them. If the did not speak English, or follow European customs, and ways, they faced cruel consequences.

From its birth, America was a place of inequality and privilege. Since Columbus 's arrival and up until present day, Native American tribes have been victim of white men 's persecution and tyranny. This was first expressed in the 1800’s, when Native Americans were driven off their land and forced to embark on the Trail of Tears, and again during the Western American- Indian War where white Americans massacred millions of Native Americans in hatred. Today, much of the Indian Territory that was once a refuge for Native Americans has since been taken over by white men, and the major tribes that once called these reservations home are all but gone. These events show the discrimination and oppression the Native Americans faced. They were, and continue to be, pushed onto reservations,

During America’s Gilded Age, a drastic change in the west transpired. While many Native Americans had already endured profound changes, their freedom was about to become nearly extinct. It was a time in which they called the Second Industrial Revolution. There was an ample amount of natural resources and a development in the market for manufactured goods. Railroad companies flourished and alas, Indian removal was imperative in obtaining land for laborers and miners (Foner, Give Me Liberty!, p.477). As Americans wanted to take their land, they also wanted to strip Native Americans of their culture. The federal government strived in trying to civilize them, so The Bureau of Indian Affairs created boarding schools all over the west in the 1870s. These schools were for Native American children of all ages. The goal was complete “assimilation” (Mabalon, 9/9/15). The children were forced to dress differently, they gained new names, and they were isolated from any cultural influence. It was as though they were forced to give up tradition. It caused them to start having hatred towards their culture and to be ashamed of themselves. Native Americans lost their values and their freedom almost completely. They were essentially being taught how to be white capitalists. (Mabalon, 9/9/15). It wasn’t until after a long, painful struggle and resistance that they finally gained citizenship for all in 1924. Even then, there was still a great way to go until the Native Americans were able to

Native American racism has long been going on in the United States and is still prevalent to this day. The actions on the part of the people and government of the United States against the Native Americans has had a lasting effect on Native Americans. From the beginnings of the the United States, the U.S. government has pushed Native Americans off of their land to make way for white settlers and manifest destiny. The reservations that Native Americans were pushed onto have some of the lowest living conditions in the country and have high rates of poverty and unemployment. Over a span of just under one hundred years, the U.S. government pushed many Native American children into boarding schools and assimilation programs. These assimilation programs effectively slowed down the passing down of generational customs because the children were forced to adopt the new customs that the government wanted them to adopt. Children’s books commonly have stereotypes against Native Americans that warp young children’s perceptions of that particular group of people. Many sports teams across the country have Native American mascots and team names. These mascots are insensitive and contain offensive stereotypes that hurt people’s perceptions of Native Americans. For some, these are the only examples of Native Americans that they ever see, further damaging their outlook on Native American perspectives. It is important for the citizens of the United States to learn about Native American history

The identity of Alaskan Natives and Native Americans and the ability to delineate tribal affiliation has been a subject of argument for many years. The demands of federal programs determine the blood volume required to be Native. As federal programs increase and decrease so does the blood volume required to obtain these benefits. Blood quantum is the display of colonialism and is gradually eroding and eradicating the roots of indigenous people and sets a precedence that a person’s blood relates to their cultural orientation and identity. “American Indians and non-Indians have defined Indian identity through law, biology, and culture. All three overlap in specific ways, but more significantly, all have ties to outdated blood quantum

In the wake of a gruesome history of displacement and mutilation of sacred customs and beliefs, native adolescents struggle with cultural and internal identity crises. When European nations discovered an already inhabited territory, capturing, raping, and murdering tribal members, the peace and tranquility of native tribes were dismantled and smothered in colonialism destruction. Native Americans enabled and guided the settlers to thrive, explore, and prosper on the flourishing land, while they were gifted in return forced relocation, stripped of their long indigenous hair, plagued with disease, and required to learn and practice European customs.

By letting students access these books that carry false interpretation of Native Americans these facts will be ingrained into their thoughts and it will be harder for them to de-colonize all the things that they learned from when they were younger. Research has shown that these books from the scholastic reading books often make their readers question if Native American are “portrayed as savages or primitive crafts people” and now extinct instead of normal human beings (Chaudhri, 21) . In addition, there are over five hundred different tribes groups within the United States but most children literature books do not show that. By not teaching students that variety of native american tribes there are it can confuse the student and lead to make assumptions about how small or big the native americans are. Moreover, these books view Indians as people who spoke broken english and people who were about harmony with the earth (Chaudhri, 21).

Soon children were removed from their homes and placed in Indian Boarding Schools some of which were off the reservations. The goals of the boarding schools, which were run by the religious orders that were being paid by the government for the purpose of assimilating the young Indian population and desecrating their culture, were to Christianize Native Americans in hopes that they would accept our capitalistic system. “Kill the Indian…Save the Man”.

Fulfilling god’s plan, America forced Native Americans to attend boarding schools where the ideals of Christianity were implemented. In Abigail Graham’s article, “The Power of Boarding Schools,” a History of Education professor at Indiana University writes that boarding schools is a tool used to reinforce one’s ideas into individuals. Graham writes, “Boarding schools...significantly impact the social development of their students; for this reason...schools used [this] as tools for reinforcing power relationships and cultural identities.” America’s goal was to eliminate any existence of the Native’s culture by constantly embedding the values of being an American and being Christian inside the school. The boarding school is completely new to the Natives, and having someone tell them what to do was something unheard of. Within a school’s system—the students have the least authority, the teacher is second in line, and the principal is the highest. The students were of Native American descent, of course the teachers were white, and this demonstrates the power relationship with the Native Americans and the Whites; the whites had more power than the other race. Children were targets because if America were able to change the younger generation’s ideals, than as they get older their offsprings will be what America envisioned, a non-Native American who has no knowing of their culture. In Mary A. Stout book, Native American Boarding Schools, the author mentions that boarding schools

Even if boarding schools in the U.S. were under the control of the federal government and Canadian residential schools were operated together with missionary societies, to “Christianize” Native children was crucial in both systems. The major part of the U.S.’s BIA employees, being Christians, “understood Christianity as a mark of civilization” (Dawson 82). Therefore, religious training played an important role in educating Native students both in the U.S. and in Canada. According to the Meriam Report, religious education of American Indians was unsuccessful because most missionaries knew little of Native religion or life and they believed that it was necessary to destroy what the Indian people had, instead of using it as a “starting point for something else” (Meriam

Between 1790 and 1920 it was a tough time for the Indians. During that period Native Americans were forced to convert to the European-American Culture. Their whole life changed, the way of living, religion, and especially their children’s future. It was wrong of Americans to convert natives into a different society that they saw fit and not letting them express their own culture and treating them as an unworthy society.