Indians at Hampton Institute, 1877-1923
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A01=Donal F. Lindsey
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American Indians
ARCIA
Author_Donal F. Lindsey
biracial
Black
Black Americans
Black Indians
Black students
Carlisle
Category=JBSL11
colonialization
Dawes Act
decline
Elaine Goodale
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eq_isMigrated=2
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eq_non-fiction
eq_society-politics
Freedman's Bureau
Hampton School
Hampton University
Herbert Welsh
Indian education
Indian program
Indian students
industrial education
NARA
national Indian policy
nineteenth century
Samuel Chapman Armstrong
segregation
students
Williams College
Product details
- ISBN 9780252021060
- Weight: 567g
- Dimensions: 152 x 229mm
- Publication Date: 01 Dec 1994
- Publisher: University of Illinois Press
- Publication City/Country: US
- Product Form: Hardback
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Reform and racism at the famed industrial school
Founded in 1868, Hampton Institute educated almost 1400 members of sixty-five Native American peoples. Donal F. Lindsey examines the interactions among Indigenous people, Blacks, and whites at the nation’s premier industrial school for racial minorities.
Lindsey's analysis traces the rise and decline of the program for Indigenous Americans while analyzing the program’s impact on the campaign for Native education. Lindsey also examines how the two marginalized races at Hampton viewed each other and white society. Though integration prevailed in much of student life, it resulted in even greater accommodation to a racist society. The weaknesses and strengths attributed to one race were used with “tender violence” to remake the other, in a program in which the powerful and the powerless remained so regardless of segregation or integration.
Founded in 1868, Hampton Institute educated almost 1400 members of sixty-five Native American peoples. Donal F. Lindsey examines the interactions among Indigenous people, Blacks, and whites at the nation’s premier industrial school for racial minorities.
Lindsey's analysis traces the rise and decline of the program for Indigenous Americans while analyzing the program’s impact on the campaign for Native education. Lindsey also examines how the two marginalized races at Hampton viewed each other and white society. Though integration prevailed in much of student life, it resulted in even greater accommodation to a racist society. The weaknesses and strengths attributed to one race were used with “tender violence” to remake the other, in a program in which the powerful and the powerless remained so regardless of segregation or integration.
