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| education for extinction: Education for Extinction David Wallace Adams, 2020-06-10 The last Indian War was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white civilization take root while childhood memories of savagism gradually faded to the point of extinction. In the words of one official: Kill the Indian and save the man. This fully revised edition of Education for Extinction offers the only comprehensive account of this dispiriting effort, and incorporates the last twenty-five years of scholarship. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a total institution designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism. |
| education for extinction: Battlefield and Classroom Richard Henry Pratt, 2023-02-10 General Richard Henry Pratt, best known as the founder and longtime superintendent of the influential Carlisle Indian School in Pennsylvania, profoundly shaped Indian education and federal Indian policy at the turn of the twentieth century. Pratt’s long and active military career included eight years of service as an army field officer on the western frontier. During that time he participated in some of the signal conflicts with Indians of the southern plains, including the Washita campaign of 1868-1869 and the Red River War of 1874-1875. He then served as jailor for many of the Indians who surrendered. His experiences led him to dedicate himself to Indian education, and from 1879 to 1904, still on active military duty, he directed the Carlisle school, believing that the only way to save Indians from extinction was to remove Indian youth to nonreservation settings and there inculcate in them what he considered civilized ways. Pratt’s memoirs, edited by Robert M. Utley and with a new foreword by David Wallace Adams, offer insight into and understanding of what are now highly controversial turn-of-the-century Indian education policies. |
| education for extinction: Resistance and Renewal Celia Haig-Brown, 1988 A study of the system of residential schools in Canada, which were created to suppress Native culture. Includes thirteen interviews with former students at the Kamloops Indian Residential School in British Columbia. |
| education for extinction: Education at the Edge of Empire John R. Gram, 2015-06-01 For the vast majority of Native American students in federal Indian boarding schools at the turn of the twentieth century, the experience was nothing short of tragic. Dislocated from family and community, they were forced into an educational system that sought to erase their Indian identity as a means of acculturating them to white society. However, as historian John Gram reveals, some Indian communities on the edge of the American frontier had a much different experience—even influencing the type of education their children received. Shining a spotlight on Pueblo Indians’ interactions with school officials at the Albuquerque and Santa Fe Indian Schools, Gram examines two rare cases of off-reservation schools that were situated near the communities whose children they sought to assimilate. Far from the federal government’s reach and in competition with nearby Catholic schools for students, these Indian boarding school officials were in no position to make demands and instead were forced to pick their cultural battles with nearby Pueblo parents, who visited the schools regularly. As a result, Pueblo Indians were able to exercise their agency, influencing everything from classroom curriculum to school functions. As Gram reveals, they often mitigated the schools’ assimilation efforts and assured the various pueblos’ cultural, social, and economic survival. Greatly expanding our understanding of the Indian boarding school experience, Education at the Edge of Empire is grounded in previously overlooked archival material and student oral histories. The result is a groundbreaking examination that contributes to Native American, Western, and education histories, as well as to borderland and Southwest studies. It will appeal to anyone interested in knowing how some Native Americans were able to use the typically oppressive boarding school experience to their advantage. |
| education for extinction: Children Left Behind Tim A. Giago, 2006 Known as residential schools in Canada. Includes poems (poetry). |
| education for extinction: Eating to Extinction Dan Saladino, 2022-02-01 A New York Times Book Review Editors' Choice What Saladino finds in his adventures are people with soul-deep relationships to their food. This is not the decadence or the preciousness we might associate with a word like “foodie,” but a form of reverence . . . Enchanting. —Molly Young, The New York Times Dan Saladino's Eating to Extinction is the prominent broadcaster’s pathbreaking tour of the world’s vanishing foods and his argument for why they matter now more than ever Over the past several decades, globalization has homogenized what we eat, and done so ruthlessly. The numbers are stark: Of the roughly six thousand different plants once consumed by human beings, only nine remain major staples today. Just three of these—rice, wheat, and corn—now provide fifty percent of all our calories. Dig deeper and the trends are more worrisome still: The source of much of the world’s food—seeds—is mostly in the control of just four corporations. Ninety-five percent of milk consumed in the United States comes from a single breed of cow. Half of all the world’s cheese is made with bacteria or enzymes made by one company. And one in four beers drunk around the world is the product of one brewer. If it strikes you that everything is starting to taste the same wherever you are in the world, you’re by no means alone. This matters: when we lose diversity and foods become endangered, we not only risk the loss of traditional foodways, but also of flavors, smells, and textures that may never be experienced again. And the consolidation of our food has other steep costs, including a lack of resilience in the face of climate change, pests, and parasites. Our food monoculture is a threat to our health—and to the planet. In Eating to Extinction, the distinguished BBC food journalist Dan Saladino travels the world to experience and document our most at-risk foods before it’s too late. He tells the fascinating stories of the people who continue to cultivate, forage, hunt, cook, and consume what the rest of us have forgotten or didn’t even know existed. Take honey—not the familiar product sold in plastic bottles, but the wild honey gathered by the Hadza people of East Africa, whose diet consists of eight hundred different plants and animals and who communicate with birds in order to locate bees’ nests. Or consider murnong—once the staple food of Aboriginal Australians, this small root vegetable with the sweet taste of coconut is undergoing a revival after nearly being driven to extinction. And in Sierra Leone, there are just a few surviving stenophylla trees, a plant species now considered crucial to the future of coffee. From an Indigenous American chef refining precolonial recipes to farmers tending Geechee red peas on the Sea Islands of Georgia, the individuals profiled in Eating to Extinction are essential guides to treasured foods that have endured in the face of rampant sameness and standardization. They also provide a roadmap to a food system that is healthier, more robust, and, above all, richer in flavor and meaning. |
| education for extinction: Native American Boarding Schools Mary A. Stout, 2012-04-23 A broadly based historical survey, this book examines Native American boarding schools in the United States from Puritan times to the present day. Hundreds of thousands of Native Americans are estimated to have attended Native American boarding schools during the course of over a century. Today, many of the off-reservation Native American boarding schools have closed, and those that remain are in danger of losing critical federal funding. Ironically, some Native Americans want to preserve them. This book provides a much-needed historical survey of Native American boarding schools that examines all of these educational institutions across the United States and presents a balanced view of many personal boarding school experiences-both positive and negative. Author Mary A. Stout, an expert in American Indian subjects, places Native American boarding schools in context with other American historical and educational movements, discussing not only individual facilities but also the specific outcomes of this educational paradigm. |
| education for extinction: Tools for Extinction Naja Marie Aidt, Olivia Sudjic, Enrique Vila-Matas, 2020 Eighteen international writers respond to the open-ended period of social distancing, closures, and illness caused by Covid-19. Compiled during the initial lockdown in Europe, this special collection is a meteoric publishing project with contributions from some of the most exciting and innovative authors working today. Original work by Enrique Vila-Matas, Olivia Sudjic, Jon Fosse, Inger Wold Lund, Vi Khi Nao, Patrícia Portela, Lucie Elven, Mara Coson, Christina Hesselholdt, Jean-Baptiste Del Amo, Naja Marie Aidt, Michael Salu, Joanna Walsh, Jakuta Alikavazovic, Anna Zett, Emilio Fraia, Frode Grytten, and Olga Ravn Translations by Margaret Jull Costa, Zoë Perry, Martin Aitken, Denise Newman, Paul Russell Garrett, Damion Searls, and Rahul Bery Meditating on notions of distance and closeness, sameness and alterity, extinguishing and kindling, Tools for Extinction considers how a common pause might give rise to new modes of domesticity and shift experiences of time. What gestures and actions are we willing to perform to make ourselves, and each other, feel at ease - or at work? What tools and objects are useful, or unprecedentedly useless, to us in the process? And as our species' trademark proclivity for projecting ourselves into the future is disrupted, might we come to see the buildings, animals, plants, and foodstuffs around us in a new light? The anthology takes its name from Steven Brand's Whole Earth Catalog, a 1960s counterculture compendium of product reviews, essays, and articles on the themes of self-sufficiency, ecology, and alternative education. By giving access to tools, a new social order and a more sustainable Earth was imagined. Compiled, edited and with a foreword by Denise Rose Hansen. Praise for Tools for Extinction The strongest lockdown literature - Michael La Pointe, TLS All the pieces here feel like they could end abruptly. They often do. This gives the collection a start and stop quality that feels appropriate. Our newsfeed minds are often diving in and self-ejecting out of intimate scenes from others' lives. Reading this book is akin to wandering around the authors homes, seeing if they've got any grand truths on the mantelpiece or in the basket on the landing. But there's often no lesson to be learned from solitude other than the experience of it. The hope carried in this book is that we can lean on fiction even beyond its breaking point - and our own - Republic of Consciousness Tools for Extinction grapples with the grief, trauma and anxiety of Covid-19 without presenting these phenomena as something entirely new. It is not a time capsule or a pandemic diary. It is not meant to be a record of an aberration to be read in libraries and schools in 2021 that look just like those of 2019. Tools for Extinction is meant to show that artists will have to adapt. The fact that the book came together in a few short months during a lockdown shows it can be done. And the resonance that the writing has for a reader still in lockdown shows that art still matters - Artist Books Reviews Tools for Extinction is acute literature. . . it signals the emergence of crisis-responsive fiction - Klaus Rothstein, Weekendavisen |
| education for extinction: Native Activism in Cold War America Daniel M. Cobb, 2008 Broadens the scope and meaning of American Indian political activism by focusing on the movement's early--and largely neglected--struggles, revealing how early activists exploited Cold War tensions in ways that brought national attention to their issues. |
| education for extinction: Words Have a Past Jane Griffith, 2019-04-08 For nearly 100 years, Indian boarding schools in Canada and the US produced newspapers read by white settlers, government officials, and Indigenous parents. These newspapers were used as a settler colonial tool, yet within these tightly controlled narratives there also existed sites of resistance. This book traces colonial narratives of language, time, and place from the nineteenth-century to the present day, post-Truth and Reconciliation Commission. |
| education for extinction: Boarding School Blues Clifford E. Trafzer, Jean A. Keller, Lorene Sisquoc, 2006-01-01 An in depth look at boarding schools and their effect on the Native students. |
| education for extinction: Boarding School Seasons Brenda J. Child, 1998-01-01 Looks at the experiences of children at three off-reservation Indian boarding schools in the early years of the twentieth century. |
| education for extinction: The Song of the Dodo David Quammen, 1997-04-14 Takes a close-up look at island biogeography, the science of the geographic distribution of life on islands, and its significance in terms of evolution and extinction. |
| education for extinction: On Extinction Melanie Challenger, 2021-03-16 Realizing the link between her own estrangement from nature and the cultural shifts that led to a dramatic rise in extinctions, award–winning writer Melanie Challenger travels in search of the stories behind these losses. From an exploration of an abandoned mine in England to an Antarctic sea voyage to South Georgia's old whaling stations, from a sojourn in South America to a stay among an Inuit community in Canada, she uncovers species, cultures, and industries touched by extinction. Accompanying her on this journey are the thoughts of anthropologists, biologists, and philosophers who have come before her. Drawing on their words as well as firsthand witness and ancestral memory, Challenger traces the mindset that led to our destructiveness and proposes a path of redemption rooted in our emotional responses. This sobering yet illuminating book looks beyond natural devastation to examine why and what's next. |
| education for extinction: Carlisle Indian Industrial School Jacqueline Fear-Segal, Susan D. Rose, 2016-10 The Carlisle Indian School (1879-1918) was an audacious educational experiment. Lieutenant Richard Henry Pratt, the school's founder and first superintendent, persuaded the federal government that training Native children to accept the white man's ways and values would be more efficient than fighting deadly battles. The result was that the last Indian war would be waged against Native children in the classroom. More than 8,500 children from virtually every Native nation in the United States were taken from their homes and transported to Pennsylvania. Carlisle provided a blueprint for the federal Indian school system that was established across the United States and also served as a model for many residential schools in Canada. The Carlisle experiment initiated patterns of dislocation and rupture far deeper and more profound and enduring than its founder and supporters ever grasped. Carlisle Indian Industrial School offers varied perspectives on the school by interweaving the voices of students' descendants, poets, and activists with cutting-edge research by Native and non-Native scholars. These contributions reveal the continuing impact and vitality of historical and collective memory, as well as the complex and enduring legacies of a school that still affects the lives of many Native Americans. |
| education for extinction: The Invaders Pat Shipman, 2015-03-10 A Times Higher Education Book of the Week Approximately 200,000 years ago, as modern humans began to radiate out from their evolutionary birthplace in Africa, Neanderthals were already thriving in Europe—descendants of a much earlier migration of the African genus Homo. But when modern humans eventually made their way to Europe 45,000 years ago, Neanderthals suddenly vanished. Ever since the first Neanderthal bones were identified in 1856, scientists have been vexed by the question, why did modern humans survive while their closest known relatives went extinct? “Shipman admits that scientists have yet to find genetic evidence that would prove her theory. Time will tell if she’s right. For now, read this book for an engagingly comprehensive overview of the rapidly evolving understanding of our own origins.” —Toby Lester, Wall Street Journal “Are humans the ultimate invasive species? So contends anthropologist Pat Shipman—and Neanderthals, she opines, were among our first victims. The relationship between Homo sapiens and Homo neanderthalensis is laid out cleanly, along with genetic and other evidence. Shipman posits provocatively that the deciding factor in the triumph of our ancestors was the domestication of wolves.” —Daniel Cressey, Nature |
| education for extinction: The Earth Memory Compass Farina King, 2018-10-01 The Diné, or Navajo, have their own ways of knowing and being in the world, a cultural identity linked to their homelands through ancestral memory. The Earth Memory Compass traces this tradition as it is imparted from generation to generation, and as it has been transformed, and often obscured, by modern modes of education. An autoethnography of sorts, the book follows Farina King’s search for her own Diné identity as she investigates the interconnections among Navajo students, their people, and Diné Bikéyah—or Navajo lands—across the twentieth century. In her exploration of how historical changes in education have reshaped Diné identity and community, King draws on the insights of ethnohistory, cultural history, and Navajo language. At the center of her study is the Diné idea of the Four Directions, in which each of the cardinal directions takes its meaning from a sacred mountain and its accompanying element: East, for instance, is Sis Naajiní (Blanca Peak) and white shell; West, Dook’o’oosłííd (San Francisco Peaks) and abalone; North, Dibé Nitsaa (Hesperus Peak) and black jet; South, Tsoodził (Mount Taylor) and turquoise. King elaborates on the meanings and teachings of the mountains and directions throughout her book to illuminate how Navajos have embedded memories in landmarks to serve as a compass for their people—a compass threatened by the dislocation and disconnection of Diné students from their land, communities, and Navajo ways of learning. Critical to this story is how inextricably Indigenous education and experience is intertwined with American dynamics of power and history. As environmental catastrophes and struggles over resources sever the connections among peoplehood, land, and water, King’s book holds out hope that the teachings, guidance, and knowledge of an earth memory compass still have the power to bring the people and the earth together. |
| education for extinction: Physical Education Futures David Kirk, 2009-09-10 Can we imagine a future in which physical education in schools no longer exists? In this controversial and powerful meditation on physical education, David Kirk argues that a number of different futures are possible. Kirk argues that multi-activity, sport-based forms of physical education have been dominant in schools since the mid-twentieth century and that they have been highly resistant to change. The practice of physical education has focused on the transmission of de-contextualised sport-techniques to large classes of children who possess a range of interests and abilities, where learning rarely moves beyond introductory levels. Meanwhile, the academicization of physical education teacher education since the 1970s has left teachers less well prepared to teach this programme than they were previously, suggesting that the futures of school physical education and physical education teacher education are intertwined. Kirk explores three future scenarios for physical education, arguing that the most likely short-term future is ‘more of the same’. He makes an impassioned call for radical reform in the longer-term, arguing that without it physical education faces extinction. No other book makes such bold use of history to interrogate the present and future configurations of the discipline, nor offers such a wide-ranging critique of physical culture and school physical education. This book is essential reading for all serious students and scholars of physical education and the history and theory of education. |
| education for extinction: American Indian Education, 2nd Edition Jon Reyhner, Jeanne Eder, 2017-11-02 Before Europeans arrived in North America, Indigenous peoples spoke more than three hundred languages and followed almost as many distinct belief systems and lifeways. But in childrearing, the different Indian societies had certain practices in common—including training for survival and teaching tribal traditions. The history of American Indian education from colonial times to the present is a story of how Euro-Americans disrupted and suppressed these common cultural practices, and how Indians actively pursued and preserved them. American Indian Education recounts that history from the earliest missionary and government attempts to Christianize and “civilize” Indian children to the most recent efforts to revitalize Native cultures and return control of schools to Indigenous peoples. Extensive firsthand testimony from teachers and students offers unique insight into the varying experiences of Indian education. Historians and educators Jon Reyhner and Jeanne Eder begin by discussing Indian childrearing practices and the work of colonial missionaries in New France (Canada), New England, Mexico, and California, then conduct readers through the full array of government programs aimed at educating Indian children. From the passage of the Civilization Act of 1819 to the formation of the Bureau of Indian Affairs in 1824 and the establishment of Indian reservations and vocation-oriented boarding schools, the authors frame Native education through federal policy eras: treaties, removal, assimilation, reorganization, termination, and self-determination. Thoroughly updated for this second edition, American Indian Education is the most comprehensive single-volume account, useful for students, educators, historians, activists, and public servants interested in the history and efficacy of educational reforms past and present. |
| education for extinction: Giraffe Extinction Tanya Anderson, 2019-10-01 Quietly, without most people noticing, the population of giraffes in the wild has decreased by nearly 40 percent since 1985. Giraffes have disappeared entirely from seven countries where they used to live. Researchers believe fewer than 98,000 exist in the wild—fewer even than endangered African elephants. In 2016, the International Union for the Conservation of Nature added giraffes to the organization's Red List of Threatened Species. What is causing their disappearance? Overpopulation of humans in giraffe habitats and illegal poaching. Learn about giraffes' physical characteristics, habitats, and life cycles; examine the dangers they face from humans and climate change; and meet the scientists working to save these gentle giants using technology and conservation efforts. |
| education for extinction: Beloved Beasts: Fighting for Life in an Age of Extinction Michelle Nijhuis, 2021-03-09 Winner of the Sierra Club's 2021 Rachel Carson Award One of Chicago Tribune's Ten Best Books of 2021 Named a Top Ten Best Science Book of 2021 by Booklist and Smithsonian Magazine At once thoughtful and thought-provoking,” Beloved Beasts tells the story of the modern conservation movement through the lives and ideas of the people who built it, making “a crucial addition to the literature of our troubled time (Elizabeth Kolbert, author of The Sixth Extinction). In the late nineteenth century, humans came at long last to a devastating realization: their rapidly industrializing and globalizing societies were driving scores of animal species to extinction. In Beloved Beasts, acclaimed science journalist Michelle Nijhuis traces the history of the movement to protect and conserve other forms of life. From early battles to save charismatic species such as the American bison and bald eagle to today’s global effort to defend life on a larger scale, Nijhuis’s “spirited and engaging” account documents “the changes of heart that changed history” (Dan Cryer, Boston Globe). With “urgency, passion, and wit” (Michael Berry, Christian Science Monitor), she describes the vital role of scientists and activists such as Aldo Leopold and Rachel Carson, reveals the origins of vital organizations like the Audubon Society and the World Wildlife Fund, explores current efforts to protect species such as the whooping crane and the black rhinoceros, and confronts the darker side of modern conservation, long shadowed by racism and colonialism. As the destruction of other species continues and the effects of climate change wreak havoc on our world, Beloved Beasts charts the ways conservation is becoming a movement for the protection of all species including our own. |
| education for extinction: Polar Bears on the Edge Morten Joergensen, 2015-04-27 Do you like polar bears? Do you want polar bears to be around in 50 years? Do you think that climate change is the only major threat to polar bear survival? Do you believe that polar bears are adequately protected today? Would you like to contribute to saving polar bears today and in the future? If your answer to any of those questions is yes, you need to read this book. This book is an eye-opener and should kick off extensive debates.Dr. Thor S. Larsen, professor emeritus, Member of the IUCN Polar Bear Specialist Group 1968-1985. In this impassioned book Morten raises very important, provocative questions that are not being addressed by the international environmental groups. Art Wolfe, Award-winning conservation photographer. In this book, the author analyses the current status of the polar bear. And he punctures the myth that polar bears are well protected and managed today. While most people think that global warming is the overhanging threat to polar bear survival, the author documents that it is actually the continuation of an unsustainable hunting pressure that is driving the species towards extinction. Across 228 pages, interspersed with beautiful photographs, Morten Joergensen demonstrates how there are probably fewer polar bears than most authorities claim, how hunting is the greatest manageable threat to the species, how current protection measures are insufficient, how the animal has been commercialized and how lack of courage and honesty is allowing this scenario to continue. The book also contains a long string of realistic and very urgent recommendations for action - to save polar bears before they are gone forever. |
| education for extinction: The Education of Little Tree Forrest Carter, 2001-08-31 The Education of Little Tree has been embedded in controversy since the revelation that the autobiographical story told by Forrest Carter was a complete fabrication. The touching novel, which has entranced readers since it was first published in 1976, has since raised questions, many unanswered, about how this quaint and engaging tale of a young, orphaned boy could have been written by a man whose life was so overtly rooted in hatred. How can this story, now discovered to be fictitious, fill our hearts with so much emotion as we champion Little Tree’s childhood lessons and future successes? The Education of Little Tree tells with poignant grace the story of a boy who is adopted by his Cherokee grandmother and half-Cherokee grandfather in the Appalachian Mountains of Tennessee during the Great Depression. “Little Tree,” as his grandparents call him, is shown how to hunt and survive in the mountains and taught to respect nature in the Cherokee Way—taking only what is needed, leaving the rest for nature to run its course. Little Tree also learns the often callous ways of white businessmen, sharecroppers, Christians, and politicians. Each vignette, whether frightening, funny, heartwarming, or sad, teaches our protagonist about life, love, nature, work, friendship, and family. A classic of its era and an enduring book for all ages, The Education of Little Tree continues to share important lessons. Little Tree’s story allows us to reflect on the past and look toward the future. It offers us an opportunity to ask ourselves what we have learned and where it will take us. |
| education for extinction: Education for Tomorrow Michael Risku, Letitia Harding, 2013-02-11 Education for Tomorrow A Biocentric, Student-Focused Approach to Education Reform Michael Risku University of the Incarnate Word, USA and Letitia Harding University of the Incarnate Word, USA There are many books on the market which discuss indigenous ways of knowing, and bemoan western society’s seeming lack of interest in anything other than scientific fact-based knowledge. Equally plentiful are the writings of critical theorists who consider today’s public education system to be divisive, and manipulated by those in power to ensure that their children have the educational advantages needed to maintain the elite hierarchical status quo. Education for Tomorrow is unique in that it brings both of these approaches together first by examining the ways that indigenous people and women of all cultures acquire and pass on knowledge, and the deleterious effects that enforced Eurocentric systems have had on that process. The authors then turn to public schools to explore the influences, both good and bad, that today’s programs have on the distribution of opportunities afforded to all children in the United States. Finally, they offer suggestions for a revolutionary education system which highlights the need for all students to have the encouragement and freedom to look critically and rationally at their lives and at their relationship with the natural world. This can be achieved by looking back to the pedagogical methods of our indigenous ancestors, and forward to a time when all children, regardless of ethnic or socio-economic heritage, are taught in such a way that every aspect of their lives is addressed, nurtured, valued, and enhanced. |
| education for extinction: The World Becomes What We Teach Zoe Weil, 2016-04-01 New Revised Edition. How can we create a just, healthy, and humane world? What is the path to developing sustainable energy, food, transportation, production, construction, and other systems? What’s the best strategy to end poverty and ensure that everyone has equal rights? How can we slow the rate of extinction and restore ecosystems? How can we learn to resolve conflicts without violence and treat other people and nonhuman animals with respect and compassion? The answer to all these questions lies with one underlying system—schooling. To create a more sustainable, equitable, and peaceful world, we must reimagine education and prepare a generation to be solutionaries—young people with the knowledge, tools, and motivation to create a better future. This book describes how we can (and must) transform education and teaching; create such a generation; and build such a future. |
| education for extinction: The Myth of the Saving Power of Education Hannah Adams Ingram, 2021-05-20 In the United States, young people are bombarded with messages that they must go to college in order to secure their place in the middle class. Those who are most disadvantaged in society are the most frequent recipients of this rhetoric because people believe that education is the one ticket that can save them from poverty. Like the belief that there is only one avenue for salvation from hell to heaven, the notion of salvific education presents a single answer to the problem of inequality--if you want to be saved from poverty and oppression, you must go to college. In this book, Hannah Adams Ingram interrogates the presumed promise of education and argues that the myth itself perpetuates, rather than alleviates, social inequality. The Myth of the Saving Power of Education asks educators to reclaim the liberative potential of education and asks Christians to repent of judging individual worth based on the same merits as the secular market system. |
| education for extinction: The Indian History of an American Institution Colin G. Calloway, 2010-05-11 A history of the complex relationship between a school and a people |
| education for extinction: The Art of Americanization at the Carlisle Indian School Hayes Peter Mauro, 2023-06-15 Established by an act of Congress in 1879, the Carlisle Indian Industrial School in central Pennsylvania was conceived as a paramilitary residential boarding school that would solve the then-pressing Indian Question by forcibly assimilating and Americanizing Native American youth. A major part of this process was the so-called before and after portrait, which displayed the individual in his or her allegedly degenerate state before Americanization, and then again following its conclusion. In this historical study, Mauro analyzes the visual imagery produced at the Carlisle Indian Industrial School as a specific instance of the aesthetics of Americanization at work. His work combines a consideration of cultural contexts and themes specific to the United States of the time and critical theory to flesh out innovative historical readings of the photographic materials. |
| education for extinction: EarthEd (State of the World) The Worldwatch Institute, 2017-04-20 Today's students will face the unprecedented challenges of a rapidly warming world, including emerging diseases, food shortages, drought, and waterlogged cities. How do we prepare 9.5 billion people for life in the Anthropocene, to thrive in this uncharted and more chaotic future? Answers are being developed in universities, preschools, professional schools, and even prisons around the world. In the latest volume of State of the World, a diverse group of education experts share innovative approaches to teaching and learning in a new era. EarthEd will inspire anyone who wants to prepare students not only for the storms ahead but to become the next generation of sustainability leaders. |
| education for extinction: Lost Animals Errol Fuller, 2013-11-21 Caught on camera prior to their demise, this book reveals the surprisingly rich photographic record of now-extinct animals. A photograph of an animal long-gone evokes a feeling of loss more than a painting ever can. Often tinted sepia or black-and-white, these images were mainly taken in zoos or wildlife parks, and in a handful of cases featured the last known individual of the species. There are some familiar examples, such as Martha, the last Passenger Pigeon, or the Ivory-billed Woodpecker, recently fledged and perching happily on the hat of one of the biologists that had just ringed it. But for every Martha there are a number of less familiar extinct birds and mammals that were caught on camera. The photographic record of extinction is the focus of this remarkable book, written by the world's leading authority on vanished animals, Errol Fuller. Lost Animals features photographs dating from around 1870 to as recently as 2004, the year that saw the demise of the Hawaiian Po'ouli. From a mother Thylacine and her pups to now-extinct birds such as the Heath Hen and Carolina Parakeet, Fuller tells the tale of each animal, why it became extinct, and discusses the circumstances surrounding the photography itself, in a book rich with unique images. The photographs themselves are poignant and compelling. They provide a tangible link to animals that have now vanished forever, in a book that brings the past to life while delivering a warning for the future. |
| education for extinction: The Education of Clarence Three Stars Philip Burnham, 2024-05 In The Education of Clarence Three Stars Philip Burnham tells the life story of the remarkable Packs the Dog, a member of the Minneconjou Lakotas who was born in 1864 east of the Black Hills. His father, Yellow Knife, died when the boy was five, and the family eventually enrolled at Pine Ridge Agency with the Oglalas under an uncle’s name, Three Stars. In 1879 Packs the Dog joined the first class of Indian students to be admitted to the Carlisle Indian Industrial School. An enthusiastic student, Clarence Three Stars, as he would come to be known, was one of five Lakota children who volunteered to stay at Carlisle after the three-year plan of instruction was finished—though he eventually left the school in frustration. Three Stars returned to Pine Ridge and married Jennie Dubray, another Carlisle veteran, and they had seven children. The life of Lakota advocate Three Stars spanned a time of dramatic change for Native Americans, from the pre-reservation period through the Dawes Act of 1887 until just before the Indian Reorganization Act of 1934. Three Stars was a teacher, interpreter, catechist, lawyer, and politician who lived through the federal policy of American Indian assimilation in its many guises, including boarding school education, religious conversion, land allotment, and political reorganization. He used the fundamentals of his own boarding school education to advance the welfare of the Oglala Lakota people, even when his efforts were deemed threatening or subversive. His dedication to justice, learning, and self-governance informed a distinguished career of classroom excellence and political advocacy on his home reservation of Pine Ridge. |
| education for extinction: Canada's Residential Schools: The History, Part 1, Origins to 1939 Commission de vérité et réconciliation du Canada, 2016 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The History, Part 1, Origins to 1939 places Canada’s residential school system in the historical context of European campaigns to colonize and convert Indigenous people throughout the world. In post-Confederation Canada, the government adopted what amounted to a policy of cultural genocide: suppressing spiritual practices, disrupting traditional economies, and imposing new forms of government. Residential schooling quickly became a central element in this policy. The destructive intent of the schools was compounded by chronic underfunding and ongoing conflict between the federal government and the church missionary societies that had been given responsibility for their day-to-day operation. A failure of leadership and resources meant that the schools failed to control the tuberculosis crisis that gripped the schools for much of this period. Alarmed by high death rates, Aboriginal parents often refused to send their children to the schools, leading the government adopt ever more coercive attendance regulations. While parents became subject to ever more punitive regulations, the government did little to regulate discipline, diet, fire safety, or sanitation at the schools. By the period’s end the government was presiding over a nation-wide series of firetraps that had no clear educational goals and were economically dependent on the unpaid labour of underfed and often sickly children. |
| education for extinction: The North American Indians in Early Photographs Paula Richardson Fleming, Judith Luskey, 1988 The 300 magnificent photographs in this book, taken from the collection at the Smithsonian Institution, offer a unique record of the Indians of North America. |
| education for extinction: Earth in Mind David W. Orr, 2004-07-30 In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that: alienates us from life in the name of human domination causes students to worry about how to make a living before they know who they are overemphasizes success and careers separates feeling from intellect and the practical from the theoretical deadens the sense of wonder for the created world The crisis we face, Orr explains, is one of mind, perception, and values. It is, first and foremost, an educational challenge. The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the terrible simplifiers who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life. |
| education for extinction: Driven to Extinction Richard Pearson, 2011 Explores the possible effects of global warming and climate change on more than a million species around the globe. |
| education for extinction: An Educational Guide on Monarch Butterflies Maria Romero, 2016 |
| education for extinction: The Extinction Trials S.M. Wilson, 2017-09 Stormchaser wants to escape her starved, grey life. Lincoln wants to save his dying sister. Their only chance is to join an expedition to a deadly country to steal the eggs of vicious dinosaurs. If they succeed, their reward is a new life filled with riches. But in a land full of monsters - both human and reptilian - only the ruthless will survive. Jurassic Park meets The Hunger Games in this epic new series. |
| education for extinction: The Intellectual Species John Rodden, 2022 This book explores the prospects for survival of what we have come to know as â oethe intellectualâ in the post-Gutenberg age. It addresses the contemporary history of this â oespeciesâ spawned in the print age, meditating on the precarious future of international intellectual life in the digital era of nanosecond soundbites, fake news, smart phones, and clicks and scrolls in lieu of reading. The book ponders these issues as it addresses the examples of a diverse group of British, American, French, and German intellectuals of the post- World War II era. These â oecase historiesâ showcase concretely the â oestate of the cultureâ in the context of particular lives, offering diverse intellectual portraiture featuring a wide range of writers across the ideological spectrum. The key family resemblance of these figures is that most of them are contrarians, regardless of whether they were freelance writers or academic intellectuals, American or British or European, and chiefly imaginative writers or non-fiction writers and scholars. Among the intellectuals discussed are George Orwell, Dwight Macdonald, Irving Howe, Camille Paglia, Albert Camus, Robert Havemann, and others. Regardless of which intellectual domains occupied their energies, the histories of all of them yield insight into the transformation of cultural life in recent decades and the contrasting challenges faced by intellectuals of earlier eras versus our own. These issues are of paramount significance for all those who care about the life of the mind and the future of homo sapiens. |
| education for extinction: Extinction Studies Deborah Bird Rose, Thom Van Dooren, Matthew Chrulew, 2017 Extinction Studies focuses on the entangled ecological and social dimensions of extinction, exploring the ways in which extinction catastrophically interrupts life-giving processes of time, death, and generations. The volume opens up important philosophical questions about our place in, and obligations to, a more-than-human world. Drawing on fieldwork, philosophy, literature, history, and a range of other perspectives, each of the chapters in this book tells a unique extinction story that explores what extinction is, what it means, why it matters--and to whom. |
Education for Extinction: American Indians and the B…
May 29, 2020 · Education for Extinction is a foundational study for anyone interested in boarding schools, Indian education, and American history.”— Clifford E. Trafzer , distinguished …
Education for Extinction - University Press of Kansas
Education for Extinction American Indians and the Boarding School Experience, 1875–1928 Second Edition, Revised and Expanded. by David Wallace Adams. Imprint: University …
Education for Extinction - Wikipedia
Education for Extinction is an exhaustive history of assimilation era American Indian education, particularly its boarding schools. [1] Adams contends that boarding schools …
Education for Extinction - WordPress.com
Education for extinction : American Indians and the boarding school experience, 1875-1928 / David Wallace Adams, p. cm. Includes bibliographical references and index. ISBN 0-7006 …
Education for Extinction: American Indians and the B…
Education for Extinction: American Indians and the Boarding School Experience, 1875-1928. Adams, David Wallace This book examines how government boarding schools were …
Education for Extinction: American Indians and the Boarding ...
May 29, 2020 · Education for Extinction is a foundational study for anyone interested in boarding schools, Indian education, and American history.”— Clifford E. Trafzer , distinguished professor of history and …
Education for Extinction - University Press of Kansas
Education for Extinction American Indians and the Boarding School Experience, 1875–1928 Second Edition, Revised and Expanded. by David Wallace Adams. Imprint: University Press of Kansas. Sales Date: June 2020
Education for Extinction - Wikipedia
Education for Extinction is an exhaustive history of assimilation era American Indian education, particularly its boarding schools. [1] Adams contends that boarding schools were the federal government's key means for …
Education for Extinction - WordPress.com
Education for extinction : American Indians and the boarding school experience, 1875-1928 / David Wallace Adams, p. cm. Includes bibliographical references and index. ISBN 0-7006-0735-8 1. Indian …
Education for Extinction: American Indians and the Boarding ...
Education for Extinction: American Indians and the Boarding School Experience, 1875-1928. Adams, David Wallace This book examines how government boarding schools were used for acculturating American Indian youth to …
