Carlisle Indian Industrial School: Indigenous Histories, Memories, and Reclamations
- Submitting institution
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The University of East Anglia
- Unit of assessment
- 25 - Area Studies
- Output identifier
- 182632644
- Type
- B - Edited book
- DOI
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-
- Publisher
- University of Nebraska Press
- ISBN
- 978-0-8032-7891-2
- Open access status
- -
- Month of publication
- October
- Year of publication
- 2016
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
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1
- Research group(s)
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- Proposed double-weighted
- Yes
- Double-weighted statement
- This long-form output, comprising twenty-two original chapters and a substantive introduction, developed out of sustained research over more than a decade, presenting different perspectives, multi-layered investigations, and creative works. Incorporating voices of Natives and non-Natives, the collection derives from a successful Symposium; the co-editors invited contributions for publication, organised into six themes. Fear-Segal contributed two research-rich chapters: (1) the school cemetery as a racial inscription on the landscape; (2) recovery of the stories of two lost children through archival research. She led in writing the historically contextualising introduction and the chronology. All chapters were jointly edited, some revised multiple times.
- Reserve for an output with double weighting
- No
- Additional information
- This collection is the published legacy of a unique event: the Carlisle Indian School Symposium. Organised by Fear-Segal and Rose, in 2012, it brought 295 (one third Native) delegates together in Carlisle PA, to examine procedures and legacies of the first government Indian boarding school dedicated to expunging Indian cultures through re-education.
Fear-Segal is author of a prize-winning monograph on Indian boarding schools and Rose researches collective trauma and memory. Together as co-editors, they selected the symposium presentations most suitable for expansion and publication, organising the submitted chapters into six sections. They commented on, revised, and edited all the chapters. None was rejected, but several required substantial re-conceptualising and re-writing. The lives of the students who attended Carlisle and interrogation of the site of the school and its cemetery lie at the heart of this collection. The over-arching editorial goal was to present different perspectives, multi-layered research investigations, student descendant memoirs, creative works, and the most up-to-date scholarship on the Indian School, within the frame of important theories about intergenerational trauma and educational genocide.
A substantial Fear-Segal/Rose co-written introduction places the history of Carlisle within its broad historical context and links the school to on-going international developments. Two pivotal chapters were contributed by Fear-Segal. In chapter 9, “The History and Reclamation of a Scared Space”, she interweaves traditional archival research with spatial analysis [using maps, charts, photographs and fieldwork] to uncover evidence that is missing or concealed in the official record, and lay bare truths about the racial ideology that permeated both the cemetery and the school. In chapter 11, “The Lost Ones: Piecing Together the Story,” she demonstrates how archival documents and photographs can be used to link past with present and offer opportunities for reclamation and empowerment, as well as for restoring fractured family and tribal histories.
- Author contribution statement
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- Non-English
- No
- English abstract
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