校殖民主义浪潮下的印第安原住民教育与社会--以安德烈·劳伦斯《一所印第安日的见闻》为例

Indigenous Education and Society in the Wave of School Colonialism:A Case Study of Andre Lawrence's An Indian Day

由安德烈·劳伦斯(AdreaLawrence)著、堪萨斯大学出版社(UniversityPressofKansas)出版的《一所印第安日校的见闻》(LessonsFromAnIndianDaySchool)一书生动阐释了1902年至1907年间在新墨西哥州北部殖民者与印第安原住民之间的长期博弈和斗争,及印第安原住民对于统治者从排斥到逐渐接纳的历程。十九世纪末二十世纪初,白人统治者对于教育的普及从一定程度上促进了印第安原住民的现代化,推动他们西进运动后在工业化的时代浪潮下通过接受教育,接受美国社会主流价值观,从而逐渐融入美国社会,实现被压迫民族的社会化。《一所印第安日校的见闻》一书将学校视为二十世纪初联系殖民主义与反殖民主义教育的纽带。由此,我们可以从中得到弱势群体通过普及教育改变自己被压迫的命运,虽然不可否认的是有时教育是强者对弱者的统治手段和工具,催生了占有主流文化地位的民族对于少数族裔的文化统治与文化同化效应。

Lessons From An Indian Day School composed by Adrea Lawrence and published by the University Press of Kansas vigorously illustrates the long-term game playing and struggle between rulers at the north of New Mexico and Indian residents from 1902 to 1907, along with the rejection to the adoption of Indian aborigines in confront of colonizers. At the turn of the 20th Century, the rulers’ policy of universal education has somehow spurred the modernization of aboriginal Indian residents. Additionally, it motivated the aborigine to adapt themselves to the mainstream value of American society by receiving education embraced with the tide of industrialization after Westward Expansion, accompanied by gradual integration into American society with realization of socialization as a nation under oppression. Lessons From An Indian Day School is acknowledged as a masterpiece connecting the education of colonialism and anti-colonialism at the beginning of the 20th Century. Therefore, we can draw the conclusion that the underprivileged are granted with the opportunity to alter the destiny of being oppressed with the assistance of universal education. Although there is no denying that education serves as the means and tools of governance in presence of the disadvantaged, it incubates the cultural governance of the nation occupying dominance on the minorities with cultural assimilation.