![]() Much top-down official evidence is available for scholars seeking to understand the nature of these campaigns. Huge numbers of Indian and Irish children confronted educational systems designed to separate them from local cultural values. 1820s–1920s) the US and British governments utilized elementary education as a tool of assimilation. E-mail Alerts Help Feedback American Society for Ethnohistory © 2012 by American Society for Ethnohistory Print ISSN: 0014-1801 Online ISSN: 1527-5477 var gaJsHost = (("https:" = ) ? " : " document.write(unescape("%3Cscript src='" + gaJsHost + "/ga.js' type='text/javascript'%3E%3C/script%3E")) var pageTracker = _gat._getTracker("UA-5666725-1") pageTracker._trackPageview() Ībstract During the nineteenth and early twentieth centuries (ca. Related Content Load related web page information Social Bookmarking CiteULike Connotea Delicious Digg Facebook Google+ Reddit Technorati Twitter What's this? Current Issue Winter 2012, 59 (1) Alert me to new issues of Ethnohistory Duke University Press Journals ONLINE About the Journal Editorial Board Submission Guidelines Permissions Advertising Indexing / Abstracting Privacy Policy Subscriptions Library Resource Center Activation / Acct. Indeed, we often have little else to provide historical perspectives on assimilationist schooling “from the bottom up.” CiteULike Connotea Delicious Digg Facebook Google+ Reddit Technorati Twitter What's this? « Previous | Next Article » Table of Contents This Article doi: 10.1215/00141801-1435374 Ethnohistory 2012 Volume 59, Number 1: 1-25 » Abstract Full Text (PDF) References Classifications Article Services Email this article to a colleague Alert me when this article is cited Alert me if a correction is posted Similar articles in this journal Similar articles in Web of Science Download to citation manager Citing Articles Load citing article information Citing articles via Web of Science Google Scholar Articles by Coleman, M. ![]() This article suggests that by employing five critical tests we can use autobiography to gain some sense of narrators' earlier experiences as schoolchildren and of them as active agents in their own lives. But often the historian must rely heavily on autobiographical reminiscences recorded decades later. Occasionally evidence survives of pupils' voices of long ago. Unlike anthropologists or sociologists, historians cannot observe or interview as children those whom they study. However, the problem of finding the voices of those at the receiving end-and of attempting to discover pupil agency, as the recent paradigm in childhood research advocates-is especially severe for historians. ![]() Seeking the Voices of American Indian and Irish Schoolchildren (1820s–1920s): Autobiographical Reminiscence as Historical Source Seeking the Voices of American Indian and Irish Schoolchildren (1820s–1920s): Autobiographical.Ībstract During the nineteenth and early twentieth centuries (ca.
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