Difference between revisions of "328 2010--Week 3 Questions/Comments"
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(→US, 178-193, Devon Mihesuah, “’Too Dark to Be Angels’: The Class System among the Cherokees at the Female Seminary”) |
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Another point I did not understand at first was why the darker girls, who had more Cherokee blood were being made fun of because of it. “Mixed-blood students frequently scorned those girls who had less white blood and darker skin,” (pg.180). Is this not a school for assimilation for the Cherokee girls? Reading further in I found that the women and girls of this school strive to be “equal” to white women, as “anything ‘white’ was ideal” stated Kate O’Donald Ringland, (pg.181). For this fact, to be as white as possible, the seminary’s repressed all Cherokee values and “offered no courses focusing on Cherokee culture,” (pg.178). ---Morgan M. | Another point I did not understand at first was why the darker girls, who had more Cherokee blood were being made fun of because of it. “Mixed-blood students frequently scorned those girls who had less white blood and darker skin,” (pg.180). Is this not a school for assimilation for the Cherokee girls? Reading further in I found that the women and girls of this school strive to be “equal” to white women, as “anything ‘white’ was ideal” stated Kate O’Donald Ringland, (pg.181). For this fact, to be as white as possible, the seminary’s repressed all Cherokee values and “offered no courses focusing on Cherokee culture,” (pg.178). ---Morgan M. | ||
| − | I think Erin brings up a great point that I did not catch myself. Although the schools did seem to instill a sense of Cherokee within in the women, I think the schools main accomplishment was the desire to be more "white", as Morgan points out. I think this was really emphasized through the perceptions of intelligence among the girls at the seminary and the teaching that was going on. As quoted on page 181, Albert Sydney Wyly "expressed his impatience with the full-blood girls by referring to the mixed-bloods as "whiter" and therefore "more intellectual". I think these schools were set up to Americanize the Native American population, rather than instill Cherokee ideals. | + | I think Erin brings up a great point that I did not catch myself. Although the schools did seem to instill a sense of Cherokee within in the women, I think the schools main accomplishment was the desire to be more "white", as Morgan points out. I think this was really emphasized through the perceptions of intelligence among the girls at the seminary and the teaching that was going on. As quoted on page 181, Albert Sydney Wyly "expressed his impatience with the full-blood girls by referring to the mixed-bloods as "whiter" and therefore "more intellectual". I think these schools were set up to Americanize the Native American population, rather than instill Cherokee ideals. -abratchi |
== US, 194-220, Paige Raibmon, “The Practice of Everyday Colonialism: Indigenous Women at Work in the Hop Fields and Tourist Industry of Puget Sound” == | == US, 194-220, Paige Raibmon, “The Practice of Everyday Colonialism: Indigenous Women at Work in the Hop Fields and Tourist Industry of Puget Sound” == | ||
