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Imua, Me Ka Hopo Ole - "Forward, Without Fear": Native Hawaiians and American Schooling in Territorial Hawai軻i, 1900-1941
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Imua, Me Ka Hopo Ole - "Forward, Without Fear": Native Hawaiians and American Schooling in Territorial Hawai軻i, 1900-1941. |
| 개인저자 | Taira, Derek. |
| 단체저자명 | The University of Wisconsin - Madison. History. |
| 발행사항 | [S.l.]: The University of Wisconsin - Madison., 2016. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2016. |
| 형태사항 | 244 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781088308424 |
| 학위논문주기 | Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Reese, William J. |
| 이용제한사항 | This item must not be sold to any third party vendors.This item must not be added to any third party search indexes. |
| 요약 | This dissertation tells a local story about schools that involves all levels of government, the economy, and social relations in territorial Hawai軻i. It emphasizes and connects to national discussions and tensions involving the noble rhetoric of democracy and equal opportunity and the harsh realities of race and capitalism as well as transnational struggles between white settler nationalism and indigenous self-determination. It also provides an alternative narrative framework for reexamining schools and schooling as important sites of contestation where Natives and colonizers shaped and defined public education according to their needs and goals.For the white minority elite, schools represented spaces for Americanizing students as part of a larger state-building project meant to legitimize U.S. control of Hawai軻i. They relied on schools to socially engineer acceptance of American occupation and annexation of the islands by constructing and disseminating a historical narrative linking Hawai軻i's past with America's Manifest Destiny. This process involved revising, contextualizing, and naturalizing nineteenth-century American missionary "civilizing" influence, U.S. acts of aggression, and breaches of American democratic principles as part of a necessary series of benevolent linear events for making Hawai軻i American.Depicting the history of territorial Hawai軻i solely as a story of oppression and deception, however, overemphasizes the power and autonomy of professional schoolmen and business elites to convince Native Hawaiians what to believe. This narrative understates the impact of parental influence, grassroots activism, and community support in shaping and supporting how Native Hawaiian students responded to assimilationist messages in schools. It also misses other ways cultural identity, professional ambition, and ethnic pride influenced how individual Native students expressed their own desires and interests independent of white schoolmen's expectations.Native Hawaiian students, their families, and communities selected and rejected various aspects of American schooling according to their needs. While they were not impervious to all aspects of Americanization, they were not victims. Native Hawaiians understood the importance of schooling for the advancement and survival of their culture, community, and children. They saw in schools the opportunities to avoid economic and political marginalization and they actively encouraged participation as a means to secure success in an Americanizing Hawai軻i. |
| 일반주제명 | American history. Education history. Ethnic studies. Pacific Islander people. Native American studies. Native students. Manifest Destiny. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
