Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawai'i's Public Schools, 1913-1940

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Autor/in	Taira, Derek
Titel	Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawai'i's Public Schools, 1913-1940
Quelle	In: Teachers College Record, 123 (2021) 8, S.59-85 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681211048625
Schlagwörter	Hawaiians; United States History; Educational History; Public Schools; Futures (of Society); Foreign Policy; Social Systems; Political Attitudes; Land Settlement; Educational Strategies; Whites; Local History; Racial Segregation; Archives; Administrator Attitudes; News Reporting; Power Structure; Public Education; Educational Policy; Social Change; Social Action; Role of Education + Suchen Sie Ihr Suchwort? Hawaianer; History of education; Bildungsgeschichte; Public school; Öffentliche Schule; Future; Society; Zukunft; Außenpolitik; Social system; Soziales System; Political attitude; Politische Einstellung; Siedlungsraum; Lehrstrategie; White; Weißer; Ortsgeschichte; Rassentrennung; Archivwesen; Archiv; News report; Reportage; Öffentliche Erziehung; Politics of education; Bildungspolitik; Sozialer Wandel; Soziales Handeln; Bildungsauftrag
Abstract	Background/Context: Current historical understanding of Hawai'i's territorial period celebrates American education as a crucial influence on the islands' political development. In particular, the territory's public school system represents an essential institution for spreading democratic freedom, fostering social mobility, and, more importantly, establishing America's presence as a positive influence on Hawai'i's political destiny. There has yet, however, to be a critical look at how White territorial school leaders used the public school system as a settler colonial institution with the intent of producing a compliant non-White population accepting of the nation's racially stratified social, political, and economic systems of inequality. Focus of Study: Making Hawai'i American was about controlling the islands' past and determining its future. Cultivating consent, as this article contends, was a critical strategy to reach this end. White school officials used their uncontestable authority to uproot local history and social systems and replace them with narratives affirming American exceptionalism and racial segregation. Throughout the territorial period (1900-1959), they designed and supported formal and informal schooling practices and policies to inculcate Hawai'i's majority nonwhite students with American values, norms of behavior, and political beliefs to socially engineer acceptance of White American authority and racial hierarchy. Through repetition and enforcement of these practices and policies, they sought to replace the unfavorable local memory of American involvement in the forced 1893 overthrow of Queen Lili'uokalani and Native protests over U.S. annexation in 1898 with an affirmative, progressive narrative justifying America's presence and jurisdiction as a beneficent enterprise. Research Design: This article brings historical inquiry to this topic and uses archival materials from the University Archives and Pacific-Hawaiian Collections at the University of Hawai'i at Manoa. Those include the entire collection of the Hawaii Educational Review, correspondence and memos produced by schoolmen (White male school officials and administrators), and newspaper clippings. It also draws on secondary literature to help further contextualize this topic. Conclusions/Recommendations: The history of White educators in territorial Hawai'i reveals how public education under their leadership constituted a colonizing project designed to limit student opportunities and determine their futures. The challenge for scholars and educators is not to consign such histories to mere reflections on past mistakes but to identify how forms of oppressive education continue to manifest in schools today and impact student lives. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01