A NATIVE AMERICAN GIRL AT RISK FOR CULTURAL IDENTITY LOSS
An Indian agent arrives at the home of a Native couple who have a 6-year-old female Native child named Velma. According to law, Velma must attend an “Indian” boarding school, which is 25 miles from their home. Velma is forcibly removed from her home and family, flailing and crying for her parents, who are both visibly upset. She is transported to a government “Indian” boarding school. Upon her arrival, Velma is told to remove her clothing. She is “deloused” and clothed in an ill-fitting dress and hard leather lace-up shoes. Velma is then taken to have her hair cropped short and is then brought to a dormitory with many other girls of various ages and tribes. Velma is told that if she needs anything, she must ask for it in English, which is a language she doesn’t speak or understand.
The mornings are spent with housekeeping duties and the afternoons with classwork and learning homemaking skills. The nights are filled with sadness, and the sounds of Velma’s sadness mix with those of others in her dormitory. One night Velma flees the school and makes her way home. The next afternoon the Indian agent arrives with law enforcement and Velma is returned to the “Indian” boarding school. This process is repeated several times until Velma finally accepts her fate. Except for a visit during the holidays, she doesn’t see her parents or home for the next 8 years.
When Velma finally “graduates” from the boarding school, she is a stranger in her own home and community, fitting in neither with her Native family nor with the White community.
Please note the grading rubric. This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. APA must be strictly followed. Minimum 5 references should be utilized to validate answers. The submission should be minimally 3 pages not counting the cover page and references.
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An Indian agent arrives at the home of a Native couple who have a 6-year-old female Native child named Velma
**Introduction**
The scenario presented illustrates a heartbreaking reality faced by many Native American children who were forcibly removed from their families and communities to attend government-run boarding schools. Velma’s experience highlights the traumatic impact of cultural identity loss and the lasting effects of assimilation policies on Indigenous peoples. This essay will explore the psychological, social, and cultural implications of Velma’s experience, along with the ethical considerations surrounding the Indian boarding school system.
**Graduate-Level Questions**
**Psychological Impact**: How might Velma’s experience at the Indian boarding school affect her psychological well-being, including her sense of identity, self-esteem, and mental health? Consider the trauma of separation from her family, forced assimilation, and the loss of cultural connection.
**Social Isolation**: Discuss the social consequences of Velma’s isolation from her family and community for eight years. How might her inability to fully integrate into either her Native or White communities contribute to feelings of alienation and marginalization?
**Cultural Identity Loss**: Analyze the process of cultural identity loss experienced by Velma during her time at the boarding school. How might the suppression of her language, traditions, and familial bonds impact her sense of self and connection to her Indigenous heritage?
**Interrogating Assimilation Policies**: Evaluate the ethical implications of the Indian boarding school system and its role in the forced assimilation of Native American children. How do such policies reflect colonial attitudes towards Indigenous peoples, and what are the long-term consequences for Indigenous communities?
**Resilience and Healing**: Explore strategies for supporting individuals like Velma in reclaiming and revitalizing their cultural identity after experiencing cultural trauma. How can Indigenous cultural practices, community support networks, and trauma-informed care contribute to healing and resilience?
**Conclusion**
The case of Velma underscores the devastating impact of cultural assimilation policies on Indigenous peoples and the ongoing legacy of historical trauma within Native American communities. Addressing the systemic injustices perpetuated by Indian boarding schools requires acknowledging the intergenerational trauma experienced by survivors and their descendants, along with a commitment to promoting cultural revitalization and Indigenous self-determination. By centering Indigenous voices, honoring treaty rights, and supporting community-led initiatives, we can work towards healing the wounds of the past and building a future of reconciliation and respect for Indigenous rights and sovereignty.
References:
Brayboy, B. M. J., Castagno, A. E., & Maughan, E. (2010). Indigenous knowledges and the story of the bean. Harvard Educational Review, 80(1), 1-21.
Brave Heart, M. Y. H., & DeBruyn, L. M. (1998). The American Indian Holocaust: Healing historical unresolved grief. American Indian and Alaska Native Mental Health Research, 8(2), 56-78.
Duran, E., & Duran, B. (1995). Native American postcolonial psychology. SUNY Press.
National Native American Boarding School Healing Coalition. (2020). The devils we knew: Exploring the legacy of forced boarding schools in the US. Retrieved from https://boardingschoolhealing.org/research/the-devils-we-knew/
Smith, A. D. (2006). Colonizing knowledges. Duke University Press.
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