美国政府强制同化印第安人教育政策的制订与实施（1877-1928）

发布时间：2018-05-15 00:43

本文选题：印第安人 + 强制同化　；参考：《东北师范大学》2012年博士论文

【摘要】：19世纪70年代到20世纪20年代，美国联邦政府开展了以“强制性”为主要特征、旨在“文明开化”土著美国人的同化教育运动。为实现在一代人之内将蒙昧的印第安人融入白人文明社会的目标，政府于1889年出台了强制同化印第安人教育政策。政府大力兴办同化教育政策实施的主体保留地外寄宿学校，通过加大经费投入，实行强迫性教育、唯英语教育和工业技能培训，，向印第安下一代灌输白人的价值观和道德思想，包括英语的威力、自立意识、个人主义、财产观、爱国主义和基督教文明等。由于印第安下一代被置于唯英语环境下的印第安保留地外寄宿学校，原有传统文化彻底瓦解，而白人的世界观又无法取而代之，因此，接受强制同化教育的印第安下一代失去了人生信仰和文化归属感。同时，随着政策的的逐步推行，一系列难以解决的现实问题接踵而来，与印第安事务有关的政府部门官僚作风盛行，政府官员和学校雇员腐败严重，学校管理者采取严重摧残学生身心健康的军事模式和体罚形式管理学生，教育内容与学生离校之后的生活又相去甚远，等等。一些民间机构、印第安人事务专家、接受强制同化教育的印第安人、政府官员和公众的反对呼声越来越强烈，1928年，政府被迫承认政策的失败，长达50年的强制同化教育政策宣告终结。旨在快速全面同化印第安人的强制同化教育政策的本质是文化侵略和文化毁灭，它违反了道义和人性，其目标违背了文化多元化发展的总体趋势，因此失败的后果是不可避免的。论文共分四章：第一章，阐述了强制同化印第安人教育政策的思想根源、理论基础及时代背景，揭示了同化教育政策出台的历史必然性，它反应了始终在美国白人意识形态中起主导作用的欧洲白人文明是文明的高级形态而印第安文明是落后文明，需要被进步与先进文明彻底摧毁并取代的思想，所以被社会印第安人事务专家所推崇，同时它也代表了当时美国政府的现实需求，需要安抚在过去的印第安政策中受伤害甚至摧残的印第安民族，帮助他们成为自食其力的社会群体，塑造联邦政府在美国少数民族中开明睿智、宽宏仁慈的形象，将印第安人手中的剩余土地尽收囊中，彻底消除印第人对国家政治经济发展的隐患。第二章，讨论了强制同化印第安人教育政策的制订、内容与实施目标。分析了政策出台前十几年中政府所做的一系列准备工作，概述了同化教育政策的总体原则及内容要点，指出联邦政府和社会印第安人事务专家同化教育政策的宏大既定目标：通过印第安同化教育将白人的价值观、道德观、知识、语言和生活方式全部灌输给印第安下一代，要他们变成白人，以期加快整个印第安民族的文明开化进程，最经济有效、最根本地解决印第安人问题，并为分地政策的贯彻执行和相关法律体系的有效推行提供根本保障。第三章，论述了强制同化印第安人教育政策的实施模式。总结了政策的实施措施，包括增加教育经费投入，实行强迫教育，实行唯英语教育，大力发展印第安学校尤其是保留地外寄宿学校等，其中保留地外寄宿学校的大力发展和唯英语教育的强制推行是强制同化印第安人教育政策的主要特征，证明了该时期联邦政府印第安教育政策的本质：让印第安下一代远离印第安传统文化的影响，让他们像白人一样思维，让他们只会说白人的语言，做白人做的事情，让印第安人彻底实现文化变迁，彻底被同化到白人主流文化当中。第四章，剖析了以寄宿学校教育和唯英语教育为主要特征的强制同化印第安人教育政策实施的效果及失败的必然性。美国政府投入大量人力、物力、财力对印第安人实施强制同化教育，但通过受教育的一代人快速同化印第安人的目标远未实现，因为政策无视各民族以自身的民族性存在的价值，无视民族成员个体的意愿。面对事实，政府终止了强制同化印第安人教育政策的执行。
[Abstract]:From 1870s to 1920s, the United States federal government carried out the "compulsory" as the main feature to "civilize" the assimilation education movement of indigenous Americans. In order to achieve the goal of integrating the ignorant Indians into the white civilized society within a generation, the government introduced compulsory assimilation of Indian Education in 1889. Policy. The main body of the government to vigorously promote the implementation of the assimilation education policy is to retain the outside boarding schools. By increasing the funding, forcing education, only English education and industrial skills training, it instills the values and moral ideas of the white people to the next generation of Indian, including the power of English, self-reliance, individualism, property outlook, and patriotism. And Christian civilization, etc.
Since the next generation of Indian is placed in an English - only environment of Indian, the original traditional culture is completely disintegrated, and the world view of the white people can not be replaced. Therefore, the next generation of Indian, who accepts the compulsory assimilation education, has lost the belief in life and the sense of culture. The difficult to solve practical problems ensue, the bureaucratic style of government departments related to Indian affairs prevails, the corruption of government officials and school employees is serious. The school administrators take the military model and the form of corporal punishment that seriously destroy the physical and mental health of the students to manage the students, and the content of the education is far from the life after the students leave school, and so on. In 1928, the government was forced to recognize the failure of the policy and the 50 year compulsory assimilation education policy was terminated.
The essence of the compulsory assimilation education policy aimed at rapidly and comprehensively assimilating the Indians is cultural aggression and cultural destruction. It violates moral and human nature. Its goal is contrary to the general trend of cultural pluralism, so the consequences of failure are inevitable.
The thesis is divided into four chapters.
The first chapter expounds the ideological root, the theoretical basis and the background of the compulsory assimilation of the Indian education policy, and reveals the historical inevitability of the introduction of the policy of assimilation education. It reacts the European white civilization which has always played a leading role in the white ideology of the United States as the advanced form of civilization and that the Indian civilization is a backward civilization. The thought that was completely destroyed and replaced by progress and advanced civilization was admired by the experts of the Indian Affairs of the society. At the same time, it also represented the actual needs of the American government at that time, and needed to appease the Indian people who had been injured or destroyed in the past Indian policies, helping them to become a social group of self-reliance and to shape the Federation. The government is wise and benevolent among the ethnic minorities in the United States, with a generous and benevolent image of the remaining land in the hands of the Indians to completely eliminate the hidden dangers to the political and economic development of the state.
The second chapter discusses the formulation, content and goal of compulsory assimilation of Indian education policy. It analyzes a series of preparatory work done by the government in more than ten years before the introduction of the policy, summarizes the general principles and contents of the policy of assimilation education, and points out that the great policy of assimilation education of the federal government and the experts of the social Indian affairs is not only great. Target: through the assimilation education of Indian, the values, ethics, knowledge, language and life style of the white people are instilled to the next generation of Indian, and they should be turned into white people in order to speed up the civilization process of the entire Indian nation, the most economical and effective, the most fundamental solution of the problems of the Indians, and the implementation of the land policy and the implementation of the policy. The fundamental guarantee for effective implementation of relevant legal system is provided.
The third chapter discusses the implementation mode of compulsory assimilation of Indian education policy, and summarizes the implementation measures of the policy, including increasing the investment of education funds, implementing forced education, implementing English only education, developing Indian schools, especially the reservation of foreign boarding schools, and so on, which retain the vigorous development of the outside boarding schools and the only English teaching. The compulsory education is the main feature of the compulsory assimilation of Indian education policy, which proves the essence of the federal government's education policy in Indian at the time: let the next generation of Indian keep away from the influence of the traditional culture of Indian, make them think like white people, let them speak only white language, do what Whites do, and make Indians thorough. At the bottom, cultural change is completely assimilated into the mainstream culture of white people.
The fourth chapter analyzes the effect and inevitability of the implementation of compulsory assimilation Indian education policy, which is mainly characterized by the education of boarding schools and the only English education. The American government has invested a large number of manpower, material and financial resources to carry out compulsory assimilation education to the Indians, but the goal of fast assimilating Indians through the educated generation is far away. It has not been realized, because the policy disregard the values of all ethnic groups in their own nationality and disregard the wishes of the individual members of the ethnic groups. Facing the facts, the government has terminated the enforcement of compulsory assimilation of the Indian education policy.

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：K712;G571.2

【参考文献】