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This book is the humorous, bitter-sweet autobiography of a Canadian Ojibwa who was taken from his family at age ten and placed in Jesuit boarding school in northern Ontario. It was 1939 when the feared Indian agent visited Basil Johnston’s family and removed him and his four-year-old sister to St. Peter Claver’s school, run by the priests in a community known as Spanish, 75 miles from Sudbury. “Spanish! It was a word synonymous with residential school, penitentiary, reformatory, exile, dungeon, whippings, kicks, slaps, all rolled into one,” Johnston recalls. But despite the aching loneliness, the deprivation, the culture shock and the numbing routine, his story is engaging and compassionate. Johnston creates marvelous portraits of the young Indian boys who struggled to adapt to strange ways and unthinking, unfeeling discipline. Even the Jesuit teachers, whose flashes of humor occasionally broke through their stern demeanor, are portrayed with an understanding born of hindsight.
The new novel from the acclaimed poet and publisher asks fundamental questions about love and sex, friendship and rivalry, desire and power, and the age-old dance of benevolence and attraction between teacher and student. Sam Brandt is a long-term denizen of Connecticut’s renowned Leverett School. As an English teacher he has dedicated his life to providing his students with the same challenges, encouragement, and sense of possibility that helped him and his friends become themselves here half a lifetime ago. Then Leverett’s headmaster asks Sam to help investigate a charge brought by one of his classmates that he was abused by a teacher. Sam is flooded with memories, above all of his overwhelming love for his friend Eddie and the support of his most inspiring mentor, Theodore Gibson. Sam’s search for the truth becomes a quest to get at the heart of Leverett, then and now. The school has changed enormously over the years, but at its core lie assumptions about privilege and responsibility untested for more than a century. And Sam’s assumptions about his own life are shaken, too, as he struggles to understand what really happened all those years ago.
Boarding School Syndrome is an analysis of the trauma of the 'privileged' child sent to boarding school at a young age. Innovative and challenging, Joy Schaverien offers a psychological analysis of the long-established British and colonial preparatory and public boarding school tradition. Richly illustrated with pictures and the narratives of adult ex-boarders in psychotherapy, the book demonstrates how some forms of enduring distress in adult life may be traced back to the early losses of home and family. Developed from clinical research and informed by attachment and child development theories ‘Boarding School Syndrome’ is a new term that offers a theoretical framework on which the psychotherapeutic treatment of ex-boarders may build. Divided into four parts, History: In the Name of Privilege; Exile and Healing; Broken Attachments: A Hidden Trauma, and The Boarding School Body, the book includes vivid case studies of ex-boarders in psychotherapy. Their accounts reveal details of the suffering endured: loss, bereavement and captivity are sometimes compounded by physical, sexual and psychological abuse. Here, Joy Schaverien shows how many boarders adopt unconscious coping strategies including dissociative amnesia resulting in a psychological split between the 'home self' and the 'boarding school self'. This pattern may continue into adult life, causing difficulties in intimate relationships, generalized depression and separation anxiety amongst other forms of psychological distress. Boarding School Syndrome demonstrates how boarding school may damage those it is meant to be a reward and discusses the wider implications of this tradition. It will be essential reading for psychoanalysts, Jungian analysts, psychotherapists, art psychotherapists, counsellors and others interested in the psychological, cultural and international legacy of this tradition including ex-boarders and their partners.
Looks at the experiences of children at three off-reservation Indian boarding schools in the early years of the twentieth century.
Attending boarding school is a serious commitment in many realms, whether emotional, financial, academic, or otherwise. With that in mind, it is important to understand what boarding school is all about. This valuable resource is full of insights from students who attend or recently graduated from a boarding school. The Boarding School Survival Guide provides a variety of perspectives that help both prospective students and parents decide if boarding school is the right choice for them, and assists current students in navigating the twists and turns of school away from home. Written by students for students-in a fun, easy-to-read manner with essential, up-to-date information An honest and insightful look at life at today's boarding schools Anecdotal testimonies from current boarding school students and those who've recently graduated Helpful tips and strategies for students who are considering applying to boarding schools or are getting ready to attend one
They were children. Put on a train in a strange land, they waved goodbye to a parent as they headed to an educational institution that, unbeknownst to them, was to become their new home. Separated from their loving families, they strived to meet the expectations of the grownups and, in some cases, to rebel against them. Now, independent women, compassionate mothers, and astute professionals, they look back on their youth in the 1960’s and 1970’s to make sense of why they were sent away, and to give meaning to the sources that have sustained them over the years. Ex-boarders themselves, Latham and Ferdows provide vivid and emotionally embodied narratives of everyday lives of The Boarding School Girls. This unique collection of stories explores key issues of identity and lifespan development to seek understanding of the influence of national, religious and family culture on development within two conflicting sets of cultural values. Combining unique qualitative data with illuminating tales of resilience and accomplishment in what is likely to simultaneously inform and inspire readers with feelings of joy and sadness, love and hate, abandonment and hope, but mainly trust and forgiveness. The stories of eleven ‘little rich’ Persian girls are a nostalgic reminder of their past cross-cultural ordeals, a pragmatic perspective on psychological implications of boarding school education in England, and a celebration of the possibilities of the future. The Boarding School Girls is valuable reading for students in cultural, developmental and educational psychology and the humanities, as well as clinical psychologists and educators looking at the impact of boarding school on adolescent development.
Assimilation?s Agent reveals the life and opinions of Edwin L. Chalcraft (1855?1943), a superintendent in the federal Indian boarding schools during the critical periodøof forced assimilation in the late nineteenth and early twentieth centuries. Chalcraft was hired by the Office of Indian Affairs (now known as the Bureau of Indian Affairs) in 1883. During his nearly four decades of service, he worked at a number of Indian boarding schools and agencies, including the Chehalis Indian School in Oakville, Washington; Puyallup Indian School in Tacoma, Washington; Chemawa Indian School in Salem, Oregon; Wind River Indian School in Wind River, Wyoming; Jones Male Academy in Hartshorne, Oklahoma; and Siletz Indian Agency in Oregon. In this memoir Chalcraft discusses the Grant peace policy, the inspection system, allotment, the treatment of tuberculosis, corporal punishment, alcoholism, and patronage. Extensive coverage is also given to the Indian Shaker Church and the government?s response to this perceived threat to assimilation. Assimilation?s Agent illuminates the sometimes treacherous political maneuverings and difficult decisions faced by government officials at Indian boarding schools. It offers a rarely heard and today controversial "top-down" view of government policies to educate and assimilate Indians. Drawing on a large collection of unpublished letters and documents, Cary C. Collins?s introduction and notes furnish important historical background and context. Assimilation?s Agent illustrates the government's long-term program for dealing with Native peoples and the shortcomings of its approach during one of the most consequential eras in the long and often troubled history of American Indian and white relations.
NAMED A BEST NONFICTION BOOK OF 2022 BY ESQUIRE “[C]harming and surprising. . . The work of Admissions is laying down, with wit and care, the burden James assumed at 15, that she — or any Black student, or all Black students — would manage the failures of a racially illiterate community. . . The best depiction of elite whiteness I’ve read.”—New York Times A Most Anticipated Book by Vogue.com · Parade · Town & Country · Nylon ·New York Post · Lit Hub · BookRiot · Electric Literature · Glamour · Marie Claire · Publishers Weekly · Bustle · Fodor's Travel· Business Insider · Pop Sugar · InsideHook · SheReads Early on in Kendra James’ professional life, she began to feel like she was selling a lie. As an admissions officer specializing in diversity recruitment for independent prep schools, she persuaded students and families to embark on the same perilous journey she herself had made—to attend cutthroat and largely white schools similar to The Taft School, where she had been the first African-American legacy student only a few years earlier. Her new job forced her to reflect on her own elite education experience, and to realize how disillusioned she had become with America’s inequitable system. In ADMISSIONS, Kendra looks back at the three years she spent at Taft, chronicling clashes with her lily-white roommate, how she had to unlearn the respectability politics she'd been raised with, and the fall-out from a horrifying article in the student newspaper that accused Black and Latinx students of being responsible for segregation of campus. Through these stories, some troubling, others hilarious, she deconstructs the lies and half-truths she herself would later tell as an admissions professional, in addition to the myths about boarding schools perpetuated by popular culture. With its combination of incisive social critique and uproarious depictions of elite nonsense, ADMISSIONS will resonate with anyone who has ever been The Only One in a room, dealt with racial microaggressions, or even just suffered from an extreme case of homesickness.