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eBook details

• Title: Choctaw Leadership in Oklahoma: The Allen Wright Family and Education in the Nineteenth and Early Twentieth Centuries (Article 12) (Report)
• Author : American Education History Journal
• Release Date : January 01, 2009
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 234 KB

Description

Sociologist Duane Champagne has pointed out, "Theories of colonization must ... develop a more complete and balanced understanding of the complexities of life among the colonized" (Champagne 1996, 3-14). More particularly, he calls for the continuing investigation of Native colonization. Against the backdrop of internal colonialism, this paper will examine the educational and social lives of Allen Wright and his children to better understand how this Choctaw family successfully navigated the pressures of dual cultures by: 1) providing the socio-political context of the indigenous culture prior to Allen's birth; 2) chronicling and examining the social and educational experiences of young Allen Wright as he grew to adulthood and became an important leader in the Choctaw culture and in Oklahoma's march toward statehood; and 3) analyzing the lives of his children as leaders who continued his fight for the survival of Choctaw society during the growth and development of Oklahoma as the 46th state in the Union. Allen Wright left a giant legacy for the Choctaw Nation and the state of Oklahoma. He served as the head of the Choctaw nation in the mid 19th century and he gave the state its name. When it came to education, he was probably the first American Indian leader to earn a Master's degree in theology from an Eastern College. As patriarch of a socially distinguished family, his legacy was continued by his sons--Eliphilat Nott and Frank and even his granddaughter, Murial. What is particularly striking is the fact that Wright emerged as a well educated leader in both Choctaw and Oklahoma cultures in spite of the fact that American practices of the time adhered to an educational form of Classical Colonialism that was dualistic in nature. While stressing vocational training for the indigenous, it provided a classical, scholarly education in non colonial schools for the sons of the dominant culture (Altbach 1978).

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