A Dissonant Education: Marching Bands and Indigenous Musical Traditions at Sherman Institute, 1901–1940

IF 1.2 Q1 HISTORY
V. Veerbeek
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Abstract

At the end of the nineteenth century, the US government established a system of off-reservation boarding schools in an effort to assimilate Indigenous youth into the American nation-state. Music emerged as one of the most enduring strategies that these schools employed to reshape the cultural sensibilities of young Native Americans. A lively music culture could be found, for instance, at Sherman Institute in Riverside, California, which was home to a marching band and dozens of other music groups throughout its history. Although school officials created these institutions for the purposes of assimilation and cultural genocide, this music program often had a more ambiguous place in the lives of students. To understand the role of music within Sherman Institute during the early twentieth century, this article examines the school’s marching band and the place of Indigenous cultural expression. While the school had students march to the beat of civilization, young Native Americans found various strategies to combat assimilation using the same instruments. At the same time, they also used the cultures of their communities to navigate life in an environment that the government created to destroy those very cultures.
不和谐的教育:1901-1940年谢尔曼学院的军乐队和土著音乐传统
19世纪末,美国政府建立了一套保留地外寄宿学校制度,试图将土著青年融入美国的民族国家。音乐成为这些学校用来重塑年轻印第安人文化敏感性的最持久的策略之一。例如,在加州河滨市的谢尔曼学院(Sherman Institute),可以找到一种活跃的音乐文化,在其历史上,这里曾有一支军乐队和几十个其他音乐团体。虽然学校官员建立这些机构的目的是为了同化和文化灭绝,但这种音乐课程在学生的生活中往往有一个更模糊的位置。为了了解音乐在20世纪早期在谢尔曼学院中的作用,本文考察了学校的游行乐队和土著文化表达的地位。当学校让学生们跟随文明的节奏前进时,年轻的印第安人发现了各种各样的策略,用同样的工具来对抗同化。与此同时,他们也利用自己社区的文化在一个政府为了摧毁这些文化而创造的环境中生活。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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