10.4 Resistance and survival strategies within the boarding school system

Native American boarding schools aimed to erase indigenous cultures. Students fought back, secretly practicing languages, sharing stories, and preserving traditions. They found creative ways to maintain their identities despite harsh restrictions.

Resistance took many forms. Students formed secret networks, organized protests, and planned escapes. They adapted cultural practices, used coded communication, and maintained connections with their communities. These strategies helped preserve Native cultures against assimilation efforts.

Covert Cultural Preservation

Secret Language and Cultural Practices

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• Students secretly practiced their native languages when out of earshot of teachers and administrators
• Created coded systems to communicate in their native tongues without detection
• Organized clandestine gatherings to share traditional stories, songs, and customs
• Developed subtle hand signals or gestures to convey cultural meanings
• Incorporated native words or phrases into English conversations as a form of resistance

Preservation of Traditional Knowledge

• Memorized and silently recited tribal histories, creation stories, and genealogies
• Secretly taught younger students about their cultural heritage and traditions
• Maintained connections to tribal elders through hidden correspondence
• Crafted traditional items using available materials (beadwork, carvings)
• Adapted cultural practices to fit within the confines of boarding school life

Covert Spiritual and Ceremonial Practices

• Performed abbreviated versions of traditional ceremonies in secret locations
• Used natural objects (rocks, plants) as stand-ins for sacred items
• Conducted prayer circles or meditation sessions under the guise of study groups
• Maintained personal medicine bundles or talismans hidden from school authorities
• Adapted Christian prayers to include elements of traditional spiritual beliefs

Student Resistance Strategies

Solidarity and Collective Action

• Formed secret support networks among students from different tribes
• Organized silent protests or boycotts of school activities
• Developed systems to warn each other of approaching staff members
• Shared survival strategies and coping mechanisms with new arrivals
• Created underground newsletters or journals to document their experiences

Escape and Avoidance Tactics

• Planned and executed elaborate escape attempts from boarding schools
• Developed hiding spots within school grounds to avoid punishment or forced activities
• Feigned illness to avoid participation in assimilation programs
• Intentionally performed poorly in English language classes as a form of resistance
• Coordinated with family members for assistance in leaving the school

Communication with the Outside World

• Wrote coded letters to family members describing their true experiences
• Befriended sympathetic staff members to send uncensored messages home
• Used visiting days to secretly pass information to relatives
• Collected and preserved evidence of mistreatment for future documentation
• Maintained journals or diaries hidden from school authorities

Adaptive Resistance Strategies

• Reinterpreted school teachings through a Native cultural lens
• Incorporated traditional designs into art projects assigned by the school
• Used English language skills to advocate for Native rights and concerns
• Participated in school sports or music programs while maintaining cultural identity
• Developed bilingual abilities to navigate both Native and non-Native worlds