In the essay “Looking at Discipline, Looking at Labour: Photographic Representations of Indian Boarding Schools” by Eric Margolis, the author analyzes four different documentary projects. These projects include photographs from Richard Pratt, the Bureau of Indian Affairs, Francis Benjamin Johnston, as well as amateur photographers. Each of these projects illustrates the different ways photography was used to demonstrate the civilization of Native American Indian children. In addition, they allow us to observe how the meaning of photographs can change over time. Although these photographs were once seen as evidence of the progress in the civilization of savages, we now view them as evidence of an oppressive system. In 1984 Captain Richard
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According to Margolis, “Johnston emphasized inquiry, in contradistinction to Pratt who believed in training and regimentation over the enlightened inquiry of progressive educators.”5 In figure five we see a photograph she took of a debate class at the Carlisle Indian School. This image of the Carlisle school is much different from that in figure one. There are no clear signs of rank or order here. Margolis notes, “Clearly visible on the board is the issue: ‘Resolved that the Negroes of the South should not be denied rights (of) citizenship’.”5 It is interesting that the same students who were being oppressed were having a debate about the oppression of African Americans. It is entirely possible that Johnston set up this photograph and it was not a normal event. Likewise, in figure six we see a class in American history. Interestingly enough there is a man dressed in a Sioux war bonnet in the classroom. The students are learning about their roots, yet they are learning about them in an institution that seeks to Americanize the Native American students. Margolis writes, “Taken together, these photographs can at least raise the possibility of students and teachers carving out a space for interrogation and critique of the powerful acculturation and socialization messages that the …show more content…
One of the most striking photographs from this collection is the photo of the small adobe jail, which can be seen in figure seven. According to Margolis, “From Carlisle on down, Indian schools used confinement for discipline problems and to lock up runaways.”6 This truly exemplifies the control and power that the schools had. In many of the photographs we have seen obedience and order. What we never saw was the consequence of disobedience. Here we clearly see that consequence. It makes perfect sense that so many of the students set up in straight rows for the photographs, and held poses. If they did not obey, they would be put in this isolated jail. It was not until 1929 that the use of these jails was
According to Margolis, “Johnston emphasized inquiry, in contradistinction to Pratt who believed in training and regimentation over the enlightened inquiry of progressive educators.”5 In figure five we see a photograph she took of a debate class at the Carlisle Indian School. This image of the Carlisle school is much different from that in figure one. There are no clear signs of rank or order here. Margolis notes, “Clearly visible on the board is the issue: ‘Resolved that the Negroes of the South should not be denied rights (of) citizenship’.”5 It is interesting that the same students who were being oppressed were having a debate about the oppression of African Americans. It is entirely possible that Johnston set up this photograph and it was not a normal event. Likewise, in figure six we see a class in American history. Interestingly enough there is a man dressed in a Sioux war bonnet in the classroom. The students are learning about their roots, yet they are learning about them in an institution that seeks to Americanize the Native American students. Margolis writes, “Taken together, these photographs can at least raise the possibility of students and teachers carving out a space for interrogation and critique of the powerful acculturation and socialization messages that the …show more content…
One of the most striking photographs from this collection is the photo of the small adobe jail, which can be seen in figure seven. According to Margolis, “From Carlisle on down, Indian schools used confinement for discipline problems and to lock up runaways.”6 This truly exemplifies the control and power that the schools had. In many of the photographs we have seen obedience and order. What we never saw was the consequence of disobedience. Here we clearly see that consequence. It makes perfect sense that so many of the students set up in straight rows for the photographs, and held poses. If they did not obey, they would be put in this isolated jail. It was not until 1929 that the use of these jails was