Thirty Years Later: The Long-Term Effect of Boarding Schools on Alaska Natives and Their Communities

In 2004 and 2005 we gathered information on how boarding school and boarding home experiences affected individual Alaska Natives, their families, and communities. From the early 1900s to the 1970s Alaska Natives were taken from rural communities that lacked either primary or secondary schools and sent to boarding schools run by the federal Bureau of Indian Affairs (BIA), by private churches or, later, by Alaska’s state government. Some were also sent to boarding homes to attend school in urban places. We interviewed 61 Alaska Native adults who attended boarding schools or participated in the urban boarding home program from the late 1940s through the early 1980s, as well as one child of boarding-school graduates. Their experiences, some of which are shared in this report, reveal a glimpse of both the positive and negative effects of past boarding schools. Many of those we interviewed spoke with ambivalence about their boarding school experience, finding both good and bad elements. Some of the good experiences included going to schools that had high expectations of the students; educators and other school personnel who developed personal relationships with students; individualized support for students who were struggling; and discipline and structure that was supportive, not punitive. For many of those we interviewed, boarding school offered an opportunity to learn about the world beyond village boundaries and to develop lasting friendships. But these good experiences came at a cost. The cost for some was abuse; interviewees reported physical and sexual abuse at the Wrangell Institute. At that school, children were forbidden to speak their native languages and were even beaten for speaking them. The goal of many educators at the time of mandatory boarding schools was to assimilate people of different cultures and ethnicities into the dominant culture. This cost many students not only the loss of their language, but also their culture and identity. These practices had lasting effects on individual students, their families, and communities. Those we interviewed told of finding it difficult to return home and be accepted. They felt that by being sent to boarding school they had missed out on learning important traditional skills and had a harder time raising their own children. For communities, the loss of children to boarding schools created a tremendous void, one that interviewees said was filled by alcohol and a breakdown in society. Drugs, alcohol, and suicide are some of the effects interviewees spoke of as coming from boarding home experiences and the loss of cultural identity and family. In 1976, the State of Alaska agreed to build schools in rural communities having eight (later ten) or more school-age children. When these schools were built, it was no longer necessary to send Native children to boarding schools. However, there is now an ongoing policy debate over the cost and quality of these local schools and whether Native children might be better off attending schools outside their communities. We hope that policymakers consider Alaska Natives’ past experiences with boarding schools reported here and learn from them. A journal article based on this research can be found in the Journal of American Indian Education Vol. 47, No. 3 (2008), pp. 5-30 (26 pages)Ford FoundationExecutive Summary / Introduction and Background ; Study Methodology / Findings / Longer Term Effects of Boarding Schools on Individuals, Families, and Communities / Discussion/ Conclusion: What Next? / Bibliograph

Implementation of Islamic Education Through Boarding School System

Penelitian ini bertujuan untuk mengetahui penyelenggaraan pendidikan Islam melalui sistem Boarding school. Lokasi di SMA Islam Nurul Fikir Lembang dengan metode kualitatif. Hasil penelitian menunjukkan: a) SMA Islam Nurul Fikri banyak diminati masyarakat karena adanya sistem boarding school dan kurikulum terpadu yang memadukan pendidikan umum dan pendidikan agama; b) input peserta didik berasal dari kalangan menengah atas dengan kecerdasan tinggi; c) proses pembelajaran melalui pengalaman (experiential learning) dan memadukan secara utuh ranah kognitif, afektif dan konatif; d) output peserta didik banyak yang masuk ke Perguruan Tinggi Negeri dan banyak meraih prestasi berbagai kejuaraan lomba baik tingkat provinsi maupun nasional; e) model yang diharapkan ke depan adalah mempertahankan model sekolah terpadu melalui sistem boarding school dengan menghasilkan peserta didik yang mahir di bidang umum dan agama serta memperluas akses bagi peserta didik menengah ke bawah

Dynamics of Islamic Educational Institutions In Indonesia: Boarding Schools and Madrasah

which are the center of Islamic education activities to the many developing formal and non-formal educational institutions, including Boarding School and madrasas. Therefore, this study aims to determine the development of Islamic educational institutions in Indonesia, the Types of Islamic Education Institutions in Indonesia, the role of Islamic Education Institutions in Islamic boarding schools and madrasas in Indonesia, and the differences between Islamic boarding schools and madrasas. The research method used is literature with documentation data collection techniques. The results of this study show that Islamic boarding schools are the oldest Islamic educational institutions in Indonesia which traditional Muslims initially founded. The establishment of Madrasah in Indonesia was driven by two factors: the strengthening of the Islamic renewal movement in Indonesia and the response of Islamic education to the Dutch East Indies' educational policies. Even though they are both Islamic Education Institutions, there are many differences between Boarding School and madrasas, including Boarding School not using a curriculum, madrasah using a curriculum, and so on

REGISTERS AND ACRONYMS IN BOARDING SCHOOL

The paper deals with the technical terms found in the boarding school, which is used some Sanskrit words to name some places and other things and also the acronyms that sound unusual for some people but it is daily used and understood in the military terms. The object of this paper is the words used in the specific area and accepted by all the community. The aim of this research is to describe and analyze the language maintenance used by the boarding school to keep the community recognize and appreciate the Sanskrit words. On the other hand, the used of some acronyms in the community is also to maintain the specific language used by specific community. This research uses descriptive analysis as the method and the finding shows that it is important to keep the ancient words alive and the acronyms help the community to memorize something easily

Evaluation of a project giving boarding school places to young people living in difficult situations: A summary of findings for young people

In November 2006 the government began a project in 10 local areas in England to see if boarding school might be a possible option for children and young people who could no longer stay all the time with their parents or carers or who were facing difficulties such as not attending school and not getting on with their families. The evaluation took place to find out more about: - The things that worked well about the project; - In what ways some young people could benefit from going to boarding school; - The things that could make the project work better. The evaluation also aimed to help the government decide whether to extend the project to other parts of England

Boarding the school bus

EVERY DAY DURING THE SCHOOL TERM, several thousand buses travel along country roads once marked with distinctive dark yellow bus route signs (now fluorescent green), carrying more than 100,000 pupils to school in the morning and returning them home again in the late afternoon,' Since their inception more than 80 years ago, school buses have changed the educational and social landscapes of rural New Zealand. As with many innovations in education, the service was initiated largely in an effort to save money; part of a process referred to as school consolidation. Before the first buses rolled down the driveway of the first consolidated school at Piopio in the South Waikato on 1 April 1924. the merits of consolidation had been debated in educational and community circles for nearly a decade. Its implementation would bring enormous change to the lives of rural children and their experience of school

Pondok Pesantren Internasional Di Surakarta Dengan Pendekatan Arsitektur Islam

International Boarding School in Surakarta planned is a boarding school as a place of Islamic education activities that have values ​​of Islam and became an icon for the development of Islam. events that arise with the development of the religion of Islam itself and is linked to a boarding school, like the DI / TII, the case of the first Bali bombing, the second Bali bombing, and other events led to the development of negative opinions public on the education system boarding school, which can not be separated from detailing activities of terrorism. Now many developing boarding schools that also incorporate general education science education in the curriculum, the boarding school is called as a modern boarding school. Modern boarding school has been a bit much to change the paradigm and society's negative opinion on the boarding school, because many people who want education that can meet the religious sciences but also did not lag behind in science education generally. Based on the description above, we plan and design the International Islamic boarding school in Surakarta. Design planned by Islamic architecture approach consisting of a) .The room Class-room for students son b) Spaces class for women students c) .Masjid d) .The room business e) .The room Eating Together Sons and Daughters, f) .Asrama Pupils Son and Daughter g) .Home Ustadz and Ustadzah h) .Fasilitas Parking Keywords: boarding school, Internasional.Surakart

Manajemen Unit Usaha Pesantren Berbasis Ekoproteksi (Studi Kasus Di Pondok Pesantren Al-Ihya Ulumuddin Kesugihan Cilacap)

Management of units based business ekoproteksi in boardingschool is a process to increase the assets and capabilities boarding school in economics to go independence Management of units based business ekoproteksi in boarding school. (Islamic Boarding School of Managment) is a management program by using a bottom-up approach, the implementation of activities in the field on the initiative and inspiration of the people. Based on the assumption that the pesantren community better understand their needs so that people involved in the making of pesantren management program that is appropriate management program.In theory Bottom Up in the boarding school, Kyai, the Government, as the creator of the means to achieve the aspirations of the people boarding school. The economic management of boarding schools has started to be realized in practice management program making such suggestions and input on community needs boarding school itself and then by the authors analyzed using the theory of management. Management process the government in terms of management must be implemented by public boarding school, so the people here besides serving as executor of the policy as well as giving a response back on the policy made by Kyai and government. Boarding school is now generally a boarding school who was managing the assets of the local economy that aims to empower economically boarding school, for the existence and economic welfare of boarding schools, students, citizens around the pesantren. On this basis, the Management Boarding economically requires a protection (protection / defense) for the sake of continuity and smoothness of its management

SMP DAN SMA BOARDING AL-ADZKAR DI TANGERANG SELATAN

Kota Tangerang Selatan sebagai salah satu Kota Satelit DKI Jakarta juga tidak lepas dari pengaruh globalisasi. Dengan jumlah penduduk mencapai 1.443.403 (BPS Kota Tangerang Selatan, 2013), kota yang berdiri sejak tahun 2007 ini pun mengalami perkembangan yang cukup pesar di berbagai aspek, salah satunya pendidikan. SMA Boarding Al-Adzkar sendiri rencananya akan didirikan pada tahun 2015 ini. Lokasinya berada dalam satu kawasan dengan SMP Boarding Al-Adzkar. Namun, karena SMA boarding ini belum lama berdiri, SMA boarding ini masih belum memiliki fasilitas belajar mengajar yang memadai guna memenuhi kebutuhan peseta didiknya. Kajian diawali dengan mempelajari pengertian dan hal-hal mendasar mengenai boarding school, syarat boarding school, pedoman perencanaan boarding school, dan tinjauan boarding school berbasis islami. Setelah itu dilakukan studi banding ke boarding school untuk mengetahui aspek-aspek yang dibutuhkan dalam merencanakan dan merancang boarding schoolpada umumnya. Dilakukan juga tinjauan mengenai lokasi Kota Tangerang Selatan menurut karakter geografis dan budayanya. Menggabungkan antara bangunan boarding school yang islami dan nilai budaya Kota Tangerang Selatan, serta mengaplikasikan desain yang ramah terhadap lingkungan dan berkelanjutan. Akhirnya, seluruh hasil kajian dituangkan dalam bentuk program ruang dan konsep-konsep perancangan yang diaplikasikan ke dalam desain yang dipresentasikan ke dalam bentuk gambar-gambar arsitektur