English 1101 Annotated Bibliography Example Beauchamp Sandra

English 1101 Annotated Bibliography Examplebeauchamp Sandra Mandan

English 1101: Annotated Bibliography Example Beauchamp, Sandra. “Mandan and Hidasta Families and Children.†Healing and Mental Health for Native Americans . Ed. Ethan Nebelkopf and Mary Phillips. Walnut Creek: Altamira Press, 2004.

65-73. Print. Sandra Beauchamp’s chapter focuses on the importance of a healthy family within the Native American community. According to Beauchamp, the family unit was put at high risk during the assimilation period particularly in the early Twentieth Century when many children were removed from their homes because of perceived neglect. Her research suggests that policies were often enforced through the lens of a “dominant culture perspective†instead of with sensitivity towards how Native Americans may have parented.

This chapter also examines the assimilation practices of the mid to late Nineteenth Century in which children were often forcibly removed from their homes and put into Federal boarding schools. In these schools, they were converted to Christianity and were forbidden to speak their native languages. This chapter is of particular importance to the larger project because Skinner’s field notes often focus on the neglect and abuse of children. Beauchamp’s chapter provides some context for possible reasons why those conditions existed on the Shoshone Bannock reservation.

Paper For Above instruction

The history of Native American families and children provides crucial insight into the enduring impacts of federal policies and cultural assimilation efforts. Sandra Beauchamp’s chapter, “Mandan and Hidasta Families and Children,” offers a detailed exploration of how government intervention and societal attitudes disrupted traditional family structures and parenting practices among the Mandan and Hidatsa tribes (Beauchamp, 2004). This analysis is vital in understanding the broader context of Native American child welfare and the historical trauma inflicted by forced assimilation policies.

During the late 19th and early 20th centuries, Native American children were systematically removed from their homes and placed into federal boarding schools aimed at eradicating indigenous languages and cultures. These institutions, often characterized by neglect and abuse, sought to assimilate Native children into Euro-American societal norms (Adams, 1995). Beauchamp’s emphasis on the family unit underscores the significant cultural loss experienced during this period, as traditional parenting roles and familial bonds were broken, contributing to long-lasting psychological and cultural repercussions.

This historical context complements Skinner’s field notes, which document instances of neglect and abuse among Native children, highlighting the systemic failures of these assimilation policies. Understanding these historical abuses is essential for current efforts to address the trauma within Native communities and to support healing initiatives. Contemporary policies advocating for culturally sensitive child welfare practices are informed by this history, aiming to restore and preserve familial and tribal bonds (Trocmé et al., 2010).

The chapter also sheds light on the resilience of Native families who, despite these intrusive policies, have maintained cultural practices and familial connections. Analyzing Beauchamp’s work enables a deeper comprehension of the origins of current Native American mental health challenges and the importance of culturally appropriate support systems (Brave Heart & DeBruyn, 1998). Such understanding is crucial for social workers, policymakers, and community advocates working to promote healing and restorative justice in Native communities today.

In sum, Beauchamp’s chapter offers essential historical insights that contextualize the ongoing struggles related to Native American families and children. It underscores the importance of culturally informed approaches in addressing past harms and fostering resilience, emphasizing the need for policies that respect and incorporate indigenous traditions and familial structures. Addressing these issues holistically can help mitigate the intergenerational trauma caused by historical policies of forced removal and cultural destruction.

References

• Adams, D. W. (1995). Rejecting the trauma model of Native American child abuse. The American Indian Quarterly, 19(2), 155-169.
• Beauchamp, Sandra. “Mandan and Hidasta Families and Children.” In Ethan Nebelkopf & Mary Phillips (Eds.), Healing and Mental Health for Native Americans. Walnut Creek: Altamira Press, 2004, pp. 65-73.
• Brave Heart, M. Y., & DeBruyn, L. M. (1998). The American Indian Holocaust: Implications for health and wellbeing. American Indian and Alaska Native Mental Health Research, 8(2), 1–22.
• Trocmé, N., Knoke, J., & Blackstock, C. (2010). Disrecking the myth of 'Voluntary' Native child removals: Indigenous family violence and child welfare. Journal of Indigenous Social Development, 1(1), 16-28.