ISSC WORKING PAPER SERIES 2008-2009.41 The Urban “Half”: Resituating the History of Urban Relocation and Public Education by Kimberly R. Murphy Department of Ethnic Studies University of California, Berkeley January 22, 2009 Kimberly R. Murphy Department of Ethnic Studies University of California, Berkeley
[email protected] Through a “three pronged” termination policy, including the termination of tribal sovereignty, cultures and lands, the U.S. federal government sought to finally end the trust relationship it held with Native Americans. While both the termination of Native Nations and Public Law 280 assaulted the sovereignty of Native Nations, it was the relocation program that would finally force Native individuals to be active participants in the capitalist system. By the time the relocation program was brought to Oakland, California, in 1956, the city was undergoing drastic demographic and population shifts, which would have a major impact on the opportunities available to the relocation program participants. Like the reservations, the flatland neighborhoods of Oakland were both economically and politically controlled from the outside, rendering them a virtual colony of the larger city. Thus, rather than advance their economic or political status, as the actions of the Relocation Office would suggest, this new colonial system, operating within the internal colony of the “Black ghetto,” would perpetuate the low economic position of Native peoples. Tracing the history of American relocation into Oakland, this paper examines and exposes the central role of vocational training in the Bureau of Indian Affairs (BIA) educational system, which not only enabled the largest relocation of Native peoples into urban areas, but forced Native students into urban school systems that simultaneously maintained and transformed colonial narratives, policies and rhetoric of the earlier BIA educational models while also inadvertently creating spaces that facilitated the most organized forms of intertribal resistance and activism.